The nature of ASD is such that they:
- Seek out sensory activities ie chewing, twirling, fidgeting
- Find specific sensory experiences calming (rocking, flicking, visual patterns, flapping)
- Students will seek out and find sensory activities equivalents if you don’t provide them.
Why & How to use sensory tools?
Holding an object in their hands can often enhance learning. If used at mat time, and given a Dinosaur ball, the student can
- sit for longer,
- is less disruptive to peers, and
- is calmer to start activities
- has reduced anxiety levels
Find sensory activities extremely rewarding (unlike stars or verbal rewards)
Replace inappropriate behaviours, that is
- Replace biting hand with chewy tube
- Replace difficulty waiting with using a timer
Ideas to try:
- Have rules. For example, return toys to box at end of mat time
- Use visual schedules/photos to remind student of rules
- Use a range of activities and change regularly
- Use toy as a waiting object (ie: hold the ball until it is your turn for the game)