Sally Mackenzie, Occupational Therapist, Information on Sensory Diet

SENSORY DIET

"YOUNG CHILDREN NEED TO ABSORB SENSORY KNOWLEDGE THROUGH THEIR SKIN, MUSCLES AND JOINTS BEFORE THEY �GRADUATE� TO A DEVELOPMENTAL LEVEL WHERE THEY CAN GATHER INFORMATION THROUGH THEIR EYES AND EARS."

HEAVY WORK ACTIVITIES - PROPRIOCEPTION :

ACTIVITIES THAT DEVELOP BODY AWARENESS, JOINT POSITION SENSE AND BODY POSITION IN SPACE.

Just as our eyes and ears send information about what we see and hear to the brain, parts of our muscles and joints sense the position of our body and send these messages to the brain as well. We depend on this information to know exactly where our body parts are and to plan our movements.

Whilst in the Car:

Playing with and pulling Prestik

Popping bubble wrap

Uncurling paper clips

Lacing rubber bands together

In the Bathroom:

Cream containers than you have to push down and squirt out

Pouring water from big containers.

Stirring bath water clockwise then anti clockwise with eyes shut (one hand goes back, one forward).

After bath, give a good firm toweling rub down, wrap child tightly in the towel, and later cream body as if giving a massage. Child can be active in these processes too. In summer, this can be done after a swim in the pool, and creaming down with sunscreen is good.

In the Kitchen:

Pouring water from a 2 liter container into mugs.

Peeling oranges.

Mashing potatoes.

Whilst doing homework:

Bunji cord around the legs of a chair.

Sitting on a papsak or air cushion.

Squashing and squishy ball from time to time.

Use proprioceptive snacks to maintain focus and concentration.

Proprioceptive snacks:

Put in lunch box to help modulate the child during the school day or during long car journey.

Rice cakes, biltong, dried fruit (mango is best as it provides the most resistance), wine gums, crunchy fruits like apples, pickles, yogisips with long straw, popcorn, carrots, liquorice strips, dried fruit roll, cheese squeezies, pretzels, raisins.

Peeling oranges, or make hole in top and squeeze and squash juice out.

Freeze juice bottles in summer so child has to squeeze and suck the ice as it melts.

Proprioceptive activities for the mouth:

Allow child to chew gum, eat chewy or crunchy foods.

Sip water from a water bottle with a straw.

Drink thick liquids (as in thick milkshake or Yogisip) through a straw. The thickness of the straw and the thickness of the liquid can be varied to change the degree of heavy work required.

Blow bubbles.

Play mouth soccer with straws and cotton balls

Ping pong ball and straw miniature golf while lying on tummy.

Blow bubbles in dish soap in a bowl with straws (adult supervision advised).

Blow whistles, blow up pool toys, balloons

Eating grapes or cherries with pips � finding the pip with your tongue.

Copying funny faces with mouth shapes.

Outside in the garden:

Roller skate / roller blade uphill.

Garden work such as: Mow the lawn, rake the leaves, push the wheelbarrow, shovel sand, pulling out weeds.

Pull a friend or heavy item in a wagon.

Climbing ladders, ramps, trees, anything.

Push a friend in a wheelbarrow.

Walk around outside in the dark, looking at the stars.

With 2 children, place one in a swing and knock the other one over, bumping him into a crash pad.

Pull a wagon or sled uphill. Walking backwards is best.

Draw a wet line � Have a child spill a small amount of water and try to walk backwards down in inclined driveway without getting her feet wet (before water runs onto her feet) - backwards walking.

Piggy Backs � Let child hold on himself and do all the work.

Tyre tube for walking or sitting on.

Wear a backpack around the house or garden - go on a treasure hunt, collecting heavy beanbags (or bags of rice or beans) to fill the backpack.

Tug-of-war � IN sitting, standing or kneeling.

Hanging from monkey bars � Suspending one�s weight from one�s hands sends sensory information about the muscles and joints to the brain.

Tumbling with friends.

Leap Frog.

Hermit Crab � Place a large bag of rice or beans on the child�s back and let her move around with a heavy "shell" on her back.

Wheelbarrow Walking � Lay a string on the floor in a serpentine path. Hold the child's things and see how far he can go, walking on his hands.

Pouring � Put different amounts of sand, beans, or water into a cup or pitcher. Let the child pour from one container to another.

