# data[].attributes.headline
Head banging - often used by child to increase vestibular input to their nervous system. Try these ideas and resources to support increase of vestibular input. 

# data[].attributes.subject
Head banging - often used by child to increase vestibular input to their nervous system. Try these ideas and resources to support increase of vestibular input. 

# data[].attributes.body
Linear vestibular input is a type of movement that involves moving the head in one plane, such as side to side, up and down, or back and forth. It's a calming and organizing input for the nervous system.

The vestibular system is located in the inner ear and is responsible for detecting: Gravity, Movement of the head, Where the head is in space, and Which way up the head is.

The vestibular system is important for: Maintaining balance, Postural control, and Keeping an upright posture against gravity.

Some examples of activities that can provide vestibular input include:

Swinging on a playground swing

Swinging or see-sawing with music

Rolling a ball to a child while they're swinging and having them kick it back

Hanging upside down from the couch to pick up objects off the floor

# data[].attributes.attachment_link.title
Top 5 Vestibular Activities and Why We Love Them

# data[].attributes.body
Vestibular Input: What, Why, How - The OT Butterfly | Official Website

# data[].attributes.attachment_link.title
Sensory Processing Disorder Training for Educators & Parents

# data[].attributes.attachment_link.description
Specialist online sensory processing disorder training for teachers, TAs and parents. Start our free introduction today.

# data[].attributes.headline
Sensory checklist and problem solving tool

# data[].attributes.subject
Sensory checklist and problem solving tool

# data[].attributes.headline
When Dreams Change is a four-week course that aims to help parents and carers reflect on their experience of having a child with additional needs, and to become more of the person they have been created to be. 

# data[].attributes.subject
When Dreams Change is a four-week course that aims to help parents and carers reflect on their experience of having a child with additional needs, and to become more of the person they have been created to be. 

# data[].attributes.body
Not free - but good for inspiration for school environments

# data[].attributes.attachment_link.description
Invest in your children’s learning and development by installing sensory pathways within your school.

# data[].attributes.body
griffin ot meditation koala - Google Search

# data[].attributes.attachment_link.title
griffin ot meditation koala - Google Search

# data[].attributes.headline
SLEEP - Sensory-based strategies for sleep 

# data[].attributes.subject
SLEEP - Sensory-based strategies for sleep 

# data[].attributes.body
There is a strong link between sensory processing and sleep, and sleep issues can be an indicator of sensory processing disorder (SPD):

Sensory seeking behaviors

Children with sensory processing difficulties may seek out sensory input around bedtime, which can lead to over-arousal.

Overstimulation

A day that is too overstimulating can make it difficult to fall asleep, or can cause a child to fall asleep early and disrupt nighttime sleep.

Understimulation

A day that is too understimulating can cause the body to be in sleep mode all day.

Neurochemicals

Sleep is a neurochemical process that restores the body and brain. Children with SPD may have high levels of cortisol and low levels of melatonin, which can impact sleep cycles.

Here are some tips that may help with sleep and sensory processing:

Active play: At least 30–45 minutes of active play before bedtime can help regulate a child.

Avoid bright screens: Avoid screens for at least two hours before bed.

Relaxing activities: Choose a relaxing activity like reading, coloring, or listening to quiet music.

Weighted blanket: Wrap your child in a favorite blanket or sit under a weighted blanket.

Pajamas: Some children may benefit from compression clothing or tight-fitting pajamas.

Mattress: The firmness or softness of a mattress may impact sleep.

Night-light: If your child is afraid of the dark, leave a night-light on.

Discuss nightmares: Discuss nightmares with your child and try to explain that they are not real.

# data[].attributes.headline
Safe oral-motor input for biting, chewing behaviours

# data[].attributes.subject
Safe oral-motor input for biting, chewing behaviours

# data[].attributes.attachment_link.readable_text
It is common for babies and young children to bite and chew when they are developing oral motor skills and exploring their senses. For some of us, this craving for oral sensory feedback stays with us and finding a safe, clean and more purposeful product to offer the chewer becomes important.

Oral Chews can offer an excellent way to provide oral stimulation, exercise the mouth muscles, build oral tone, and practice biting and chewing skills in a safe and hygienic manner.

At Sensory Direct we have created a range of Chewbuddy™ Oral Chews. They are all made in the UK with medical graded, latex-free material and come in a range of shapes, textures, levels of chew strength and colours. Our chews can be sterilised in the dishwasher.

