Sensory / Self Regulation BUNDLE

This ZIPPED file includes 13 of my sensory-motor / self-regulation downloads for 170+ pages. This will continue to be updated as appropriate, so get yours now to enjoy additional files!

1. TOOL: 31 questions to determine if SENSORY is function of behavior
2. 25 questions for kids to self evaluate SENSORY processing needs&accommodations
3. Guide, visuals and strategies: sensory component to the behavior?
4. 21 IN SEAT sensory motor yoga, flexible seating visuals – activity&data tracking
5. Self-Regulation Sensory Motor Strategies – 8 Dice and 3 Spinners!
6. Visuals for 45 different Sensory Motor / Movement Calming Strategies for the Classroom and Small Spaces
7. How does my body feel / coping tools for the classroom Sensory processing
8. SENSORY PROCESSING 101: 5 visuals to help explain sensory processing
9. Resistance band / Therapy band exercises for sensory, strength & more!
10. SENSORY PROCESSING 5 DEEP BREATHING LESSON PLANS & WORKBOOK
11. 60 SENSORY DIET VISUALS
12. Self regulation handout for parents/ teachers
13. Self regulation /sensory processing to transform any classroom

TOOL: 31 questions to determine if SENSORY is function of behavior

Do you have students who you do not know if their behavior is related to sensory components? This is a 31 question tool to FOCUS on determining if SENSORY is the function of behavior. This tool helps to guide WHAT is the function of behavior or WHY is the behavior occurring? Each question is broken down to why things are being asked and with a specific emphasis on explaining each sensory question.

Pages 3-4 are an introduction.

Pages 5-6 are the 31 questionnaire to guide an informal interview and observation.

Page 7 is an extra page for notes.

Page 8 is a place to transcribe answers and total answers. Transfer all answers here. Add up the number of each “Yes” Once you look at which has the most “yes”, this may give a clue to why the behavior is happening. If there are two close ties, there may be more than one function of behavior.

Pages 9 – 12 go through each question with more in depth answers at the sensory processing answers.

This is intended to be a TOOL to help guide an informal interview for school personnel to determine if sensory may be the function or one of the functions of behavior. This can also be an educational tool to help explain to staff WHY they believe a behavior is occurring.

This is perfect to help guide discussions with teachers, staff and other personnel who work with students.

 

 

25 questions for kids to self evaluate SENSORY processing needs&accommodations

This UNIQUE tool is 25 questions intended help student SELF EVALUATE their sensory processing needs/what sensory experiences may be impacting school environment and includes SUGGESTED accommodations/strategy to each questions. This is intended to help gather information, provide accommodations /strategies that go along with each question and some visuals of proprioceptive /sensory motor exercises.

Pages 3-4 are the 25 questions for students to self evaluate.

You may need to read these aloud to students or explain to students each question. You may need to give examples of circumstances you have seen.

Pages 5-9 are the accommodations or strategies that can go with each question.

Some of these are teacher specific and student specific.

Pages 10-11 are sensory motor movements students can use in class to help self regulate.

This is intended for students who can understand and answers questions such as “It is hard for me to complete work when my classroom is noisy” and “It is hard for me to work when I have to use glue or paint. I don’t like using these supplies.” This is not intended for students who are non-verbal or who are unable to answer questions related to experiences.

This can be used in many ways:

Help determine what sensory experiences are difficult

Help to see how self aware students are about their sensory processing needs

Guide discussion on sensory accommodations

Help students react to negative sensory experiences

Help provide strategies to teachers, paraprofessionals and related service staff.

Informal interview to help understand student’s sensory processing

This is intended to be a TOOL to help guide an informal interview for school personnel to explore how student’s feel about their sensory processing. This can also be an educational tool to help explain to staff what the student believes and what accommodations could be helpful. This is perfect to help guide discussions with teachers, staff and other personnel who work with students.

This is NOT intended to replace medical advice, or to treat or diagnose. This should only be used appropriately within your practice law and services. If you are unsure, stop activity immediately and do not recommend anything.

 

 

***Guide, visuals and strategies: sensory component to the behavior?***

Do you have students who you do not know if their behavior is related to sensory components? This is a guide that includes an over view of sensory related needs related to behavior. This explains how sensory is incorporated into behavior. This includes charts that explains each sensory component and examples of what you may see in students. This also includes a chart that discusses the difference between functions of behavior with sensory vs tangible, escape and attention. There is also a chart of calming strategies for each component of sensory. There is a general handout of recommendations for strategy and two pages with 18 visuals of proprioceptive strategies that includes yoga, deep breathing, and other activities that can be performed in class and out of class.

 

***21 IN SEAT sensory motor yoga, flexible seating visuals – activity&data tracking***

This includes 21 different visuals or in seat sensory motor strategies and flexible seating. This document includes 9 pages that are DIFFERENTIATED for students. The first pages are for student to explore each different strategy that they can perform in your classroom, in a chair and without distracting other students. This is a perfect tool to promote independence of brain breaks / movement strategies so students can perform on their own. This is perfect activity for students to use in a whole class, small group or individually.

 

Once students pick out exercises that work, there are also two differentiated forms that students can use to keep track of how they are using the sensory motor strategies. There are also visuals that can be used for this form. If students are unable to spell or write, one form is included that just includes smiley and sad faces, so students can circle if the activity helped.

 

Pages 1 – 6 are differentiated activities for students to explore the various movement strategies and flexible seating. Have each student write (or circle) their feelings / energy level before, during and after each exercise. If needed, provide a word bank of emotions.

Pages 7-9 are differentiated self monitoring forms that can be used to track data for implementation of strategies. This records how student felt before the exercise and then directly after.

