Tag Archives: sensory strategies

Sensory strategies are techniques used to help children manage responses to sensory input, such as sounds, textures, or movement. These strategies support self-regulation, attention, and participation in learning environments. They are essential for helping children stay calm, focused, and engaged throughout the day.

Making Sensory Connections Through Mock Sense-Ability Activities

Events & Conferences, Sensory,
Karen Moore, OTR/L, author of the Sensory Connection Program

On September 14th, Therapro’s Saturday Seminar Series featured Karen Moore, OTR/L, author of the Sensory Connection Program. Karen’s passion is mental health practice, where she has had extensive experience in acute psychiatric care and in various residential settings with adult and adolescent psychiatric patients. Her career-long commitment to the study and use of sensory modalities for treatment in psychiatric care culminated in the writing of her book, The Sensory Connection Program: Activities for Mental Health Treatment. Her subsequent publications include: The Sensory Connection Program: Self Regulation Workbook and The Sensory Connection Program: Curriculum for Self Regulation. Karen has presented workshops on sensory related treatment to programs and facilities throughout the country, including presentations for “at risk” youths, special needs students, and behavioral programs for adolescent treatment.

Karen’s seminar involved active participation by all the attendees in a simulated Sense-ability Group while sitting in a circle and being challenged motorically, socially, cognitively, and with sensory activities. Karen demonstrated how to adapt the group to target certain behaviors and skills of individuals in the group with the goal of each participant feeling competent and positive. Karen’s style was encouraging, supportive, and at the same time fluid in targeting the needs of each participant. Her anecdotes from her practice were enlightening. Karen described the Sense-ability Group Stages 1-6 along with activities the facilitator might use in each. These stages include the Awareness Stage, Moving and Breathing Stage, Conversing Stage, Active/Interacting Stage, and Learning Stage. Attendees tried out many novelty as well as familiar games in the group such a Hot Potato, to spark interest and energize a sluggish group; ball play with Koosh Ball, parachute games for movement and interaction; Theraband rowing for strengthening and reciprocal movement; Thumball to help express emotion, and many many more! Karen referred all to her website sensoryconnectionprogram.com for full instruction and details for every stage of the Sense-ability Group.

Karen is a Therapro author, and all of her publications are available through the Therapro website. She recommends both the manual and handbook of The Sensory Connection Program: Activities for Mental Health Treatment. These activities can be adapted and interchanged easily for a wide range of purposes, ages, and settings. All of Karen’s books use a person-centered treatment approach that begins with self-awareness and then moves on to self-regulation and eventually to self-care.

In summary, a Sense-ability Group is a highly adaptable, supportive group for those who experience a variety of symptoms that might include, depression, anxiety, psychosis, disorganization, poor self regulation, sensory problems, difficulty with social skills, physical challenges, and much more. The facilitator designs the group to ensure that the participants have a successful, enjoyable experience. Every group is different and is modified by the facilitator depending on the environment, the mood of the group, the participants, etc. Activities might include movement, sensory, physical, cognitive, and social experiences. The goal of the group is that each participant feels competent and improves function.

Thank you, Karen, for sharing your knowledge, expertise, and dedication to mental health treatment by modeling how a Sense-ability group can be a highly effective occupational therapy treatment modality… and lots of FUN!

Take a look at just a few of the glowing comments from those who attended Karen’s seminar:

“It accentuated how incorporating sensory games can enhance engagement, self-regulation & learning all at once.” – Christine C.B., Occupational Therapist

“Awesome ideas for sensory based social skills learning. Great intro & walk through of the materials.” – I.D., Occupational Therapist

“Very hands on and applies to so many different levels of abilities and ages!!” – Beth M., Occupational Therapist

“Hands on. Lots of group ideas. Real life examples. Very comprehensive. Holistic approaches. Many recommended activities & resources.” – Joann W., Occupational Therapist

Thank you, Karen!

Filomena Connor, OT, MS, OTR
September 14, 2019

6 FAB Strategies to Improve Pediatric Therapy Behavior

Sensory, , ,

By John Pagano, Ph.D., OTR/L

  1. Increase structure – Especially with students (e.g. sensory seekers) who trash your therapy room getting increasingly dysregulated, increase the structure. One way is by starting the session with all the toys locked up, and listing or assembling pictures of all the activities the client will do in order, before starting the session. Praise the client and check off each activity after they complete it and clean up, then unlock and begin the next activity. Another option for motivating clients when developing the activity list is to alternately have them choose the first activity and the therapist chooses the next one. Groups can also be structured with pictures listing the activities in order, or by having group members draw and review a praxis comic depicting the group activities in sequential order.
  2. Preferred Activities & Choices – Clients will work better if given choices between 2 or more activities, and presented with tasks they like to do. To assure that therapeutic goals are addressed you can present 2 choices addressing the same therapeutic goals (e.g. for deep pressure to reduce arousal offer wheelbarrow walking or wall pushups).
  3. Alternate seated with preferred gross motor tasks – For evaluation and treatment sessions it is often helpful to alternate seated fine motor writing tasks with preferred gross motor activities.
  4. Intersperse Easy – Instead of giving 10 challenging tasks, help improve the client’s motivation and effort in trying challenging new tasks by presenting 5 new tasks (covering all the concepts in the original 10 tasks you were going to teach), and alternating so every other task is something the client likes to do and has mastered, then reinforce him for doing it correctly.
  5. Reduce distractions – Especially in groups or the classroom, minimize problematic sensory distractions to improve attention. Study carols help minimize visual distractions, while noise canceling headphones are useful for auditory distractions. It often helps to give the teacher noise canceling headphones to help a student who has difficulty behaving appropriately due to the loud sound of fire drills.
  6. Increase sensory stimulation of challenging therapy tasks – Particularly for students who are under-responsive it can be helpful to add sensory input that accentuates therapy and academic tasks. This can be done by highlighting important print, plus signs, emphasizing the guide lines of the paper, or simultaneously having the student listen to and read a story.
  7. Getting clinic clients to leave – Many skilled clinic therapists who use sensory integration strategies have a problem getting clients to leave when their session ends. While it’s a compliment showing the client enjoys and can learn better during therapy, it’s a problem because the therapist has another client waiting and aggressive behavior in the clinic is bad for business. Think about this ahead, and if it is a problem structure the last task in a special room with only the door leading outside unlocked. Use this as a last activity room with their parent present (a good place to review home programs), give five and two minute warnings, do deep pressure calming sensory activities, then escort them out and give them a prize if they leave appropriately.
John Pagano PhD OTR/L, presenter for Therapro's webinar 6 FAB Strategies to Improve Pediatric Therapy Behavior