Not sure what chew to choose? Read our informative Blog on "Sensory Chews - Which one will you chose?"

Do you have students in your classroom that often chew and bite on objects? Read our informative Blog on "Three Ways to Help Control Chewing in the Classroom."

The chewer may prefer our Comfort chewing range that offers a soft alternative, made from cotton and can be worn around the neck in the style of a loose scarf or lanyard.

ARK offer an alternative range with a choice of chew necklaces and grabbers in different chew strengths, textures and colours. ARK offer a range of Vibrating oral tools which provide vibration as an oral sensory feedback.
Please note that no chew is indestructible and adult supervision is required at all times. Regular checks for wear and tear is essential.

# data[].attributes.attachment_link.title
Safe Oral Motor Chews | Chews For Biting| Sensory Direct

# data[].attributes.attachment_link.description
Oral sensory seekers will often chew non-edible objects, but there are safer, more hygienic options available through our range of Sensory Chews.

# data[].attributes.attachment_link.readable_text
by Dr. Jamie Chaves, OTD, OTR/L, SWC

Sleep is a daily occupation in which all of us participate. Some better than others. When sleep is disrupted this is a red flag for occupational therapists, and should be for parents and other professionals as well. Sleep plays a critical role in restoration of brain cells, supporting brain plasticity, resting muscles and joints, and regulating our circadian rhythm. Poor sleep negatively impacts almost every area of functioning and development. Here's a list of indicators of poor sleep patterns (for children and adolescents):

*Requires longer than 30-45 minutes to settle before preparing to falling asleep

*Takes longer than 15-20 minutes to fall asleep

*Requires someone present in the room, next to the bed, or lying in bed in order to fall asleep

*Restlessness or frequent changing of positions

*Getting up or waking up at night on a regular basis

*Inconsistent sleep patterns (e.g. sleeps 6 hours one night and 10 hours the next night)

*Gets less than 8 hours of sleep for 3-5 year olds or less than 7 hours of sleep for 6-13 year olds (numbers according to the National Sleep Foundation)

Poor sleep can be an indicator of sensory processing disorder (SPD) for myriad reasons. Different subtypes of SPD impact sleep differently. Sometimes the bedtime routine leading up to bedtime is dysregulating, which consequently impacts the quality of sleep. Sometimes the child is so overstimulated from the day that settling to sleep can be challenging. Sometimes the overstimulation from the day is so exhausting to your child that he wants to nap after school which disrupts his sleep at night. Sometimes the events of the day were so understimulating that the body was essentially in sleep mode all day long. It's important to note that children with unaddressed sensory processing modulation disorder have a difficult time self-regulating because they do not yet have the strategies to do so. Therefore co-regulation, adaptive strategies, and use of external sensory inputs will be necessary until they can internalize the strategies provided by their occupational therapist. Don't be quick to brush off requests or complaints from a child as "behavioral" or a means to "escape bedtime".

If your child...

·Doesn't like the feeling of pajamas (or other specific clothes)

oHe/She may be over-responsive to tactile input

oTry sleeping naked, wearing a compression shirt to bed, or wearing an oversized t-shirt to bed

·Doesn't like the feeling of sheets

oHe/She may be over-responsive to tactile input

oTry lycra sheets ("Skweezrs"), using a weighted blanket (7-10% of child's body weight)

·Gets upset when bathing or showering

oHe/She may be over-responsive to tactile input

oTry bathing or showering in the morning, bathing or showering before dinner, switching from a shower to a bath

·Wants to sleep next to someone

oHe/She may be seeking or under-responsive to proprioceptive input

oTry moving the bed to a corner, buying a body pillow

·Wants stuffed animals or pillows piled on top

oHe/She may be seeking or under-responsive to proprioceptive input

oTry sleeping under or on top of a bean bag, using a weighted blanket (7-10% of child's body weight)

·Changes positions throughout the night

oHe/She may be seeking or under-responsive to vestibular or proprioceptive input OR over-responsive to tactile input (i.e. the movement is response to discomfort from pajamas/sheets)

oTry moving the bed to a corner, sleeping under or on top of a bean bag, using a weighted blanket (7-10% of child's body weight), lycra sheets ("Skweezrs"), wearing a compression shirt to bed, wearing an oversized t-shirt to bed

·Falls out of the bed

oHe/She may be seeking or under-responsive to vestibular input

oTry moving the bed to a corner, sleeping under or on top of a bean bag, using a weighted blanket (7-10% of child's body weight)