 

***Self-Regulation Sensory Motor Strategies – 8 Dice and 3 Spinners!***

This includes 8 dice (1 dice with time ie: 20 seconds, 30 seconds, 1 dice with questions and 6 dice with visuals for self regulation). This includes 3 spinners (1 for in seat strategies, 2 for small spaces). For the dice, you need to print on cardstock and glue or tape together. For the spinners, all you need is to print, use a pencil and a paperclip.

 

This is perfect for students who are exploring strategies and also for students who have difficulty picking a strategy. This could also be used as brain breaks for a full class.

 

***Visuals for 45 different Sensory Motor / Movement Calming Strategies for the Classroom and Small Spaces. ***

No equipment needed!

Included:

• Visual that includes social story and directions for classroom (One using the words calm and one for zones).

• Visual that includes social story and directions for small space (One using the words calm and one for zones).

• Desk strip and cut outs

• Visual for hole punches to make lanyard for classroom strategies

 

*********How does my body feel / coping tools for the classroom Sensory processing k12345*******

This packet works on 3 different parts of self regulation: identify how student’s body feels during heighten emotions / calm emotions, discussing why it is important to identify how student’s body feelings and 21 coping / self regulation tools that student’s can use in the classroom. Students will explore each different strategy that they can perform in your classroom, in a chair and without distracting other students. This is a perfect tool to promote independence of brain breaks / movement strategies so students can perform on their own. This is perfect activity for students to use in a whole class, small group or individually.

 

PLEASE NOTE: If you have already BOUGHT “21 IN SEAT sensory motor yoga, flexible seating visuals – activity&data tracking” this uses the visuals and tracking form from this. Please DO NOT buy again. Contact me and I will discount the product for you to buy.

 

**************SENSORY PROCESSING 101: 5 visuals to help explain sensory processing****************

This is a unique set of 5 different visuals to explain sensory processing to teachers, staff and parents. The visuals are:

1. How students may react with input

2.Cup of water analogy (ie: same input, different size cups)

3.A specific example of what children may experience during a strong input (party popper)

4.Sensory processing vs. other function of behaviors

5.What a sensory diet is

These can be printed one time and laminated or printed and given to individuals. This is great for consultation, IEP meetings, 504 and RTI / problem solving.

 

***************Resistance band / Therapy band exercises for sensory, strength & more!*************

Do you use band in your class or therapy room? Using therabands or therapy bands are excellent way to help with strength, self regulation and getting movement in a small space. This features nine exercises that help to support student success. Some of these exercises help to give proprioceptive input with students using the input on themselves. Other exercises support strength and balance. These exercises can easily be taught to children and staff.

This includes basic picture cards without directions (4-6), picture cards with directions (pages 7 – 13), visual task strip (pages 14 – 16), and desk strip (pages 17- 20). Some of these can be printed on two sides.

You must have a THERABAND or THERAPY BAND to do these exercises.

 

This is perfect to supplement various social emotional (SEL) or self regulation program including RTI, MTSS, zones of regulation, 5 point scale, whole body listening, social thinking and more.

 

This helps to expand your student’s current self regulation toolbox. This gives different sensory motor strategies. This is perfect for general education students but also students with Autism spectrum disorder, ADHD, ADD, sensory processing disorder, and other special needs. This can be used with general education, RTI, MTSS, special education, occupational therapy OT, speech language pathology SLP, and social work SW.

 

This also supports core strength, crossing midline, coordination, gross motor, and motor planning

 

 

This is perfect to supplement various social emotional (SEL) or self regulation program including RTI, MTSS, problem solving, zones of regulation, 5 point scale, whole body listening, social thinking and more.

 

This helps to expand your student’s current self regulation toolbox. This gives different sensory motor strategies. This is perfect for general education students but also students with Autism spectrum disorder, ADHD, ADD, sensory processing disorder, and other special needs. This can be used with general education, RTI, MTSS, special education, occupational therapy OT, speech language pathology SLP, and social work SW.

 

These types of files also supports core strength, crossing midline, coordination, gross motor, and motor planning.

*********SENSORY PROCESSING 5 DEEP BREATHING LESSON PLANS & WORKBOOK***********

 

DO YOUR STUDENTS NEED TO WORK ON SELF REGULATION SKILLS? Deep breathing is one of the ways that you can help your students with self regulation. This is a tool you can use ANYWHERE and EVERYWHERE. However, most students do not know how to breathe. These are 5 full class lesson plans that focus on learning this skill. There are also visuals that students can choose to pick to use on a desk or lanyard. You can also print and put these on the walls.

Pages 3-24 are the lesson plans and worksheets to print (if you are not using the workbook).

Pages 25 – 34 are the (optional) student workbook.

Pages 35-44 are extra sizes of the visuals.

 

The only materials you need:

A light book or stuff animal or other light object that student can place on their stomach for lesson 3.

Straws for each student and pom pom balls or small light objects that can be blown through a straw for lesson four.

 

 

 

***60 SENSORY DIET VISUALS****

This includes 60 sensory diet visuals that include both large and small images that fit inside a file folder.

 

I am a school occupational therapist who has a doctorate in occupational therapy. I work closely with special education and general education staff adapting material. This is where I get my inspiration for this material. This is where I get my inspiration for this material. I have used my materials with a variety of children with different disabilities including learning disabilities, dyslexia, autism, sensory processing disorder, ADD, ADHD, visual impairments, deaf/hard of hearing, cerebral palsy, down syndrome and more.

 

Self regulation handout for parents/teachers

 

DISCLAIMER: By using this, you agree that this activity is not intended to replace the advice of a physician or occupational therapist. Information provided should not be used for diagnostic or training purposes. Please speak with your physician or OT if you have questions. Stop any activity if you are unsure about a child’s reaction or ability. You should discontinue anything if you do not know your child’s reaction or ability.