In the Living Area or anywhere:

"Bulldozer" � Two children sit in a large cardboard box and two others push the load across the floor, using their shoulders, backs, hands or feet to make it move.

Carry heavy items (e.g. Baskets of blocks, groceries for Mom).

Push or pull boxes with toys or a few books in it (more resistance is provided if boxes are pushed/pulled across a carpeted floor).

Fill a pillowcase with a few stuffed animals in it for weight. Child can pull it up an incline or stairs.

Use the cushions from the sofa for climbing, jumping and crashing into them.

Pull other children around on a sheet or blanket.

Perform household chores such as: vacuum, sweep, mop, carry laundry basket, wipe table, wash the car, wash windows, carry buckets of water or watering can, clean windows using a spray bottle, scrub rough surfaces with a brush.

Have pillow fights,

Making your way from one room to another in the dark or with a blind fold.

Glow in the dark ball catch.

Shadow puppets.

Flash light tag.

Fabric tunnel � touch child inside tunnel and name body part � he tells you if you are correct.

Weighted vest � sew a red cape on the back to make it more motivating, like Superman.

Place beanbags on child�s shoulders and/or head and encourage him to walk to the other end of the room without letting them fall off. Make bean bag pillows out of old sheets and T-shirts. Play catch, bury child underneath.

High five's � Do off balance by leaning out and up, or cross the midline.

Make a body sock out of lycra material.

Play charades or pretend to do or be something and the other person has to guess.

Get child to teach YOU how to do a task, by breaking it down into steps � This helps the child plan and sequence the task before trying it himself.

Make a �sandwich� out of your child � between couch cushions. Gently add pressure as you pretend to put on pickles, cheese etc.

Have the child close his eyes and "feel" where his legs, hands, arms etc. Are positioned. Ask if they are up or down.

Ask child to get into positions without looking e.g. Cross his legs and or arms, roll into a ball, touch a body part, make a shape or letter in the air with his arms (blind folded).

Give the child extra proprioceptive input when he is learning a new skill e.g. Wearing a lightweight cuff when trying to throw a ball through a hoop, may give a little extra feedback about the position of his arm.

Practice letters, shapes or numbers by making them in play dough or another firm mixture.

Hold your child�s hips or shoulders and provide gentle pressure when he is learning a new motor skill - This provides gentle resistance to his movements so he can "feel" it more easily.

Massage child�s hands before he tries a difficult fine motor task.

Back-to-back standing up � Position two children on the floor, back-to-back. Ask them to "dig their feet into the floor" and stand up together by pressing against each other�s back.

Pillow crashing � Place a variety of pillows and downy comforters in a pile. Let the child run across the room and dive in. (or run across the pile)

Drawing to music � Put on some favourite music. Give the child a large sheet of paper and a box of crayons. Encourage her to draw circles and squiggles, as the music suggests, while she lies on her stomach on the floor. OR as she dances she can draw down on the floor and up on the walls (place paper appropriately).

Insy-Outsy � Getting in and out of seat belts, the car, a coat, hat and gloves, shoes and socks are valuable self-help skills. The best way to encourage them is to let the child perform these tasks alone, even if it takes a l-o-o-n-n-g time.

VESTIBULAR:

The parts of vestibular sense which "take in" information to be sent to our brain are located in the inner ear. One part is a set of fluid filled canals which respond to movement and change of directions. The other part is a sac-like structure which responds to change of the head position and gravitational pull. The information about head movement and head position that comes in through these structures is sent to many different parts of the brain. This information allows us to: Coordinate our eye movements with our head movements; Helps us to develop and maintain normal muscle tone; It allows us to hold our body position and keep our heads up; It allows us to balance and coordinate both sides of our body.

Outside in the Garden:

Rolling down a grassy hill.

Airplanes � Parent lies on back and places feet on child�s groin/tummy area. Child is lifted up by parent�s feet and is suspended above. Crash landings are good for gravitational insecurity, or falling gently onto parent.

Piggy backs.

Park activities � swings, slides, merry-go-round, jumping, climbing.

Encourage active, child-propelled movements rather than passive movements (e.g. Never spin, twirl or swing a child excessively). Too much swinging or spinning can have negative effects e.g. Over activity, lethargy, nausea etc. Some children can not pace themselves very well and sometimes have reactions after the activity. Discuss these activities with your therapist and plan appropriately for your child.

