Tag Archives: weighted materials

Saturday Seminar: Weighted Blankets and More

Kristi Langslet, OTR/L ended the 2017 Spring Saturday Seminar Series with her enlightening presentation: Weighted Blankets and More for Use in Your Sensory Room or Sensory Carts! She discussed benefits and applications of weighted, compression and fidget products in Sensory Rooms and Sensory Carts.

General confusion and misconceptions abound regarding the use of therapeutic weighted materials, which Kristi dispelled with her seminar. She is an experienced therapist, having worked in a variety of primarily pediatric settings. Kristi began designing and making products for her clients to meet specific needs related to sensory processing. With her sister, Heidi, she developed and launched her therapeutic products company Sommerfly, in 2005, with the goal of “Calm, Sleep and Focus for All.”

Kristi’s review of research findings regarding sensory rooms and weighted blankets was thorough. The research reviewed came primarily from studies in adult psychiatric settings, but was still applicable to broader settings and age groups. Sensory rooms have been validated as safe, effective, anxiety and distress reducers, with weighted blankets being particularly useful for decreasing anxiety. She emphasized the recommendation for the best way to use a weighted blanket is for the child to apply it on himself/herself. Research cited from Tina Champagne, MEd, OTR/L indicates that weighted blankets should weigh more than 10% of the wearer’s body weight to be most effective – with 15-25% of a person’s weight as the guideline for use. She cited studies that indicate the rise in pediatric admissions for behavioral health problems. This fact points to the need for treatment strategies that are accessible, powerful, sensory-based, and research supported.

Sensory rooms are defined as a voluntary, self-managed place to decrease stress; they empower people to care for themselves. In these rooms you might find a Sit Tight Weighted Lap Pad, a Relaxer Blanket, and a variety of other calming sensory materials such as a white noise machine, lava lamp, chewing gum, exercise bandsyoga position cardsnoise cancelling headphonescalming music CD, etc., depending on the child’s age and needs. Kristi referred to Karen Moore’s Sensory Connection books as a having a wealth of information for developing sensory rooms and carts.

In her discussion of compression garments and muscle work, Kristi reminded us that compression garments have a similar effect as deep pressure applied to the skin and heavy work on joints/muscles. Both compression garments and weighted products provide similar touch pressure sensation, with a rapid response time, but heavy muscle work response time varies. The guideline for weighted vests provided was 3-5% of the wearer’s weight is optimal with wearing times of between 15-30 minutes at a time throughout the day; accommodation occurs with longer wearing times.

Kristi reported that since the hands and mouth have a high density of touch and proprioceptive receptors, the perception of sensation in these areas is greater than in other body areas. This may explain why we naturally fidget with hands and mouth with activities like nail biting, smoking, doodling, hair twirling, etc. Hand fidget research evidence shows that distraction reduced anxiety and pain after surgery. She advocated the use of a fidget as a “tool” versus a “toy” with examples like a Wristful Fidget or a Fidgety.

In our stress-filled society, the popularity and use of mindfulness techniques has alerted us to the value of being calm and centered. Sensory strategies we employ personally give us a sense of well being and regulation. Kristi asked us to imagine what effect they might have on a child who is “at risk.” As occupational therapists, we understand the value of and can use self-regulation practices to help people function optimally. After Kristi’s presentation, we understood the application of weighted products and fidgets more thoroughly, particularly with the pertinent research cited by her. When caregivers are given tools designed to help with self-regulation, coupled with other cognitive-behavioral strategies, we can look forward to seeing the effects with our students/patients as they reengage in life occupations.

Take a look at some of the glowing comments attendees provided:

“Great to have research to back up findings. Simple facts and Ideas to pass on to school colleagues and administration.” – Fredda T., Occupational Therapist

“I tend to be relatively skeptical about these issues, but I found Kristi extremely knowledgeable and approachable, and her presentation very informative. Lots to think about!” – Maura K., Teacher

“I liked the trauma informed approach, evidence based and practical suggestions. Really appreciated the update on weight guidelines.” – Kim B., Occupational Therapist

“Great intro course for new therapist and/or parents, teachers, related fields. Most useful for experienced OTs was the research/weight & wearing prescription/demo of products. Organized, straightforward presenter. Warm, open, compassionate, available for questions and pertinent case studies. Thank you!!” – Bernadette W., Occupational Therapist

“Great answers to questions, great products, great suggestions. I like the non toy look for fidgets.” – Anonymous, Occupational Therapist

Thank you, Kristi!

