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Can try out the sensory strategies and consult team leader --> if sensory needs not met --> can refer to OT :)

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- Observation skillz
- Gather information from relevant parties
- Consult subject matter experts (eg. Yi Huey)
- Try putting in basic sensory strategies put together by Gen

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1. Fill up sensory form
2. Try out the relevant sensory activities/movement breaks that have been previously sent out (done by gen and zy! :D)

https://pathlight.sharepoint.com/sites/AITC-Resources/Resources%20for%20Sharing/Forms/AllItems.aspx?id=%2Fsites%2FAITC%2DResources%2FResources%20for%20Sharing%2FA%20Guide%20to%20Sensory%20Regulation%20Needs%2Epdf&parent=%2Fsites%2FAITC%2DResources%2FResources%20for%20Sharing&p=true&wdLOR=c90FE364A%2D9E43%2D4189%2DB038%2D889EF72A2D83&ct=1644912953802&or=Outlook-Body&cid=82EF840F-35F1-4157-979F-40129F2CF748

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- Observation + reports (past reports/ ABCs)
- pervasive across contexts ( alone or when people are present) taking into account the amount of sensory input present)
- No other consistent patterns observed when analysing the data/looking for patterns --> made us suspect sensory issue

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- After strategies are put in place but sensory needs not met

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what group 3 said :]

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- use the modified sensory form
- consult Yi Huey

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- when staff involved have tried strategies but it isn't working :(

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1. Consistency & Context:
- How often/frequent does a behaviour occur and if it targets a particular sensory input
- consider if there are different behaviours that target the same sensory input/avoiding a particular sensory input etc.
-  If the issue occurs in one environment but not the other, consider if it may be other factors

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- Use the sensory form
- Ask OT for help :D

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- Determine the function of the behaviour
- If the behaviour occurs continuously/consistently across settings/contexts/people

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- fill up the modified sensory form

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- If behaviour happens when student is alone
- Behaviour is consistent across different setting and environments
- Consider when it happens (eg. nothing to do versus engaged)

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- Consistency across diff contexts
- Using the form (motivation assessment scale)

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- does it only happen when student is bored?
- does it happen when student is left alone?
- is it enjoyable and pleasurable
- Motivation Assessment Scale?