WXP - Sensory Diet - The Complete Collection SCHOOL Use - VERSION 2

The document outlines a comprehensive guide for developing and implementing a sensory diet for children in a school setting, emphasizing the importance of effective sensory processing for daily activities. It includes background information, therapist tips, assembly instructions, and specific guidelines for educators to tailor sensory activities to individual student needs. The goal is to enhance students' attention, self-regulation, and emotional control through personalized sensory-rich activities and strategies.

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WXP - Sensory Diet - The Complete Collection SCHOOL Use - VERSION 2

Uploaded by

Catherine McCarthy

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Download as PDF, TXT or read online on Scribd

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ToolsToGrowOT.

com

THE COMPLETE

Collection
EVERYTHING YOU NEED
for
C
DEVELOPING & IMPLEMENTING
a Sen
enso
sory
ry Die
De
Di
ie
et
XVERSION 2
- SCHOOL SETTING -
Copyright ©2018 Tools to Grow, Inc. All rights reserved.
THE COMPLETE

XVERSION
Collection
THERAPIST
DEVELOPMENT & USE
C
www.ToolsToGrowOT.com

2
X INCLUDES:
 BACKGROUND INFORMATION/GUIDELINES
 HOW TO CREATE SENSORY DIET/
THERAPIST TIPS
 ASSEMBLY INSTRUCTIONS
 EDITABLE TITLE PAGE
 TEACHER INFO. SHEET & INSTRUCTIONS
 EDITABLE CHART
 PICTURE SYMBOLS
 PROTOCOL FOR SCHOOL USE
 TRACKING FORM
Graphics from Whimsy Clips https://www.teacherspayteachers.com/Store/Whimsy-Clips
Border Graphic from the Pond: https://www.teacherspayteachers.com/Store/From-The-Pond ToolsToGrowOT.com
Copyright ©2019 Tools to Grow, Inc. All rights reserved.
THE COMPLETE
SENSORY DIET ToolsToGrowOT.com

THERAPIST
Collection DEVELOPMENT
C
BACKGROUND INFORMATION
& USE

Effective sensory processing is necessary for almost every activity a child performs
because the integration of multiple sensory input is essential for comprehending our
surroundings.
Intact sensory processing makes it possible for a child to use the sensory input he/she
is receiving from their body and environment in a functional, adaptive manner.
A child with sensory processing concerns has difficulty using sensory input from his/her
eyes (vision), ears (sound), skin (touch), nose (smell), mouth (taste), muscles and body
joints (body awareness), and inner ear (balance & position of body in space).
Ineffective sensory processing can create significant challenges for completing daily
living skills, succeeding at school, playing or using leisure time, and maintaining
friendships or relationships with others.
One tool to help is the use of a “Sensory Diet”. A “Sensory Diet” will include the
introduction of select sensory rich activities that are meaningful to your student. The
“diet” may also include strategies to minimize your student’s exposure to certain
sensory stimuli to help maintain his/her optimal arousal. At times special equipment or
materials may be used.
This “diet” will ideally be carried out at home in consultation with you as the student’s
therapist.
Teachers/Educators will play a key role in the development and delivery of the diet.
The student will gain maximum benefits if the “diet” is provided at the appropriate
intervals (time of day), frequency (how often), and duration (how long). The overall
goal will be to help your child function at his/her optimal level throughout their day
with ideal attention, self-regulation, and emotional control.
Each child’s sensory diet will be different. The activities, accommodations and/or
strategies that you select from the “menu” of picture symbol will reflect the student’s
profile, needs, and individual interests.
Remember, “One size does not fit all”. For example, your student may benefit from
swinging, but may reject the swing at the school playground. It may take some time to
find the right fit for your student.
Your student will change over time and in response to the use of the Sensory Diet
activities, accommodations, and strategies. Because of this, ask teachers to keep track
of the student’s responses and behavior.
THE COMPLETE
SENSORY DIET ToolsToGrowOT.com

THERAPIST
Collection DEVELOPMENT
C
HOW TO CREATE SENSORY DIET
& USE

THERAPIST TIPS
1. Therapist must review completed assessments or sensory questionnaires to
determine student’s needs and strengths related to sensory processing and it’s
impact on a student’s routine/occupational roles.
2. Obtain additional information from parents and teachers as needed. This can be
obtained via interview or through your observations. Take note of the following to
help design the ideal plan:
• Times of day that are especially challenging
• Response to transitions between settings and tasks
• Activities and routines that the child over-reacts to or avoids
• Activities that the child engages in for prolonged periods
• Preferred activities
• Challenging behavior during meals or daily hygiene
• How the child reacts to clothing (fabric, sleeve length, etc.)
• How he/she reacts to food texture, tastes, smells, temperature, etc.
• Times when your child is especially active or inactive