·Must have complete silence when falling asleep

oHe/She may be over-responsive to auditory input

oTry using a sound machine or white noise machine, wearing noise-cancelling headphones

·Dislikes the taste of toothpaste

oHe/She may be over-responsive to oral (taste/smell) input

oTry brushing without toothpaste at night, using an electric toothbrush, flavored toothpaste (not peppermint or cinnamon)

·Snacks right before bedtime

oHe/She may be seeking oral input

oTry only giving chewy or crunchy foods before bedtime and/or at dinner

·Uses a bottle at bedtime

oHe/She may be seeking oral input

oTry giving a piece of candy to suck on when reading in bed, keeping a cup of water next to the bed, using an electric toothbrush

·Looks around room when falling asleep

oHe/She may be seeking visual input

oTry putting in a nightlight, hanging blue or green tube lights, using a moving fishtank toy

·Complains the room is too bright (even with the lights off)

oHe/She may be over-responsive to visual input

oTry facing the bed away from the windows, getting heavy curtains for the windows, using a sleep mask

Poor sleep may also exacerbate sensory processing to the point that child appears to have SPD. Think about a time you were tired in a meeting or presentation-what did you do? Oftentimes adults get up to move, swivel in the chair, bite nails, chew on a pen, drink or eat something, fidget with an object, doodle on the paper. All of these are sensory strategies to stay awake and alert. Now think about a time you didn't sleep well-how did you function the next day? Did you get up more frequently from your desk? Did you have more difficulty multi-tasking or remembering details? Did you notice your tolerance of people around you dropped?

Consider a child who chronically sleeps poorly. Her tiredness may manifest by constantly jumping or skipping around in an attempt to stay awake. He could "zone out". Chewing on his sweatshirt or nails may help him focus. She might be more reactive towards peers. His frustration tolerance might be limited or he might give up easily. Spinning in circle could give him more stimulation. Any strategy to say "wake up, body!" is likely. And anything that tests an already short fuse will lead to a "zero to sixty" response.

While all children are different in their sleep routine preferences there are a few things I regularly recommend.

1)Eat dinner early-about 2 ½ hours before bedtime. This will allow for digestion.

2)Play hard for about 45 minutes before you start the quiet bedtime routine.

3)Transition to the calming routine by dimming the lights and playing classical instrumental music.

4)Brush teeth. This is usually not a favorite for most kids, so doing it first will allow for the other activities to re-regulate him/her.

5)Take a warm bath. Showers can be very stimulating because each stream can feel like a pin prick.

6)Read 2-3 books together in bed.

7)Sing 1-2 songs.

8)Hug and kisses.

9)Lights out.

It's important to make slow changes to the bedtime routine and to try each strategy for 1-2 weeks before giving up. Change is hard so it may be met with initial resistance. Try to get your child involved as much as possible in making decisions, such as picking the color of the lycra sheets or deciding where the nightlight should be placed. No matter what, keep your sleep at the forefront of your conversations until you find a manageable solution!

# data[].attributes.attachment_link.title
The Relationship between Sensory Processing and Sleep - The Center for Connection

# data[].attributes.attachment_link.description
by Dr. Jamie Chaves, OTD, OTR/L, SWC Sleep is a daily occupation in which all of us participate. Some better than others. When sleep is disrupted this is a red flag for occupational therapists, and should be for parents and other professionals as well.

# data[].attributes.attachment_link.description
Family Assist is an innovative new way of ensuring that parents and their friends and families have access to a wide range of information and resources, both local and national, at their fingertips. Why was Family Assist developed? It is often...

# data[].attributes.headline
Ideas for Increasing tolerance to Tactile/Touch

# data[].attributes.subject
Ideas for Increasing tolerance to Tactile/Touch

# data[].attributes.attachment_link.title
Ten Tips for using Wobble Cushions in the Classroom and at Home

# data[].attributes.attachment_link.description
Have you ever wondered why there are wobble cushions in your classroom? Or how to use them properly? Click here and let GriffinOT help.

# data[].attributes.attachment_link.title
Sensory Processing: What it is and why it matters - The RISE Partnership: Research and Improvement for SEND Excellence

# data[].attributes.attachment_link.description
This e-learning introduces sensory processing: what it is and why it matters and is intended to be used by a wide variety of practitioners especially those working directly with Disabled Children and Young People and those with Special Educational Needs.