Kangaroo Ball � Bounce up and down. Try first on grass or soft rug.

Rolling � Cut out the bottom of a cardboard box, so the child�s head and arms are free at one end and feet are free at the other end. Let the child roll down a grassy hill. Wrap her up in a beach towel for a different rolling experience.

Swinging in a blanket � Two adults hold opposite corners of a blanket and the child gets an exciting ride.

Balancing on a Teeter-totter � Center a wooden board or a sheet of plywood over a brick. Let the child walk back and forth, jump up and down and balance at the fulcrum.

Jumping on a Trampoline.

Jumping to rhythms � recite a nursery rhyme, clap your hands or beat a drum in a steady rhythmic pattern. Ask the child to jump or hop to the rhythm.

Riding vehicles � Trikes, bikes and scooters.

Walking on unstable surfaces � in a sandpit, suspended bridge, water bed, rocks.

In the Living area or anywhere:

Jumping from the bed into parent�s arms; Jumping off a chair into a crash pad.

Moving through obstacle courses � Build an obstacle course that requires a child to change her position and forms of locomotion. E.g. Tunnels, ramps, balance beams, steps, sofa cushions, tables.

TOUCH and DISCRIMINATION:

The Tactile System provides two kinds of information � one pertaining to protection and the other to discrimination. The protective tactile system warns a person to defend himself from potentially dangerous touch sensations. The discriminative tactile system informs the person about what part of his body is being touched, and about the shape, size and texture of the object. All children benefit from a variety of tactile experiences:

In the Bathroom:

Play in bubble bath and cover body to look like a polar bear.

Swaddling � Roll the child up tightly in a blanket or carpet. Being wrapped up provides deep pressure which is usually pleasurable.

Rub-a-dub-dub � While in the bath, encourage the child to rub a variety of textures against his skin. (oatmeal soap, shaving cream, lotion soap, loofa sponges, thick washcloths, foam pot-scrubbers, brushes).

In the Kitchen:

Play with finger paint or finger paint with instant pudding.

Goop � Mix maizena (cornflour) with a little water to make a paste. Add food colour.

Cooking � Mix dough with hands.

Science Activities � Touching worms or egg yolks.

Draw in flour on a baking tray.

Outside in the Garden:

Roll in the grass.

Get buried in the sand.

Putting powder on and dusting or rolling it off with paint roller.

Sand Tray � Fill a large box with sand, beans, rice, cornmeal or popcorn. Add a small toy such as car.

Make a collage of various outside objects e.g. Leaves, stones, pine needles, dirt, sticks, acorns, pods.

Make a collage with corn, lentils, noodles, pasta, rice, tin foil, sand, cotton wool, finger paint etc.

In the Living area or anywhere:

Crawl through tight spaces.

Secret Hideaways � Supply towels, blankets, sheets, sleeping bags, down comforters, pillows etc. For your child to construct a fort or hideaway under a table.

Drawing on Skin � Draw a design on the child�s back. Ask the child to pass the design to another person.

Feely Box � Cut a hole in the top of a shoe box. Place different objects in the box such as spools, marbles, plastic animals etc. Into the box. The child feels through the hole and guesses what toy she is holding.

Craft stores and Fabric stores � feathers, cotton balls, rayon, silk, netting, wool, lace etc.

Make puppets or a rag doll out of different textures.

Sand art on paper with coloured sand and glue.

Buttons in a bag - order the size without looking.

Clay and play dough.

Credit card rubbing on skin.

Bumble ball and other vibrating toys with a pull string.

Face painting crayons.

Walking barefoot on bubble wrap.

REFERENCES:

1. http://www.kid-ppower.com/sid.html

2. "Sensory Integration Quarterly" � Parents Pages

3. Heavy Work Activity List for Parents � Compiled by Elizabeth Haber, MS, OTR/L and Deanna Iris

Sava, MS, OTR/L 2001

4. Bumping and Crashing, Touching and Feeling � By Carol Kranowitz, MA.

5. Williams, M.S. & Shellenberger, S. (1996) "How does your Engine Run?" - A leaders Guide to the

Alert Programme for Self-Regulation; Therapy Works, U.S.A.

