Sensory Processing Intervention Strategies SPS2 Student: Teacher: Date: Date Intervention Date Intervention Starts Ends Visual Limit/eliminate visual clutter within classroom such as busy bulletin boards, artwork items, hanging from ceiling, etc. Organize classroom materials in bins or behind curtained shelves Provide preferential seating for better view of blackboard as well as to reduce visual distractions Color code and clearly label materials and supplies Modify classroom lighting by dimming lights, closing or opening shades/blinds, etc. Provide consistent independent work area with visual boundaries as needed (e.g., use partition, carrel, or tape to provide boundaries) Intervention results: Auditory Provide white noise or classical music as appropriate to mask background noises Cover intercom to mute volume level Use headphones or earplugs to muffle sounds Provide verbal or visual warning when possible for fire drills, and morning announcements Give visual directions rather than verbal Teach positive self-talk (e.g., only a fire drill. It won’t hurt me.”) “It’s Encourage to put hands over ears and let him/her know ok” “it’s Place tennis balls on legs of chairs, rugs on classroom floor, or carpet squares under desk to reduce noise Provide seating around perimeter of cafeteria or auditorium Provide either verbal or physical cue such as touching lips or tapping on shoulder to remind student it is not an appropriate time to talk Provide card” so only student with card is allowed to talk “Talk Give oral directions when in close proximity to student, breaking directions down into small steps Have student repeat directions back to teacher Intervention results: Date Intervention Date Intervention Starts Ends Tactile Limit amount of touching/warn student ahead of time of possible touch
Sensory Processing Intervention Strategies SPS2 Student: Teacher: Date: Date Intervention Starts Date Intervention Ends Visual Limit/eliminate visual clutter within classroom such as busy bulletin boards, artwork items, hanging from ceiling, etc. Organize classroom materials in bins or behind curtained shelves Provide preferential seating for better view of blackboard as well as to reduce visual distractions Color code and clearly label materials and supplies Modify classroom lighting by dimming lights, closing or opening shades/blinds, etc. Provide consistent independent work area with visual boundaries as needed (e.g., use partition, carrel, or tape to provide boundaries) Intervention results: Auditory Provide white noise or classical music as appropriate to mask background noises Cover intercom to mute volume level Use headphones or earplugs to muffle sounds Provide verbal or visual warning when possible for fire drills, and morning announcements Give visual directions rather than verbal Teach positive self-talk (e.g., “It’s only a fire drill. It won’t hurt me.”) Encourage to put hands over ears and let him/her know “it’s ok” Place tennis balls on legs of chairs, rugs on classroom floor, or carpet squares under desk to reduce noise Provide seating around perimeter of cafeteria or auditorium Provide either verbal or physical cue such as touching lips or tapping on shoulder to remind student it is not an appropriate time to talk Provide “Talk card” so only student with card is allowed to talk Give oral directions when in close proximity to student, breaking directions down into small steps Have student repeat directions back to teacher Intervention results: Date Intervention Starts Date Intervention Ends Tactile Limit amount of touching/warn student ahead of time of possible touch