3. The Therapist should have the permission of child’s parent/legal guardian before
initiating the use of a sensory diet and recommended strategies/activities with
child. Documentation of such permission is suggested.
4. The Sensory Diet Chart is divided into key times of a student’s day. These daily
routine time frames include:
 Walking in a line  Cafeteria/Meals
 Recess  Staying Calm
 Desk/Tabletop time ( 2 Versions)  Staying Focused
 Floor Time (2 Versions)  Moving Between Classrooms
 Free Play (2 Versions)
/Lessons

5. There is also an option to create individualized time frame/daily routines that are
specific to your child/student.
HOW TO CREATE SENSORY DIET
THERAPIST TIPS CONTINUED
6. The therapist, in consultation with the child’s teacher, selects picture symbols
that depict a strategy that is suggested for use during that time frame or daily
routine. The selection is based upon clinical judgement and considerations
that include:
• the child’s interests
• the child’s reaction to the sensory input associated with that activity
• the child’s activity level
• the child’s attention and task adherence
• the child’s ability to cope with emotional demands
• available/accessible resources

7. There is the option to select 4 picture symbols for each time frame/daily
routine category.
8. Some children may prefer to have an option to select a picture symbol for a
given time frame/daily routine. This may be on occasion or on an ongoing
basis.
9. Documentation and permission of specific strategies is also suggested. This
includes: weighted vest, weighted blanket, weight lap pad, brushing
techniques, etc.
10. The Therapist should provide thorough training to the adult that is carrying out
and monitoring the Sensory Diet strategies and activities. Documentation of
such training is suggested. See Protocol for use form.
11. The Therapist should advise the adult that is directly monitoring the Sensory
Diet to beware of any negative reactions the child may have. If such occurs
the adult should discontinue use of the strategy/activity and notify the
Therapist.
12. The Therapist should periodically observe the child while he/she is completing
the specific techniques/activities and the desired results are being achieved.
13. A sensory diet is dynamic. It needs to be changed as the child changes and
matures. Keep close contact with the individuals carrying out the “diet” and
continually assess its effectiveness.
14. The Therapist should consider instructing the adult to track the child’s response
to the Sensory Diet to determine if desired positive effects are being achieved.
A tracking form is provided.
ToolsToGrowOT.com

THE COMPLETE
THERAPIST
Collection DEVELOPMENT

ASSEMBLY INSTRUCTIONS
BEFORE YOU PRINT :
C & USE

This PDF is editable! You can type directly into PDF to personalize Title Page and Categories/
Routines pages:
• Open PDF in adobe.
• Personalize Title Page:
 TYPE directly into the title page Student’s Name and Therapist’s Name.
• Select appropriate Categories/Routines.
• Personalize Categories/Routines:
 TYPE directly into the top of page with Category/Routine.

TO PRINT:
1. Print all pages on cardstock for durability.
2. Cut out each individual square from the Sensory Diet “Menu”: Picture Symbols pages (6
pages in total).
3. Laminate each square.
4. Adhere Velcro on the back of each Picture symbol square.
5. Adhere Velcro on each time frames/routines page(s) as indicated by the black circle.
6. Laminate additional full pages.

TO ASSEMBLE:
1. Hole punch and place all pages in a 3-Ring binder. Organize binder with pages as desired
(for example: title page, parent instructions, time frames/daily routines, tracking form).
2. Adhere (with Velcro) picture symbol squares into each selected time frame/daily routine
category. These picture symbols depict practical ideas to enrich or alter a child’s sensory
environment.
3. There is an option to select 4 picture symbols for each time frame/daily routine category.
Each child’s sensory diet will be different. The activities, accommodations and/or strategies
that are selected from the “menu” will reflect the student’s profile, needs, and individual
interests.
4. These categories can then be removed from binder one page at a time and placed on a
desk, table, etc. for individual use as needed.
www.ToolsToGrowOT.com

STUDENT’S NAME:

DEVELOPED BY:

