stephanie m. l. potts, motr/l. ball chairs are a type of adaptive seating which can help students...
TRANSCRIPT
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Occupational Therapy Sensory Integration Interventions
Part 3
Stephanie M. L. Potts, MOTR/L
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Ball Chair
• Ball chairs are a type of adaptive seating which can help students who have difficulty attending while in the classroom.
• When a ball chair is determined to be an appropriate intervention for a student a parent consent form is sent home which included the research that supports the use of ball chairs.
• A ball chair is never implemented until after a parent consent form is received back.
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Evidence Based Literature on Ball Chairs
A research study done in 2003 states, “researchers have found that children using therapy balls in the classroom can improve attention, sustained sitting, and school performance,” (Schilling, Washington, & Dietz, p 535).
The study goes on to state that ball chairs can help students within the classroom exhibited by: “less sleeping in class, less disruptive behavior (out of seat), less distraction to the teacher” (Schilling et al., 2003, p 537).
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Implementation
Ball chairs can be used within the classroom on a daily basis.
The student is able to use the ball chair in replace of a typical chair and may use it throughout the duration of the day.
The occupational therapist will review the ball chair rules with the student and provide a copy to the teacher as well.
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Multisensory environment
• “Multisensory environments (MSE) are rooms or spaces containing equipment that is designed to provide sensory stimulation to the user” (Stephenson & Carter, 2011, p 276).
• MSE are used to help develop play skills and social skills; which foster the development of a successful student role.
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MSE at Colwyck Elementary School
Items in a MSE can include: swings, a ball pit, therapy balls, a hammock, a bubble projector, a tunnel, toys that light up and vibrate.
An example of a MSE at Colwyck is our crash room.
Currently our Crash Room at Colwyck consists of: a trampoline, a tunnel, a blackboard wall for multisensory approach to handwriting, therapy balls, scooters, weighted blankets, a ball pit, a swing, and bean bag chairs.
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Implementation
The Crash Room is to be used under supervision of the occupational therapist.
It is recommended to be used no more then 1-2 times a day for no greater then 20-30 minutes at a time.
If the student ever feels dizzy, nauseous, or over stimulated the use of it should immediately be discontinued at that time.
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Weighted blanket
• Weighted blankets provide students with increased activity the extra calming deep pressure input their bodies crave.
• A research study conducted by Mullen, Champagne, Krishnamurty, Dickson, and Gao (2008) was done to determine the safety and effectiveness of the use of a 30 pound weighted blanket on a random sample of adults for 5 minute intervals. Results concluded that adults saw an increase in relaxation and decrease in anxiety.
• Weighted blankets may also have the same perceived effect on students; with a decrease in anxiety and increase in the feeling of relaxation the likelihood of students to be able to perform better within the classroom increases
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Implementation
The recommended implementation of weighted blankets are: 2-3 times as day as the student needs for 20-
30 minutes at a time. If student ever if uncomfortable using the
weighted blanket discontinue use for that time and notify the occupational therapist.
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Recommendations
Remember implementation of Sensory Integration Interventions in the
classroom as directed by the occupational therapist are
important and can significantly impact on
student academic achievements.
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References• Ayres, J. (1979). Sensory integration and the child. Los Angeles: Western Psychological services.• Autism Research Institute. (2012, March). Sensory Integration. Retrieved from: http
://www.autism.com/fam_page.asp?PID=372 • Bonggat, P., & Hall, L. (2010). Evaluation of the effects of sensory integration-based intervention by a preschool
special education teacher. Education and Training in Autism and Developmental Disabilities, 45(2), 294-302. • Futrell, M. (2006, October). Neuromuscular Control, Proprioception and Balance. Retrieved from http
://www.cofc.edu/~futrellm/nmcontrol.html • Mullen, B., Champagne, T., Krishnamurty, S., Dickson, D., & Goa, R. (2008). Exploring the safety and therapeutic
effects of deep pressure stimulation using a weighted blanket. Occupational Therapy in Mental Health, 24(1), 65-89.
• National Institute of Health. (2012, February). Balance Disorders. Retrieved from http://www.meei.harvard.edu/patient/balancedisorders.php
• Olson, L. & Moulton, H. (2004a). Use of weighted vests in pediatric occupational therapy practice. Physical & Occupational Therapy in Pediatrics, 24(3), 45-60.
• Schilling, D., Washington, F., & Deitz, J. (2003). Classroom seating for children with attention deficit hyperactivity disorder: Therapy balls versus chairs. American Journal of Occupational Therapy, 57, 534-541.
• Stephenson, J., & Carter, M. (2011). Use of multisensory environments in schools for students with severe disabilities: Perceptions from schools. Education and Training in Autism and Developmental Disabilities, 46 (2), 276-290.
• VandenBerg, N.L. (2001). The use of a weighted vest to increase on-task behavior in children with attention difficulties. American Journal of Occupational Therapy, 55, 621-628.