Occupational therapists are the primary experts when it comes to sensory interventions, but SLPs can also use sensory strategies for speech therapy sessions. The strategies discussed in this episode may help reduce challenging student behaviors, by ensuring that students feel more regulated, calm, safe, and ready to learn.
The episode includes a brief discussion of sensory processing disorder, which OT Jean Ayres refers to as a neurological “traffic jam” preventing the brain from accurately interpreting sensory signals from the environment. This can lead to under-responding to sensory stimuli, or over-responding to sensory stimuli. Sensory information is gathered from eight different senses. The distal senses include vision, hearing, touch, smell, and taste. The proximal senses include vestibular, proprioception, and interoception. Interoception provides information about what’s happening inside our own bodies, and it’s often impacted when sensory differences are present. It helps us attune to things like hunger, thirst, and pain.
The episode goes on to share three strategies that come from Dr. Roseberry-McKibbin, a researcher and SLP whose son has significant sensory differences. The strategies are:
- Physical comfort: We can ensure that our students’ feet are resting flat on the floor, and consider providing opportunities for students to lay prone on the floor as they work on speech and language activities. We check in on temperature, hunger, thirst, pain, and restroom needs.
- Movement: Movement is a particularly helpful strategy because it can be both calming and/or alerting as needed. It could involve movement games, stretching, dance breaks, walks around campus, and more.
- Transitions support: Students with sensory differences often struggle with transitions, and it’s helpful if we provide a gentle warning prior to a transition.
Next, the episode covers three strategies related to interoception and emotions. These strategies come from OT Kelly Mahler, who is an interoception specialist. The strategies are:
- Objective labeling: This involves describing what we see our student doing without including assumptions about their underlying emotions.
- “I wonder” statements: This involves leading with curiosity and making open-ended statements about the student’s internal experience; e.g., “I wonder what your body is telling you right now.”
- Descriptive language: This involves teaching students a variety of adjectives so they have expanded options for describing their internal experiences.
The episode closes with encouragement to check out the resources in the show notes.
If you’re looking for engaging, interactive, and time-saving speech therapy materials that both students and SLPs will love, check out what the Digital SLP® membership site has to offer, or sign up for our 30-day free trial for instant access to more than 2000 engaging, high-quality resources. Our TPT store is also available!
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