# data[].attributes.body
0-5 Autism ADHD Leaflet

# data[].attributes.attachment_link.readable_text
There's been a recent wave of TikTok videos showcasing the Tesco Sensory Box, a fresh initiative being launched in Tesco stores across the UK. The boxes are designed to aid neurodivergent people - those whose brains process information differently - by offering items that can make their shopping experience more comfortable.

Neurodivergence is a broad term covering conditions such as autism and ADHD. Individuals who are neurodivergent can find certain public environments challenging, often feeling overwhelmed or anxious when carrying out everyday tasks like shopping or using public transport.

Video producer, Alice Walker, has previously discussed her own diagnosis of autism and ADHD on the Liverpool Echo and is currently on the path to an OCD diagnosis, so she was curious about these sensory boxes.

Alice revealed: "I usually carry around one or two fidget toys because otherwise I can end up pulling on my eyebrows when I'm anxious, and quite often I'm left with patchy brows after a stressful day.

"I also usually do my shopping online, if I can, because I do really struggle to shop in person, with the noises, bright lights, and people all around me.

"So with all that in mind, I decided to head to the Tesco store on Hanover Street in Liverpool city centre to see if they had a sensory box and, if so, what was inside."

She continued: "When I got into the store, I was pleased to see that it wasn't a particularly busy time in the city centre shop. I headed over to Customer Service and asked a lovely woman behind the counter if they had the sensory box.

"Thankfully, they did have it. Inside was a variety of sensory toys and different lanyards, including a sunflower lanyard, which is part of a scheme to help those with hidden disabilities indicate that they may need additional support or time."

There was also a pair of headphones and sunglasses. Alice was assured instantly that everything in the box was sanitised after every use.

Alice said: "I had initially assumed I would be able to take the entire box with me around the shop, until the staff member explained that you can take one or two items from the box that you think you will need. This made more sense, should somebody else with additional needs want to use something while I was shopping.

"I opted for a Tesco-branded fidget toy. I do usually have a fidget cube or spinner to help me when I am overstimulated, but I didn't have one today."

She continued, "I really enjoyed being able to walk around the store using the cube. It eased my anxiety and stress that always creeps in when I'm in a big shop.

"I know a lot of people might be nervous to go and ask for something like this - it can be scary to draw any attention to being neurodivergent or identify yourself as having additional needs. I know that firsthand. But the staff treated me with respect, and I would recommend accessing the sensory box, should you need it."

Numerous retailers, including Tesco, provide 'quiet hours', during which lighting is reduced, music is switched off, and self-service tills operate in silence for an hour on particular days.

Alice added: "This is a great start, but it would be good for other stores to take this lead and make every day accessible for people like me. I am relieved knowing it is an option for me now. It can be scary to ask for help but I did and I was all the better for it."

# data[].attributes.attachment_link.title
I tried Tesco's new Sensory Box and it made a huge difference

# data[].attributes.attachment_link.description
The Tesco Sensory Box is a new resource being rolled out at Tesco stores across the UK.

# data[].attributes.headline
Heavy work activities for sensory regulation 

# data[].attributes.subject
Heavy work activities for sensory regulation 

# data[].attributes.attachment_link.readable_text
Affiliate and Referral links are used below to promote products I love and recommend. I receive a commission on any purchases made through these links. Please see my disclosure policy for more details.

Have you been searching for heavy work ideas but are struggling to find something that will work for your classroom or school environment? Today I have you covered with heavy work activities for school.

What is Heavy Work?

Heavy work is a term coined to describe any type of activity that activates proprioceptive receptors. Proprioception is the sensory system responsible for body awareness and it activates in the muscles, joints, and ligaments.

Heavy work can have a calming effect or alert and orienting effect based on what your student is craving. It allows your student to get adequate proprioceptive input that will help them focus and increase self-regulation.

12 Heavy Work Activities for School

I've put together a list of activity suggests that work well in the school or classroom environment. If you have a sensory room or movement space in your school, many of these would work well for there too.
1 || USE WEIGHTED LAP BEANBAGS
These can be great to have around during homework or during class time to give some added input to help focus and attend. They are easy to make with rice or beans. You can find a DIY Weighted Lap Pad tutorial HERE.
2 || SIT IN BEAN BAG CHAIRS
Bean bag chairs are great to have as alternative seating options or in a quiet or calming space. It can be like getting a nice hug but without the actual hug. This can have a calming effect and also help kids focus while reading or doing other calming activities.
3 || HELP TO REARRANGE FURNITURE OR EQUIPMENT
If you have class jobs that include moving furniture or equipment, this is a great job to give to a student who needs the added proprioceptive input.
4 || BODY SOCK AT CIRCLE TIME
Body socks are great at giving input for where your body is in space. Plus the child can push against them and get the needed proprioceptive input they need during a time when they need to be sitting in a group. You can also use this at any time, not just circle time. You can get different sizes depending on the ages you are working with. Typically small, medium or large sizes are available.

