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This page provides the information needed to determine if the sensory or regulation is a cause for concern.
This page provides the information needed to determine if the sensory or regulation is a cause for concern.
Step 1: Identify and Understand Behaviours
Step 1: Identify and Understand Behaviours
Before making an Occupational Therapy Referral it is important to understand the specific behaviours that are challenging. The following information will help to clarify whether or not a behaviour is sensory and needing intervention.
How do I know the child is demonstrating sensory regulation challenges?
How do I know the child is demonstrating sensory regulation challenges?
Everything a student does is behaviour. When behaviours get in the way of a student being successful we need to figure out the function of the behaviour. Not everything indicates sensory dysregulation. Collecting data (learn more in Step 2) helps to determine the function of the behaviour.
We all have sensory needs and preferences; whether it is being irritated by the tag in our clothing, being distracted or becoming distraught by a loud noise, or enjoying the sensation of a roller coaster.
So when is intervention needed?
So when is intervention needed?
Intervention is only necessary when the sensory needs of a child are impacting their participation in daily activities or their ability to function at school.
It is important to acknowledge that not all children with Autism Spectrum Disorder have sensory needs that impact their ability to function in the classroom. Conversely, some children without formal diagnoses experience sensory needs that require intervention or additional support from adults.
Although their behaviour or reaction to sensory stimuli may differ from their peers, intervention is only warranted when their ability to function in the classroom is impacted.
Consider alternative reasons for challenging behaviour before trying a sensory strategy.
Consider alternative reasons for challenging behaviour before trying a sensory strategy.
Step 2: Tracking Behaviors and Identifying Stressors
Step 2: Tracking Behaviors and Identifying Stressors
Before making a referral for OT services it is important to collect some data and information.
Observe the child and write down things that you notice. Use ABC data to record the challenging behaviour as a means to help determine the function (eg. avoiding or escaping a task, getting negative or positive attention from adults or peers, or seeking something tangible the child wants access to).
Behaviour is often sensory in nature when it occurs across all environments, it occurs with or without an audience, and there is no specific goal other than seeking a feeling or an input response from the environment.
Why Track Behaviours?
Why Track Behaviours?
An Occupational Therapist only has a limited time with the child, so having clear information on behaviour patterns is useful in collaborating to find solutions.
It is very helpful to get as much information as possible from those who see the child across environments and days.
How do I Track Behaviours?
How do I Track Behaviours?
Observe the child and write down things that you notice. Use ABC (antecedent, behaviour, consequence) data to record the challenging behaviour as a means to help determine the function (eg. avoiding or escaping a task, getting negative or positive attention from adults or peers, or seeking something tangible the child wants access to).
Take note of what happens before the behaviour, any triggers or stressors, and anything that made the behaviour better or worse. Other helpful information is how long the behaviour has persisted.
Start Here!
Start Here!
The ABC Data Sheet with Setting Events and Example Stressors are a good starting point to gather information about what is causing the behaviour and how to prevent it or manage it.
Note: More information to assist you in tracking behaviour is available on the Understanding Behaviour page.
Step 3: What can I do in my Classroom?
Step 3: What can I do in my Classroom?
What sensory supports can I provide in the classroom without direct support from an Occupational Therapist?
What sensory supports can I provide in the classroom without direct support from an Occupational Therapist?
Many intervention strategies to support children with sensory needs can be implemented using equipment and resources that already exist in many schools. Remember that sensory strategies are ineffective if the function of the behavior is not truly sensory, and can reinforce negative behaviors.
Implementing strategies in the classroom without direct support from the Occupational Therapist:
Implementing strategies in the classroom without direct support from the Occupational Therapist:
Check out Teacher Tip Sheets to target specific behaviors related to regulation and find appropriate recommendations.
Check out the Regulation and Sensory page to see strategies to make your classroom a sensory-friendly space. This page provides strategies that are beneficial to the regulation of all children in a classroom setting, not just children identified as having different sensory needs.
Step 4: Making a Referral
Step 4: Making a Referral
When should I refer a student to an OT for sensory support?
When should I refer a student to an OT for sensory support?
Children need support when their sensory related behaviour is negatively impacting their ability to function or participate in the school environment. For example, a child that cannot remain in the classroom because of noise sensitivity and therefore does not participate in academic activities requires intervention.
Why do kids need sensory supports from an OT?
Why do kids need sensory supports from an OT?
Children in the classroom can benefit from Occupational Therapy intervention to support their sensory needs to allow them to better function and participate in classroom activities. Some children, with or without official diagnoses, experience a greater challenge processing both external and internal sensory stimuli.
OTs may be consulted to modify activities (e.g. adapting clothing or tools), modify environments (e.g. earphones, adapted seating, structured breaks) and provide children with tools that can support their overall function. OTs aim to teach and support children with strategies and tools to better co- or self-regulate.
Using self-regulatory strategies will ultimately support children in managing their sensory needs.
What sensory supports should I first consult with an occupational therapist before offering to students?
What sensory supports should I first consult with an occupational therapist before offering to students?
Weighted equipment (eg. vests and blankets) should never be implemented before consulting with an occupational therapist, as there are safety considerations for these items.
When it is suspected that a self-injurious behaviour may be sensory in nature, it is strongly advised to consult with an OT.
To make a referral speak with your in-school team.
To make a referral speak with your in-school team.
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