Filomena Connor, MS, OTR/L
May 6, 2017

Using Weight to Improve Body Awareness and Motor Skills

By Barbara Smith, M.S., OTR/L

Many individuals with a sensory processing disorder (SPD) have poor body awareness. This means that they have difficulty perceiving where their arms and legs are in relation to other objects and people. They easily trip, knock things over and lack a sense of personal space. Possible signs of decreased body awareness include:

  • sitting or leaning on others curing circle time
  • awkward gait
  • clumsiness during ball play and other gross motor activities
  • poor fine-motor skills.

Children with poor body awareness often have motor planning difficulties. It’s challenging for them to plan and perform skills such as riding a bicycle or cutting out shapes when challenged to perceive:

  • how much force to use
  • the spatial relationships between oneself and objecs
  • the spatial relationships between objects,

Occupational therapists use a variety of strategies to improve body awareness and motor skills. Let’s take a look at a few that involve adapting with weighted materials.

Weighted Materials

usingweight1Many children love to snuggle up in heavy and/or tight blankets. Weighted vests, toy animals, collars and other products increase body awareness and also have a calming affect. Gross motor activities (such as wrapping up inside a blanket while rolling across a mat, or rolling across cushions and pillows) combine heavy pressure and vestibular movement stimulation. This helps children interpret how their bodies are moving.

Using heavy materials such as shovels during activities provides proprioceptive sensory input to joints and muscles. The girl shown in the photograph is not only using a heavy shovel but she is also moving around heavy dirt. This is an ideal activity to increase body awareness!

When materials are not naturally heavy, we can adapt them. For example, the “pegs” used in this board (made out of cardboard boxes) are not only extra large because they are made out of bottles, but extra heavy because they are filled with water. The “pegs” provide visual, auditory and proprioceptive cues that helps guide the individual’s hand during placement.
usingweight2

Sensory Socks and Rings

usingweight3Filling socks or tights with sand creates “Sensory Socks.” (To increase length, you may sew several small socks together. To prevent sand leakage, place the sand in a plastic bag before placing inside the sock.)

Many children with decreased body awareness neglect one side of the body and try to do everything using one hand.

Using large, long, heavy and awkward materials such as “sensory socks” encourages bilateral hand use. Begin by offering a container with a large opening and grade, then graduate to using containers with smaller and smaller openings so that the child needs to manipulate and push with the fingers.

Some children with decreased body awareness will try to insert the sock by dangling the distal end. This activity is a great way to help children problem solve by grasping the socks at the end closest the container opening.

Note: Smaller sensory socks can also be used during tossing activities.

Sew the ends of the socks together to create rings! Explore the variety of heavy objects that can be used to weight these, such as:

  • pennies
  • marbles
  • dried beans/lentils/rice.

Some of my clients enjoy the sensation of putting these rings on and off their arms.
usingweight4

Occupational therapists often recommend weighted products such as the following to promote function during daily living skills:

  • spoons, forks or cups
  • pencils and pens
  • gloves to aid in handwriting
  • balls.

In addition, wrist weights can be used during any fine-motor activity to increase body awareness.

Sensory Bags

usingweight5Possible homemade adaptations include adding sand to stacking boxes and tossing/catching a “sensory pillow.” This pillow case filled with foam and small bags of sand is easy to grasp, fun to hug and won’t roll away.

Many children naturally meet their sensory needs during play as they wrestle, have pillow fights and crash into mounds of leaves. Here are a few more fun “weighted” activities to add to a child’s sensory diet:

  • placing heavy toys on a blanket or in a wagon to pull
  • carrying buckets of water or sand to fill sensory tables
  • hiding heavy toys inside the tables to remove and bring to another area.

As you can see, there are many ways to adapt environments and activities with weight. Let’s review why: pushing, pulling, squeezing and lifting heavy objects stimulates the muscles and joints, increasing body awareness. Deep pressure is calming and may improve focus. Improved focus and body awareness help children to plan movements so that they can play and learn to the best of their ability. So now that you know the scoop – let’s get weighting!

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Barbara Smith, M.S., OTR/L has worked with children and adults with developmental disabilities in a variety of settings over the past 30 years- including early intervention programs, public schools, special education collaboratives, day habilitation programs and community residences. She is the author of The Recycling Occupational Therapist, 2nd edition (RecyclingOT.com, 2012) and From Rattles to Writing: A Parent’s Guide to Hand Skills (Therapro, Inc, 2011).

Check out Barbara’s website for information and resources at: RecyclingOT.com

Special thanks to the model and her mom at Fumbling Thru Autism.

Illustrations are from the author’s book The Recycling Occupational Therapist.