Sensory Processing

Beck's new Handbook for those living with, teaching, or working with children with sensory needs
explains the sensory system puzzle and the who and what of a sensory diet.  The thoughtful tools in this book provide intervention strategies to support and challenge the sensory systems through meaningful and authentic sensory diet tactics based on the environment, interests, and sensory needs of each individual child. The data collection sheets, screening forms, checklists, and schedulers in this book provide a blueprint for weaving sensory diet strategies into sensory-filled days.
As counselors we see children with a diagnosis of Sensory Processing Disorder (SPD) that have often been getting Occupational Therapy (OT) since preschool.
There is a significant over-lap in symptoms in what is now called “Misophonia” and SPD Sensory Over-Responsivity (SOR). Misophonia describes a neurologically based disorder in which auditory stimuli (and sometimes visual) is misinterpreted within the central nervous system. Individuals with misophonia are set off or “triggered” by very specific patterned sounds, such as chewing, coughing, pencil tapping, sneezing etc.
Sensory processing challenges are also co-morbid conditions for students with ADHD, ASD, and Explosive Disorder. One small-scale study suggested that as many as five to 16 percent of school-age students have these challenges; therefore, as counselors we need to stay up on a school sensory diet and what can help families send their children into school in the morning well regulated. I always inquire about sleep hygiene and offer suggestions to help with sleep and bedtime routine which are covered in this book.
I collaborate closely with my school OT because many of the children referred for tier 2 groups are on her case load. The high percentage of these kids in our school is another reason I requested dynamic flexible seating from our PTA (e.g., therapy balls).
I will be sharing this Handbook with parents in the new Family Resource Pack I created this spring. It also contains Making-Sense-Your-Senses-Processing

Yoga Poses for ASD

If you do small group counseling or have classes for children with Autism Spectrum Disorder (ASD) here is a resource of 5 yoga poses to improve sensory information processing, communication, self-regulation, and motor control. These skills apply to other areas in life, ultimately helping those with ASD to lead more balanced, healthy, socially integrated, and independent lives yoga-poses-for-autism/

Resources for Executive Functioning

These books provide educators including counselors was to help children, especially those with Autism Spectrum Disorders, to improve executive functioning (EF) and flexibility. The Unstuck and On Target! program teaches three EF skills: 10 flexibility; 2) goal setting; and 3) making and checking plans.The program uses four teaching methods: 1) teach and use key scripts and words; 2) teach by doing; 3) use visual supports; and 4) make it fun! Solving Executive Function Challenges can help counselors understand the challenges of teaching EF and flexibility and how to put it in action. The Unstuck & On Target! is a curriculum guide with 28 lessons on 10 topics. If a counselor needs to lead a group for children who need to improve EF and flexibility the lessons are very scripted. I have co-lead groups using this curriculum in grades 2 and 3 with the school psychologist. We have used the lessons over 2 years because we don't run groups that last more than 12-14 sessions. The students like most of the group activities. The CD includes Home Extensions that can be sent home after each session. There is no special training required to use the materials, they are very straightforward.

Wear Blue April 2 World Autism Day

Working With ASD Students

Most of the students in our school with ASD are in some type of school-based small group counseling. I have included students with ASD in the entire range of groups including self-regulation, social skills, and study skills.  I have had students who required a personal assistant and only once (with a kindergarten child) did I need to have the assistant stay.  I want all students in my school to know I am here for them and very willing to work with them and their families.