In Case You Missed It: Teens and Sensory Integration

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New Step Consultation Services

There seems to be an abundance of information out there about sensory, language and other early interventions for young children, but I am often asked about techniques that will help teens, so today's post is dedicated to teen health, learning &  sensory interventions.

I received this e-mail (see below) earlier this week and thought I would include it as Friday's post along with an excerpt of my answer and some other relevant article and website links.

If you have any other good resources that would be helpful to our readers, be sure to leave the information in the comments section below. Enjoy!

~Barbara

Barbara, 

I found your email address when searching for additional information on the Wilbarger Body Brushing Protocol.  

I am searching for information on use of brushing with a teenager recently diagnosed with Autism and Tactile Defensiveness.  

All the references I have found deal with infants or younger children.  This is an academic student with average cognitive abilities but other issues associated with Autism.  Do you have any experience teaching a teen this approach in conjunction with other strategies?

The student is an 8th grader, tall and mature physically.  Language skills are very good. At school the primary problem are shutting down physically, emotionally with transitions and change.  He is high functioning.  He would really need self brushing and compressions. I just don't have any idea how that could even work in a large middle school ?

Thank You ! 

JW

Dear JW,

Thank you for your e-mail inquiry. While I do not personally have experience with this, I have consulted with some of my colleagues who do and here is what we collectively came up with:

It sounds as if your student would benefit greatly by being involved in the entire process of putting together and implementing his sensory diet, especially if he has the ability to understand his own wiring and the important purpose of the sensory activities and how they will help him function optimally in a classroom setting and beyond.

I have been told that the brushing technique works better if it is done by someone else as opposed to self-brushing, however male teens will be less likely to be comfortable with someone else (especially a female therapist) brushing them, wanting to be more independent and in control. 

So with that in mind, there are ways to help a teen choose and blend sensory activities into their everyday living that incorporate the sensory input that is needed. (Examples: using a loofah sponge to shower in the morning before school; (Preferably not use on face or stomach!) chewing gum can be used to stimulate gum/oral input; thera-putty or a stress ball to squeeze for muscle pressure input, etc. ) You will have to talk with the teen and his family to see what the biggest issues are and design a sensory diet with his full input. Let him know that if something isn't working, you can easily change it.

The challenge is in giving him tools to use that will be non-alienating, discreet and least distracting to other students while he is in class. Hopefully, his teachers will be on board and cooperative. If not, its your job to educate them so that they will be as accepting and help the process rather than hinder it. (For example, once a diet is in place, they need to know that his fidgeting is his way of regulating, etc. )

If he has an IEP these activities should be included. It was also recommended that the teacher, a therapist or the student himself, (if comfortable) do an "inclusion talk" (or design a "brochure-maybe as a class project) explaining his behaviors and sensory needs for the purpose of opening up dialog and developing understanding between peers. Most kids will be very willing to help if they know how-(such as keeping voices low, taking care not to bump or roughhouse with the student, etc.) and the ones who will use it as an opportunity for teasing, will be shut down by the rest of the students who want to help.

As far as transitions-this is always difficult but a daily agenda or schedule is always helpful-visual or verbal-something small that can stay on desk or in pocket-if he wears a watch, maybe you can help him set it so that a reminder goes off 5 minutes before the class will end so he has a few moments to do what he needs to prepare for transition. 

The is no way to really prepare for every unexpected transition-such as a fire drill-maybe you can open a dialog with the principal and there can be some sort of announcement or notice to that student that there will be a fire drill around 1 pm...etc. and then give him tools to calm the anxiety he may experience while "waiting" for the bell to sound. There may be some helpful articles on my blog about calming anxiety. 

For deep pressure input and self-calming tools, there are some resource links below and I just published a book this summer called "Calm & Connected: Yoga Based Tools for Self-Regulation" that gives dozens of techniques that would be helpful and even though its geared for younger children, you might find something of value that can be adapted for a teen. I have included some pressure point techniques in the book that have gotten some good feedback, and a really useful technique I learned from my OT adviser called the "4B's" that can be used discreetly for overall calming, concentration or to prepare for transitions. (Find that download here > > go to the bottom third of page where it says "Fall Specials" and you will find the 4B's S.M.Art Cards™ free download link.) 

To find a description of my Calm & Connected book, go here  and If you'd like to order it, use the "Add to Cart" button and the discount code: 8U45E59T for $5 off.

Karate (hard forms), Tai Chi (soft forms), pilates, weight training, horseback riding and vinyasa yoga may also be good ways to incorporate muscle input during leisure time-this may in turn carry over & help when stressed, anxious, or in a classroom setting. Pilates and yoga can easily be done in the home - in the student's familiar and comfortable environment-with no echoes, incense or chanting- with their own music preference playing, etc. which makes them great additions to a sensory diet. 

You may give a heads up to the gym teacher too to see if some of these activities can be incorporated into his class's phys-ed time.

I hope this was helpful and you will find some resources you can use. 

Barbara

** Do you have any experience, advice or resources for JW? Please share them in the comments below.

Related Links:

The Sensory Team Handbook

Activities for Hypersensitive Teens in the Classroom

Helping your Teen Cope with Anxiety Disorder

Promoting Teen's Social Skills

Sensory Integration for Teens & Older Children

Teens & Sensory Issues: Special Challenges for a Special Time

Life Skills for Teens: Finding a Keeping a Job

15 Life Skills to Learn in Special Education

Focus on Strengths Improves Autistic Teens Social Skills

Body Image and Self Esteem

What Stresses Teens Out?

Inspire USA / ReachOut.com   (Teen Resiliency/Mental Health Foundation)

Contact: barbara@bodylogique.com