Sensory/Movement Break
Sensory/Movement Break
Embedded Files
A Sensory/Movement Break...
Supports students who may become overstimulated or in need of movement
Implementation
Implementation
Overview
A sensory or movement break is a short time (typically 5 minutes) where a student is removed from academic demand and allowed to complete an activity that allows them to move.
Students must have a protocol or system in place and be taught HOW to take a movement/sensory break prior to consistent implementation.
The teacher should identify bubbling behaviors that student may exhibit such as fidgeting in seat or calling out during long periods of instruction.
At teacher discretion, student will be asked to take a short break determined by teacher and accompanied by other student or adult if needed.
Student will practice this experience to learn the expectations
Use with a secret signal or break card to support with disruption
Core Components
Explicit teaching of how to use sensory/movement break appropriately
Set time limit
Variation in type of break
Schedule or system for breaks.
Proactive Implementation
Scheduled sensory/movement breaks should be provided for students who may be known in previous experiences to need these types of breaks. Scheduling them in blocks of time where extended sedentary times take place may be of interest.
Responsive Implementation
Supervising teachers may notice a student bubbling or in need of a sensory/movement break. A system should be established for quick response. The student will be cued to initiate the break and return after it is completed.
Bucket Fits
Bucket Fits
Connection
If the need is connection the student may complete the sensory/movement break with a preferred peer or visit a preferred adult.
Skills Training
If the need is skill building then the student should be taught why physical activity can support their learning.
Awareness
If the need is awareness then the sensory/movement break needs to incorporate a pre and post assessment of how the student is feeling.
Emotional Regulation
If the need is regulation the student should complete a de-escalating movement break where time is taken to slow the heartbeat possibly through breathing exercises.
Consider Factors Prior to Start
Intensifying or Fading During
Student factors-
Gender, race, function, topography, family dynamics, interpersonal relationships
Contextual factors -
Resource availability, classroom instruction, physical space, time, technology
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
Sensory Path
Sensory Room
Sensory Toolbox within classroom
Walking the halls with a timer in hand
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