Auromatic Diffuser
Auromatic Diffuser
Embedded Files
Using a diffuser...
Stimulates olfactory sense
Elicits emotional responses
Increases community
Implementation
Implementation
Overview
Utilize an incense diffuser within the classroom.
Students may request or pick scents.
Can be paired with classroom responsibility for student or opportunity for collaboration.
Core Components
Establish consensus for agreement of use
Communicate scent and reasoning
Be aware of allergies
Proactive Implementation
Proactively implementing a diffuser typically requires establishing a routine of using the diffuser on a consistent basis, making it a part of the daily atmosphere.
Responsive Implementation
Responsively implementing a diffuser may be a way to introduce or reset the classroom environment. Students should discuss and be involved in the use of the diffuser.
Bucket fits
Bucket fits
Connection
If the need is connection then students may vote on specific scents that are used each day or through the use of a morning meeting or sticky note check in.
Skills Training
If the need is skill building then students may receive a job where they are responsible for selecting and setting up the diffuser each day.
Awareness
If the need is awareness then students may be cued to smell the scent when they are becoming dysregulated.
Emotional Regulation
If the need is regulation then students may be prompted to move to the diffuser and smell the scent or take notice of the scent through a mindfulness strategy to regulate.
Consider Factors Prior to Start
Student factors-
Gender, race, function, topography, family dynamics, interpersonal relationships
Contextual factors -
Resource availability, classroom instruction, physical space, time, technology
Intensifying or Fading During
Duration
Frequency
Feedback
Reinforcement
Goals
REMINDER
Make a note to document when you're starting this intervention.
After 10 consecutive school days of implementation, use collected data to determine the intervention's effectiveness.
Resource
Resource
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