Sensory processing describes the way the body receives and interprets information through the five senses: touch, taste, smell, sight, and sound. We also process sensations through movement. When children have a problem interpreting information through one or more of their senses, this may have an adverse effect on the way they responds to their environment. As a result, children with sensory issues may experience difficulty regulating their responses to sensory information. This, in turn, may have a negative impact on their participation in daily activities in the classroom, at home, etc, whicih might then interfere with the learning process.

Many children on the autism spectrum (and many that are not) have difficulty regulating their responses to sensory information. The following strategies can be used to help children better attend and focus for structured tasks throughout their day, whether at home, school, etc.:

1. Deep Pressure: By providing the child with massages, firm hugs, squishing in-between two pillows (with her face exposed), or brushing techniques (using a surgical brush to gently brush from her fingertips toward her shoulders), we can help organize her sensory system. You can even try applying a pressure vest filled with rice or sand, which may also increase her attention and alertness. Some children require a weighted vest, of sorts, to help calm and relax them, especially when they're expected to attend to tasks for extended periods of time.

2. Rice Socks: For the child who has difficulty sitting still for structured activities, try placing a sock filled with rice on her lap. Basically, you would fill the sock with rice, then seal the top of the sock with a needle and thread, or even glue (using a hot glue gun). To personalize the sock, add eyes, nose, mouth, ears, etc. When the child is expected to sit for structured, adult-directed tasks, place the rice sock on her lap. The application of deep pressure may help meet the need for additional sensory stimulation, and you can apply additional rice socks if needed (additional rice socks give the child additional sensory input).

3. Lotion: To help calm and relax the overactive child, try applying lotion to the child's hands or arms. In my experience, lavender lotion works best, as the scent that it releases tends to have a very calming effect.

4. Bouncy Ball: To assist the child in attending for structured tasks, try having her sit on a bouncy ball. Often, children who have difficulty regulating their sensory systems require what is known as vestibular input, which oversees balance and position of one's body in space. Gently bouncing a chlid in place on a ball provides her with the sensory input she needs. In my experience, a peanut ball works best. The weight of this ball (which is in the shape of a peanut) is equally distributed on both ends, which allows the child to sit and maintain her balance (though it's important for an adult to sit directly in back of the child to help her maintain her balance, if necessary). Now, the bouncy ball is not for everyone, so for the child who does not respond well to to this type of sensory input, try having her sit on a square rug, or even on a small chair with arms. Many children require a defined space, which provides them with appropriate boundaries. This, in turn, makes them feel safe and secure.

5. Fidget Toys: When expected to sit and focus for activities, many children simply do not know what to do with their hands. They might be seen fidgeting with the rug, or might even put their hands on the child sitting next to them. For the child whose hands are busy, try giving her a fidget toy. Fidget toys may include manipulatives such as small cars, Koosh balls, a straw, clay, a small rubber duck, or another item of their choosing. And, best of alll, fidget toys are inexpensive! It's important to have a variety of fidget toys available from which the child can choose, prior to the start of adult-led, structured activities (as an item that motivates the child one week may not motivate her the next).

6. While it is important for us to initiate the above strategies in the very beginning (for the purpose of showing the child how to use the items appropriately), the goal is for the child to spontaneously incorporate the strategies on her own. Given this, create a sensory box for the child which might contain many of the items listed above. For example; the box might contain lotions, fidget toys, a buzzer (i.e., small massager), etc. Again, we want the child to initiate her need for sensory input by retrieving these items on her own, without verbal or physical prompting from adults. You can even personalize the box by having her decorate it. It is also a good idea to write her name on it, so that the other children know that the sensory box is hers, solely. Keep the box in a familiar place, so that the child knows exactly where to find it.

7. If you really want to be ambitious, create an area of the room that is designated just for sensory! This might include an area that is designated for beanbag chairs, soft lights, calming music, buzzers, lotions, and an array of manipulatives. The sensory area can be a place where the child can go to help "calm her engines," so-to-speak. Many use the sensory area prior to the start of structured activities, or after coming inside from playing outdoors. The sensory area is also a place where chlidren can go to feel safe and secure.

As an educational consultant, I find that many teachers often underestimate the need for sensory in their classrooms. True, not every one of these strategies will work for every child with sensory issues (we know that one size does not fit all), but a combination of strategies may prove to be effective. It's really just a matter of knowing the child and, through trial and error, figuring out which strategies are most effective in practice.