COMPILED BY:

Sally Mackenzie : Hons O.T.(UCT); Hons Psych (UNISA); SI (SAISI); DipTherMassage

Kate Bailey : Hons O.T. (UCT); Masters O.T. (WITS); SI (SAISI); NDT



SENSORY DIET "YOUNG CHILDREN NEED TO ABSORB SENSORY KNOWLEDGE THROUGH THEIR SKIN, MUSCLES AND JOINTS BEFORE THEY �GRADUATE� TO A DEVELOPMENTAL LEVEL WHERE THEY CAN GATHER INFORMATION THROUGH THEIR EYES AND EARS." HEAVY WORK ACTIVITIES - PROPRIOCEPTION : ACTIVITIES THAT DEVELOP BODY AWARENESS, JOINT POSITION SENSE AND BODY POSITION IN SPACE. Just as our eyes and ears send information about what we see and hear to the brain, parts of our muscles and joints sense the position of our body and send these messages to the brain as well. We depend on this information to know exactly where our body parts are and to plan our movements. Whilst in the Car: Playing with and pulling Prestik Popping bubble wrap Uncurling paper clips Lacing rubber bands together In the Bathroom: Cream containers than you have to push down and squirt out Pouring water from big containers. Stirring bath water clockwise then anti clockwise with eyes shut (one hand goes back, one forward). After bath, give a good firm toweling rub down, wrap child tightly in the towel, and later cream body as if giving a massage. Child can be active in these processes too. In summer, this can be done after a swim in the pool, and creaming down with sunscreen is good. In the Kitchen: Pouring water from a 2 liter container into mugs. Peeling oranges. Mashing potatoes. Whilst doing homework: Bunji cord around the legs of a chair. Sitting on a papsak or air cushion. Squashing and squishy ball from time to time. Use proprioceptive snacks to maintain focus and concentration. Proprioceptive snacks: Put in lunch box to help modulate the child during the school day or during long car journey. Rice cakes, biltong, dried fruit (mango is best as it provides the most resistance), wine gums, crunchy fruits like apples, pickles, yogisips with long straw, popcorn, carrots, liquorice strips, dried fruit roll, cheese squeezies, pretzels, raisins. Peeling oranges, or make hole in top and squeeze and squash juice out. Freeze juice bottles in summer so child has to squeeze and suck the ice as it melts. Proprioceptive activities for the mouth: Allow child to chew gum, eat chewy or crunchy foods. Sip water from a water bottle with a straw. Drink thick liquids (as in thick milkshake or Yogisip) through a straw. The thickness of the straw and the thickness of the liquid can be varied to change the degree of heavy work required. Blow bubbles. Play mouth soccer with straws and cotton balls Ping pong ball and straw miniature golf while lying on tummy. Blow bubbles in dish soap in a bowl with straws (adult supervision advised). Blow whistles, blow up pool toys, balloons Eating grapes or cherries with pips � finding the pip with your tongue. Copying funny faces with mouth shapes. Outside in the garden: Roller skate / roller blade uphill. Garden work such as: Mow the lawn, rake the leaves, push the wheelbarrow, shovel sand, pulling out weeds. Pull a friend or heavy item in a wagon. Climbing ladders, ramps, trees, anything. Push a friend in a wheelbarrow. Walk around outside in the dark, looking at the stars. With 2 children, place one in a swing and knock the other one over, bumping him into a crash pad. Pull a wagon or sled uphill. Walking backwards is best. Draw a wet line � Have a child spill a small amount of water and try to walk backwards down in inclined driveway without getting her feet wet (before water runs onto her feet) - backwards walking. Piggy Backs � Let child hold on himself and do all the work. Tyre tube for walking or sitting on. Wear a backpack around the house or garden - go on a treasure hunt, collecting heavy beanbags (or bags of rice or beans) to fill the backpack. Tug-of-war � IN sitting, standing or kneeling. Hanging from monkey bars � Suspending one�s weight from one�s hands sends sensory information about the muscles and joints to the brain. Tumbling with friends. Leap Frog. Hermit Crab � Place a large bag of rice or beans on the child�s back and let her move around with a heavy "shell" on her back. Wheelbarrow Walking � Lay a string on the floor in a serpentine path. Hold the child's things and see how far he can go, walking on his hands. Pouring � Put different amounts of sand, beans, or water into a cup or pitcher. Let the child pour from one container to another. In the Living Area or anywhere: "Bulldozer" � Two children sit in a large cardboard box and two others push the load across the floor, using their shoulders, backs, hands or feet to make