Heavy-duty activities for proprioceptive input in the classroom: for children with sensory problems
All children, but particularly those with sensory processing disorders, can benefit from movement activities in the classroom that provide input to proprioceptive receptors in the joints and ligaments. In addition to providing exercise, these types of “heavy lifting” movements make it easier for the child to focus and pay attention. For the child with SPD, it is vital to obtain a deep, proprioceptive pressure input throughout the day as part of what is called a “sensory diet” of activities. It is not enough to exercise a lot and bring calm before or after school, or during an occupational therapy session. Most children with SPD need to be encouraged and guided to get the information they need throughout the day.
There are many ways to help children obtain this information within an ordinary classroom and school building. The child who is a sensory seeker will likely participate enthusiastically and even find his own ways to get the information that he feels his body needs (be sure to guide him in finding appropriate activities, though). On the contrary, the child with sensory problems who is underrated or a sensory avoider may have to remind him to follow the sensory diet that the OT has established. In any case, while providing opportunities for input is great, a child who is not disciplined or motivated enough to go on a sensory diet on their own will definitely need guidance to make sure it happens. Since the alternative is a child who is out of focus, who becomes more anxious and agitated, and progresses toward sensory overload and a fight-or-flight panic reaction such as aggression or total abstinence, implementing a sensory diet during the school day during the school day. It’s crucial.
When you integrate these activities into the classroom routine, and other children can participate as well, it helps the child with SPD not to feel so different or unique. If the child is the only one doing the activity, put a positive spin on it. Let her be the “playground equipment monitor” who carries the balls and equipment to and from the playground, or the “chalkboard monitor” who clears the chalkboard at the end of each day. You might even have a team of kids, including kids with sensory issues, in charge of washing the desks or helping the janitor, and give them an honorary name like “clean team.” All of these strategies will reduce the stigma of the sensory child who must have a sensory diet at school to stay focused.
Remember, the child who focuses on the discomfort in his body and his urge to move may be courteous and obedient, appearing to pay attention when his mind is not actually on what the teacher is saying. By incorporating a sensory diet tailored to the unique and specific needs of the sensory child by a sensory savvy school or private occupational therapist, it makes it much easier for her to focus on what we all want her to focus on: learning! If the child is verbal, be sure to include him in establishing a sensory diet. What works for one child may not work for another.
And check back regularly to make sure you are really getting the benefit of the activities that have been scheduled for her, and make it a goal for her to advocate for herself and meet her sensory needs in a socially acceptable way.
Here are some easy ways to get a deep, proprioceptive pressure input within the classroom and school environment (of course, the playground and gym also offer many more activities during recess and gym):
* Move stacks of books
* Deliver items from one classroom to another location in the building (especially if it requires carrying something and climbing stairs)
* Stack items, such as reams of paper, books, or storage containers
* Clear blackboards and chalkboards
* Move chairs or tables, place chairs on top of tables at the end of the day, and remove them at the beginning of the day.
* Wash desks or cafeteria tables.
* Install and store folding chairs and tables.
* Carry lunch box containers in and out of the cafeteria.
* Empty bins, sweep, scrub
* Sharpen pencils with an old-fashioned crank pencil sharpener
* Assist the gym teacher or playground supervisor to remove and store equipment such as bags full of balls, mats, scooters, etc.
* Spin in the gym or on the playground
* Climbing stairs
* Cut cardstock and cardstock from heavy paper
* Do push-ups against the wall
* Do push-ups on the chair (holding the chair to each side while sitting and then pushing up to lift the body)
* Bounce while sitting on an exercise ball (loose or on a stand)
* Press your legs against a stretched lycra band around the legs of a chair or desk
* Sit on an inflatable cushion like the Disc O ‘Sit
* Go up a ramp or incline, such as a wheelchair ramp or a hill on the playground.
* Keep heavy doors open or open them for people to enter or exit the building
* Push or drag boxes, carts, or furniture across the carpeted floor.