- SCHOOL USE -
PAGE
1
ToolsToGrowOT.com

INFORMATION SHEET
- TEACHERS/EDUCATORS -
Effective sensory processing is necessary for almost every activity a student performs
because the integration of multiple sensory input is essential for comprehending our
surroundings.
Intact sensory processing makes it possible for a student to use the sensory input he/
she is receiving from their body and environment in a functional, adaptive manner.
A student with sensory processing concerns may have difficulty using sensory input
from one or more sensory system that may include the eyes (vision), ears (sound), skin
(touch), nose (smell), mouth (taste), muscles and body joints (body awareness), and
inner ear (balance & position of body in space).
Ineffective sensory processing can create significant challenges for completing daily
living skills, succeeding at school, playing or using leisure time, and maintaining
friendships or relationships with others.
One tool to help is the use of a “Sensory Diet”. This “diet” will include the introduction
of select sensory rich activities that are meaningful to your child/student. The “diet”
may also include strategies to minimize your student’s exposure to certain sensory
stimuli to help maintain his/her optimal arousal. At times special equipment or
materials may be used.
In consultation with your student’s therapist, this “diet” will ideally be carried out at
home and school. As the teachers, you will play a key role in the development and
delivery of the diet. Your student will gain maximum benefits if the “diet” is provided at
the appropriate intervals (time of day), frequency (how often), and duration (how
long). The overall goal will be to help your student’s function at his/her optimal level
throughout their day with ideal attention, self-regulation, and emotional control.

GENERAL GUIDELINES FOR

DEVELOPING & IMPLEMENTING
a Sensory Diet
Each child’s sensory diet will be different. The activities, accommodations and/or
strategies that are selected from the “menu” will reflect your student’s profile, needs,
and individual interests.
Work closely with your student’s therapist for information on sensory processing
disorder and how to select and present activities/strategies that will benefit and
regulate your child.
Remember, “One size does not fit all”. For example, your student may benefit from
swinging, but may reject the swing in the playground. It may take some time to find
the right fit for your student. Don’t give up!
PAGE
2
ToolsToGrowOT.com

INFORMATION SHEET
REMEMBER ALL CHILDREN ARE DIFFERENT,
EVEN IN THE AREA OF SENSORY PROCESSING!
Some children are over-responsive to some sensory input. For example, the student
may cry or get upset if touched by another person or expected to touch certain
objects or textures.
Some children may under-react to touch to the point that they grab and touch
everything in sight! Likewise for movement, one child may appear anxious or
withdrawn when expected to use playground equipment (over reacts to movement),
while another child may promptly climb to the top of a slide and attempt unsafe
maneuvers.
Some children are over-responsive in one sensory area, and under-responsive in
another. Or…it may change due to a modulation difficulty.
The use of specific activities and/or other accommodations may be suggested for
certain settings, certain routines, and certain times of the day.

COLLECTING INFORMATION
for a Sensory Diet
Your student’s therapist may request that an assessment or questionnaire be
completed to help gather information about your child’s sensory processing.
In addition, it is very important to closely observe your child and take note of the
following to help design the ideal plan:
• Times of day that are especially challenging
• Response to transitions between settings and tasks
• Activities and routines that student over-reacts to or avoids
• Activities that student engages in for prolonged periods
• Preferred activities
• Challenging behavior during meals or daily hygiene
• How student reacts to clothing (fabric, sleeve length, etc.)
• How he/she reacts to food texture, tastes, smells, temperature, etc.
• Relationships with peers and adults
• Times when student is especially active or inactive

Share this information and your concerns with the therapist to help improve the “diet”
through proper selection of activities and accommodations from the “menu”.
Your student will change over time and in response to the use of the Sensory Diet
activities, accommodations, and strategies. Because of this, continue to keep a
journal of your student’s responses and behavior.
ToolsToGrowOT.com

Instructions for
TEACHERS/EDUCATORS
THE FOLLOWING SENSORY DIET HAS BEEN DEVELOPED FOR YOUR
STUDENT BY HIS/HER THERAPIST.
• This Sensory Diet will be monitored by the therapist.
• This Sensory Diet will be carried out on a daily basis by a person trained
on specific techniques.
• If you have any questions on this Sensory Diet, please contact your
student’s therapist listed on the front page.
• Each student’s sensory diet will be different.
• The picture symbols illustrating activities, accommodations and/or
strategies that are selected from the “menu” will reflect your student’s
profile, needs, and individual interests.
• Work closely with your student’s therapist for information on sensory
processing disorder and how to select and present activities/strategies
that will benefit and regulate your student.
• Remember, “One size does not fit all”. For example, your student may
benefit from swinging, but may reject the swing at playground. It may
take some time to find the right fit for your student.
• Don’t give up!
• Encourage, never force the “menu” of activities.
• Please refer to “Protocol for Use” form (if applicable) provided by your
therapist.
SPECIFIC INSTRUCTIONS:
SENSORY DIET: TIME FRAME/DAILY ROUTINE

WALKING IN A LINE