it move. Carry heavy items (e.g. Baskets of blocks, groceries for Mom). Push or pull boxes with toys or a few books in it (more resistance is provided if boxes are pushed/pulled across a carpeted floor). Fill a pillowcase with a few stuffed animals in it for weight. Child can pull it up an incline or stairs. Use the cushions from the sofa for climbing, jumping and crashing into them. Pull other children around on a sheet or blanket. Perform household chores such as: vacuum, sweep, mop, carry laundry basket, wipe table, wash the car, wash windows, carry buckets of water or watering can, clean windows using a spray bottle, scrub rough surfaces with a brush. Have pillow fights, Making your way from one room to another in the dark or with a blind fold. Glow in the dark ball catch. Shadow puppets. Flash light tag. Fabric tunnel � touch child inside tunnel and name body part � he tells you if you are correct. Weighted vest � sew a red cape on the back to make it more motivating, like Superman. Place beanbags on child�s shoulders and/or head and encourage him to walk to the other end of the room without letting them fall off. Make bean bag pillows out of old sheets and T-shirts. Play catch, bury child underneath. High five's � Do off balance by leaning out and up, or cross the midline. Make a body sock out of lycra material. Play charades or pretend to do or be something and the other person has to guess. Get child to teach YOU how to do a task, by breaking it down into steps � This helps the child plan and sequence the task before trying it himself. Make a �sandwich� out of your child � between couch cushions. Gently add pressure as you pretend to put on pickles, cheese etc. Have the child close his eyes and "feel" where his legs, hands, arms etc. Are positioned. Ask if they are up or down. Ask child to get into positions without looking e.g. Cross his legs and or arms, roll into a ball, touch a body part, make a shape or letter in the air with his arms (blind folded). Give the child extra proprioceptive input when he is learning a new skill e.g. Wearing a lightweight cuff when trying to throw a ball through a hoop, may give a little extra feedback about the position of his arm. Practice letters, shapes or numbers by making them in play dough or another firm mixture. Hold your child�s hips or shoulders and provide gentle pressure when he is learning a new motor skill - This provides gentle resistance to his movements so he can "feel" it more easily. Massage child�s hands before he tries a difficult fine motor task. Back-to-back standing up � Position two children on the floor, back-to-back. Ask them to "dig their feet into the floor" and stand up together by pressing against each other�s back. Pillow crashing � Place a variety of pillows and downy comforters in a pile. Let the child run across the room and dive in. (or run across the pile) Drawing to music � Put on some favourite music. Give the child a large sheet of paper and a box of crayons. Encourage her to draw circles and squiggles, as the music suggests, while she lies on her stomach on the floor. OR as she dances she can draw down on the floor and up on the walls (place paper appropriately). Insy-Outsy � Getting in and out of seat belts, the car, a coat, hat and gloves, shoes and socks are valuable self-help skills. The best way to encourage them is to let the child perform these tasks alone, even if it takes a l-o-o-n-n-g time. VESTIBULAR: The parts of vestibular sense which "take in" information to be sent to our brain are located in the inner ear. One part is a set of fluid filled canals which respond to movement and change of directions. The other part is a sac-like structure which responds to change of the head position and gravitational pull. The information about head movement and head position that comes in through these structures is sent to many different parts of the brain. This information allows us to: Coordinate our eye movements with our head movements; Helps us to develop and maintain normal muscle tone; It allows us to hold our body position and keep our heads up; It allows us to balance and coordinate both sides of our body. Outside in the Garden: Rolling down a grassy hill. Airplanes � Parent lies on back and places feet on child�s groin/tummy area. Child is lifted up by parent�s feet and is suspended above. Crash landings are good for gravitational insecurity, or falling gently onto parent. Piggy backs. Park activities � swings, slides, merry-go-round, jumping, climbing. Encourage active, child-propelled movements rather than passive movements (e.g. Never spin, twirl or swing a child