Sensory Seeking

Information

Craving Fast and Intense Movement

This month I am looking at the next most common sensory processing difficulty that parents  reported that they encountered with their children:

  •  Craving fast and intense movement

 


If your child is a sensory seeker/craver then you will know all about this behaviour.  The child seeks out very intense movement (vestibular) opportunities, for example swinging, jumping, sliding. They never seem to be able to get enough.  They have no fear or awareness of danger.

 

In the classroom, these children will struggle to sit still and constantly want to be on the move.  These children may be labelled as ‘hyperactive’.

These difficulties are often related to the child being under responsive (much less sensitive) to vestibular and/or proprioceptive input.  They will seek out intense vestibular and/or proprioceptive experiences.


Here are some guiding principles to help:

  • Appreciate that the child needs this type of sensory input, just like they need food and water in the day.
  • Build plenty of vestibular and proprioceptive activities into the child’s lifestyle.
  • Discourage children from lengthy spinning, which is very disorganising to the brain.
  • Instead encourage lots of linear movement (in one direction) combined with plenty of proprioception.

Find out more on this course Introduction to Sensory Integration and Sensory Processing Disorder

17 and 18 October 2018 at The Space Centre, Preston

Book now to avoid disappointment.
Only one reduced price parent place left.

 



Resources

Therapy Ball Activities Fun Deck

A therapy ball is a great piece of equipment to use to get both vestibular and proprioceptive input.  These cards from Super Duper have 60 creative therapy ball activities.  They can be purchased in UK through Sensory Direct.

 


Scooter Board Activities Fun Deck

Another great piece of equipment for sensory seekers is a scooter board.  Super Duper produce a pack of activity cards containing 54 different ways to use the scooter board.  They can be purchased in UK through Sensory Direct.

 

 


A free printable list of toys for sensory seekers.

 

 

 

 


25 ideas for homemade toys for vestibular and proprioceptive input.

 

 

 


The Zuma Rocker chair provides vestibular sensory input and is a great addition to the classroom for sensory seekers.

 

 

 

 


Courses

There is a programme of courses arranged for the  Autumn Term.    All  courses are now held at The Space Centre, Preston and are open to teachers, professionals and parents. Applications are now open  and places are allocated on a first come first served basis.  Please apply early to avoid disappointment.  All courses are limited to a maximum of 30 participants.

All courses are also available as INSET or in house training, please contact us for further details and prices.


Introduction to Sensory Integration and Sensory Processing Disorder 

More about this course

17 and 18 October 2018

Some people don’t behave as we expect them to – not because they won’t, but because they can’t. Inefficient processing of sensory messages that come from their body and environment often cause this unexpected behaviour. These people may withdraw from physical contact, refuse to participate in typical classroom and playground activities, or respond in an unusual way to ordinary sensations such as touch, movement, sights and sounds.

This popular two day course will provide participants with an understanding of sensory processing disorder and the everyday difficulties that children and adults experience at school, home and other settings. The main focus of this course will be to give participants the tools necessary to identify and analyse sensory behaviours, and then set up simple and appropriate sensory strategies. There will be a practical session in the large sensory room at SPACE on Day 2.

 Making SENSE of Behaviour

More about this course

14 and 15 November 2018

How do we make sense of some of the difficult behaviours we see in children and adults that we work with?  Is it just behaviour? is all behaviour “communication”? or is it more complex than this?

For example, how do we make sense of:

  • A child who appears to be consistently defiant and manipulative
  • A young person who head bangs without any apparent trigger
  • A child who never sits still, seems to be constantly distracted and unable to concentrate

Understanding why individuals behave in the way that they do, and how it may be linked to sensory processing difficulties, is fundamental to developing appropriate and effective strategies and interventions that will lead to effective change.

The aim of this two day advanced course is to provide teachers and health professionals with a structured framework to develop an understanding of an individual’s behaviour, drawing on ideas from a variety of approaches to develop an individualised formulation. This will inform a clear intervention involving developing and implementing appropriate and effective strategies and programmes to assist the individual in school, home and other settings. Understanding and integrating sensory integration theory into the formulation and intervention will form a key part of the course. There will be a practical session in the large sensory room at SPACE on Day 2.

This course provides an extension to the knowledge gained on the course ‘Introduction to Sensory Integration and Sensory Processing Disorder’.