John Pagano, Ph.D., OTR/L is an occupational therapist who developed FAB Strategies® to help students with complex behavioral challenges. He just completed his first book called FAB Functionally Alert Behavior Strategies.  Dr. Pagano has been presenting FAB Strategies® workshops internationally for over twenty years, and is known for his humorous interactive presentations.  

He will be offering a free Therapro webinar on Tuesday, 10/29/19:  Integrating Behavioral, Sensory, & Mindfulness Interventions in your Pediatric Therapy and a seminar at Therapro on Saturday, 11/16/19: Advanced Treatment Strategies for Youth with Complex Behavioral Challenges. For more information about these events, please refer to the Therapro website at www.therapro.com and click on the News & Events tab.

Practical and Effective Strategies to Improve Self-Regulation: Recap

Events & Conferences, Sensory Regulation, , ,

Jocelynn Wallach, MS, OTR/L‘s September 15th Saturday Seminar entitled: Practical and Effective Strategies to Improve Self-Regulation and Executive Function Skills, was a two hour presentation filled with useful and immediately applicable information. She shared valuable insights and information with the 51 captivated attendees!

With a wealth of over 40 years of pediatric experience in her distinguished career, Jocelynn provides innovative occupational therapy services for children in the Westwood, MA Public School System. In addition to her school-based practice, Jocelynn manages her private practice, Capable Hands and Associates. In addition, she has lectured nation-wide, taught college level courses, and provides training sessions and professional development courses for parents, therapists, instructional aides, and therapists in a variety of settings.

Jocelynn’s learning objectives for her seminar included reviewing the meaning of self-regulation and executive function skills based on the work of A. Jean Ayres, Lucy Jane Miller, Peg Dawson, and Richard Guare. Based on their body of work, she concludes that “self-regulation, which is the end result of well developed sensory integration and effective sensory processing, is the basis upon which higher level executive function skills can develop.”

Jocelynn provided an excellent review of neurological function to illuminate the relationship between self-regulation and executive function skills. She then proceeded to highlight the developmental stages of self-regulation and executive functioning from infancy through adolescence. She discussed “red flag” behaviors that might be observed when a sensory processing disorder and/or executive function dysfunction is present. The following website was recommended to help parents and school personnel have a better understanding of learning processes, insights into difficulties, and strategies for responding: Misunderstood Minds.

To make classrooms and home more conducive to learning, Jocelynn provided a number of useful recommendations with guidelines for calming and guidelines for alerting. She advocated for examining the child’s environment closely and the importance of trying out different environmental changes to determine their effectiveness. For example, simple seating adaptations can make a world of difference. Jocelynn shared her “Seating Options Data Collection” system to help determine what works and what does not work for a particular student.

Activities and apps for helping students improve executive function skills in areas of planning, organization, time management, task initiation, etc. were discussed. Several examples of useful apps she uses include: for self-regulation – Pocket Pond, Fireworks, Pot Smash – Zen; for sustained attention – Monster Hunt, SIMON – I Say Pro, Eye Frenzy; and for planning – Voice Thread, Sticky Notes, Doodle Buddy. Some materials she suggested for therapeutic motor breaks include: Bungee Jumper, Thera-band activities, Rapper Snappers, Safety Grip Scooter Board, Drive Thru Menus, and How Does Your Engine Run?, to name just a few!

Jocelynn is a skilled and generous presenter who is very knowledgeable, as evidenced by a rapt and engaged audience. She has developed practical strategies, activities, and data collection methods to improve self-regulation and executive function skills that are designed to ensure student school success.

Attendees provided extremely positive feedback about Jocelynn’s seminar:

“Jocelynn is a great presenter and shared information that is relevant to our daily OT sessions, along with how to support teachers and provide strategies for class use!” – Amy H., Occupational Therapist

“A lot of tools, examples, and resources provided. Love the apps shown during the seminar!” – Vanessa C., Occupational Therapy Grad Student

“Very informative. Lots of suggestions. A review and a new way to look at things. Got my brain thinking. Good presentation.” – Anonymous, Teacher

“It was very comprehensive! Loved it!” – Patricia O., COTA

“Thank you so much for sharing! Just so fantastic. Wonderful, inspiring; gave me realistic ideas to hit the ground running. Thank you. So excited to share this with teachers & staff I work with!” – Tara G., Occupational Therapist

Thank you, Jocelynn!

Filomena Connor, MS, OTR/L
September 15, 2018