excessively). Too much swinging or spinning can have negative effects e.g. Over activity, lethargy, nausea etc. Some children can not pace themselves very well and sometimes have reactions after the activity. Discuss these activities with your therapist and plan appropriately for your child. Kangaroo Ball � Bounce up and down. Try first on grass or soft rug. Rolling � Cut out the bottom of a cardboard box, so the child�s head and arms are free at one end and feet are free at the other end. Let the child roll down a grassy hill. Wrap her up in a beach towel for a different rolling experience. Swinging in a blanket � Two adults hold opposite corners of a blanket and the child gets an exciting ride. Balancing on a Teeter-totter � Center a wooden board or a sheet of plywood over a brick. Let the child walk back and forth, jump up and down and balance at the fulcrum. Jumping on a Trampoline. Jumping to rhythms � recite a nursery rhyme, clap your hands or beat a drum in a steady rhythmic pattern. Ask the child to jump or hop to the rhythm. Riding vehicles � Trikes, bikes and scooters. Walking on unstable surfaces � in a sandpit, suspended bridge, water bed, rocks. In the Living area or anywhere: Jumping from the bed into parent�s arms; Jumping off a chair into a crash pad. Moving through obstacle courses � Build an obstacle course that requires a child to change her position and forms of locomotion. E.g. Tunnels, ramps, balance beams, steps, sofa cushions, tables. TOUCH and DISCRIMINATION: The Tactile System provides two kinds of information � one pertaining to protection and the other to discrimination. The protective tactile system warns a person to defend himself from potentially dangerous touch sensations. The discriminative tactile system informs the person about what part of his body is being touched, and about the shape, size and texture of the object. All children benefit from a variety of tactile experiences: In the Bathroom: Play in bubble bath and cover body to look like a polar bear. Swaddling � Roll the child up tightly in a blanket or carpet. Being wrapped up provides deep pressure which is usually pleasurable. Rub-a-dub-dub � While in the bath, encourage the child to rub a variety of textures against his skin. (oatmeal soap, shaving cream, lotion soap, loofa sponges, thick washcloths, foam pot-scrubbers, brushes). In the Kitchen: Play with finger paint or finger paint with instant pudding. Goop � Mix maizena (cornflour) with a little water to make a paste. Add food colour. Cooking � Mix dough with hands. Science Activities � Touching worms or egg yolks. Draw in flour on a baking tray. Outside in the Garden: Roll in the grass. Get buried in the sand. Putting powder on and dusting or rolling it off with paint roller. Sand Tray � Fill a large box with sand, beans, rice, cornmeal or popcorn. Add a small toy such as car. Make a collage of various outside objects e.g. Leaves, stones, pine needles, dirt, sticks, acorns, pods. Make a collage with corn, lentils, noodles, pasta, rice, tin foil, sand, cotton wool, finger paint etc. In the Living area or anywhere: Crawl through tight spaces. Secret Hideaways � Supply towels, blankets, sheets, sleeping bags, down comforters, pillows etc. For your child to construct a fort or hideaway under a table. Drawing on Skin � Draw a design on the child�s back. Ask the child to pass the design to another person. Feely Box � Cut a hole in the top of a shoe box. Place different objects in the box such as spools, marbles, plastic animals etc. Into the box. The child feels through the hole and guesses what toy she is holding. Craft stores and Fabric stores � feathers, cotton balls, rayon, silk, netting, wool, lace etc. Make puppets or a rag doll out of different textures. Sand art on paper with coloured sand and glue. Buttons in a bag - order the size without looking. Clay and play dough. Credit card rubbing on skin. Bumble ball and other vibrating toys with a pull string. Face painting crayons. Walking barefoot on bubble wrap. REFERENCES: 1. http://www.kid-ppower.com/sid.html 2. "Sensory Integration Quarterly" � Parents Pages 3. Heavy Work Activity List for Parents � Compiled by Elizabeth Haber, MS, OTR/L and Deanna Iris Sava, MS, OTR/L 2001 4. Bumping and Crashing, Touching and Feeling � By Carol Kranowitz, MA. 5. Williams, M.S. & Shellenberger, S. (1996) "How does your Engine Run?" - A leaders Guide to the Alert Programme for Self-Regulation; Therapy Works, U.S.A. COMPILED BY: Sally Mackenzie : Hons O.T.(UCT); Hons Psych (UNISA); SI (SAISI); DipTherMassage Kate Bailey : Hons O.T. (UCT); Masters O.T. (WITS); SI (SAISI); NDT