The purpose of a sensory diet is to modify the student’s environment to make it as comfortable as possible for the student who has difficulty sorting out stimuli. Senses here include touch, vision, hearing, smell, taste, and movement.  The word “diet” implies the restriction, limitation, or elimination of specific sensory input and possible replacement with more comfortable or appropriate sensory input.  Each student is different.  Responses to sensory input can vary from child to child and from day to day for each individual student.  When inappropriate behaviors occur, it is often a response to discomfort, fear, or anxiety created by sensory overload or sensory input which the student is not able to handle.

            Note:  It is important not to make sensory diet items contingent upon behaviors.  These changes are to meet a need for this child to fully participate during a school day and should not be used as a reward or taken away. Here are some suggestions:

1. Reduce stimulation (calming)

*      Reduce visual stimulation in the student’s working environment (walls, desk). Avoid locations by windows, doors, or walkways.

*     Use natural light.  Try activities in less light (snack, reading a story).

*     Provide a study corner with limited visual distractions.

*     Reduce auditory stimulation in the student’s environment.

*     Earphones or ear plugs can be used to limit noise distractions.

*     Noise Buster – A machine that blocks out background noises through a device and headphones.

*     Play slow, rhythmic, classical music in the background for *uiet activities.

*     Place a tactilely sensitive child at the edges of the group or row.

*     Be aware of scents (perfume, cleaners, food).

2. Routine (calming)

*     A consistent routine is comforting and may reduce anxiety.

*     Consistent expectations and conse*uences for unacceptable behavior will reduce fear/anxiety.

*     Students need to be able to anticipate the day’s activities, especially if there are changes to the routine.

*     A visual schedule is helpful.  Pictures and symbols can provide information (place on desk, blackboard, wall or in a small book) to help with transitions.

*     Consistently give a prior verbal warning before changing activities.

*     For changes in the routine let students know in advance. Remind close to the time of the event.

3. Modify stimulation (add opportunities for sensory input)

*     Provide a cozy corner with pillows and low light where the student can read or retreat when over stimulated.

*     Determine if the student is a visual learner, and auditory learner, a kinesthetic learner, etc.  Try to limit input to the other sensory channels.  Overload can deter learning.

*     Allow a variety of working positions such as standing at a bookcase, kneeling at a table or lying on the floor.

*     Finding objects (puzzle pieces, counting bears) in a rice or bean tray or Playdoh.

*     Putting on lotion.

4. Movement opportunities: Slow, regular movement in a straight line (as in rocking, bouncing) is calming. Quick, irregular (stop and start) and rotational (spinning) movements are alerting.

*     Schedule activities so that periods of sitting ore alternated with periods of movement such as a drink, going to the bathroom, handing out papers, taking a note to the office, etc.

*     Try to insure that movement activities are used to the maximum – recess should be spent running hard, swinging, hanging from bars, etc.

*     For some students, fidgeting promotes attending to activities/instruction including doodling, rocking in chair, or holding a toy.

*     Rolling on a mat, in a barrel or up a wedge.

*     Provide opportunities for movement at transition times (hop or crawl).

*     Do some wake-up activities before seatwork.  Finger plays, calisthenics, running in place, jumping, stretching, push-ups, on chair or desk, moving furniture (putting down chairs), etc.

*     Give the student an opportunity to write on the board before beginning written work.

*     Vestibular movement is often calming for the student such as: rocking, swinging or neck rolls.

*     Rocking chair that can be used for reading time.

*     A fidget box including small items (squishy ball, putty, pipe cleaner, etc.) to be used when attention to a speaker is needed.

*     Use different seating options to provide some movement while attending to seated work: gym ball, T-stool, air cushion on chair. Vibrating pillow, tennis balls on two legs of a chair for rocking.

*     Placement of supplies in a box on the floor or across the room will build in extra movement.

5. Deep pressure touch/heavy work (calming)

*     Deep pressure often helps a student focus (using a weighted snake, vest or lap pad).

*     Don’t touch the student from behind.

*     Being the filling of a mat or pillow “sandwich”.

*     Lifting weights.

*     Use firm touch (strong, short pushes on the shoulders) rather light touch.

*     Carrying books or lunch baskets or wearing a heavy backpack during transition times.

*     Push-ups on floor, desk, or chair.

*     Jumping (rope or on a mini tramp)

*     Writing in clay trays

*     Push-pull activities such as “rowing” with a partner.

*     Wearing heavy shoes/boots.

6. Oral-motor Activities (sour, crunchy – alerting: sweet, soft – calming)

*     Many times keeping the mouth busy will enhance attention and the learning process.

*     Teach and encourage deep breathing for calming and attention.

*     Sucking through a water bottle with a straw (thick one)

*     Gum chewing at appropriate times.

*     Chew on Thera-tubing.

*     Whistles and blow toys (there are some that do not produce sound)

*     Sucking on hard candy—remember some flavors are more appealing and alerting than others (depends on the student)

*     Eating a crunchy snack such as crackers, carrot sticks, etc.