You can also read my post on activities to do with a body sock HERE.
5 || LYCRA AS A CHAIR POCKET
You can get regular lycra material and tie it around a chair or desk to make a little pocket. A child can push their feet against it or hands under a desk to get some added input to help them focus during desk work.
6 || CHEW GUM OR CRUNCHY FOODS
Chewing gum or crunchy foods is like a mini workout for the mouth! Your mouth is full of proprioceptive receptors. So chewing gum or having crunchy foods as a snack or break time is a great option that all the kids can enjoy together.
7 || SIP WATER FROM A STRAW
Seriously, again, so simple! The act of sucking through a straw is again another great proprioceptive activity with the mouth. If you have a child who has some oral sensitivities or gravitates towards putting things in their mouth all the time, this is a great one. The child can bring their own from own, or you can have assigned water bottles for the entire classroom.
8 || WIPE DOWN SURFACES SUCH AS A WHITEBOARD OR CHALKBOARD
Cleaning on the chalkboard or whiteboard, wiping down a table, or scrubbing off a dirty surface all give great proprioceptive input through the upper body.
9 || WALL OR FLOOR PUSH-UPS
These can be included as options in your calm-down area or can be done in a hallway or classroom during transition or break times. No equipment necessary, which is the best kind of activity! The children use their bodies as the "weight" to push against by pushing against the wall, bending at their elbows. Or just do regular floor push-ups if you are able to in the classroom or sensory/movement space.
10 || SHARPEN PENCILS WITH A MANUAL PENCIL SHARPENER
This one is a little "old school" since electric pencil sharpeners are probably more common. Having a manual pencil sharpener is a great way to get proprioceptive input through the hands and arms.
11 || YOGA POSES
Yoga is a great way to take a break and self-regulate as a class. There are many great options out there, such as Cosmic Kids Yoga Channel on YouTube (if your school allows you to access YouTube). For a none YouTube option, Kids Yoga Stories is great (she has many books and yoga cards).
12 || USE A WEIGHTED BACKPACK AND CARRY A WEIGHTED OBJECT DURING TRANSITIONS
Transition time can be a struggle for many kids with sensory processing challenges. Giving them a weighted backpack to use between switching classes or heading to the bathroom or lunch is a great option. You can also give them jobs such as carrying copy paper to the copy machine or doing various errand jobs that include carrying a weighted item.

For more resources of heavy work and sensory processing, check out the links below.

Follow Heather | Growing Hands-On Kids's board Vestibular & Proprioception Activities on Pinterest.
You May Also Like:

# data[].attributes.attachment_link.title
Heavy Work Activities for School - Free PDF Download for Educators

# data[].attributes.attachment_link.description
Affiliate and Referral links are used below to promote products I love and recommend. I receive a commission on any purchases made through these links. Please see my disclosure policy for more details. Have you been searching for heavy work ideas but are struggling to find something that will work for your classroom or school environment?

# data[].attributes.attachment_link.description
Advice and support for families of young autistic children to care for their teeth and gums.

# data[].attributes.attachment_link.title
2-Minute Neuroscience: Divisions of the Nervous System

# data[].attributes.attachment_link.description
This free online course is suitable for primary and secondary educators with an interest in supporting children and young people with emotional self-regulation, mental health and wellbeing, and social and emotional skills.

# data[].attributes.attachment_link.description
This free online course is suitable for primary and secondary educators with an interest in supporting children and young people with emotional self-regulation, mental health and wellbeing, and social and emotional skills.

# data[].attributes.body
Sensory solutions have maximum impact when the environment, task and relationships are tailored and the child’s other needs are also being met. If this hasn’t occurred, they are nothing more than a sticking plaster.

# data[].attributes.attachment_link.title
Why sensory solutions are not a magical fix all - GriffinOT

# data[].attributes.attachment_link.description
Sensory solutions like sensory diets, wobble cushions and fidget toys are everywhere in schools, Kim discusses their complexity and impact