Stims Sensory Detective

What can I do?; Sensory Detective; Learning Challenge Detective

Home; School; Stims; Play; Social; Other

Stims
Behavior	Interpretation	Area	Intervention
Hand Flapping.	Seeking input to muscles or joints	Body Aware	Use upper body proprioception and gross motor activities to increase joint input and strength.
Head banging or ear flicking.	Seeking input to muscles or joints, especially in the upper body/head Seeking motion/movement	Body Aware, Balance / Movement	Use proprioception and vestibular activities to increase joint input and balance.
Rocking in chair or seat.	Seeking input to muscles or joints, especially in the upper body/head Seeking motion/movement	Body Aware, Balance / Movement	Use proprioception and vestibular activities to increase joint input and balance.
Running around in unstructured ways (along the periphery of the space).	Unable to identify boundaries of physical space	Balance / Movement	Provide opportunities for organized movement. Swinging Jumping up and down (trampoline or in place). Generally linear (back and forth or up and down) movements are more calming and organizing than rotary (spinning) movements.
Spinning.	Seeking movement or motion, especially in the rotary plane	Balance / Movement	Provide opportunities for organized movement. Swinging Jumping up and down (trampoline or in place). Generally linear (back and forth or up and down) movements are more calming and organizing than rotary (spinning) movements.
Strong aversion to movement - won't run around, no sit-and-spins, avoids swings.	Deficits may cause nausea (motion sickness) Difficulty knowing relationship to others	Balance / Movement	Honor quiet play. Make toys easily accessible.
Finger flicking in front of eyes; over-focusing on small object; moving eyes in odd ways.	Difficulty with perception, trying to replace undesired visual input Difficulty knowing relationship to the object	Visual, Balance / Movement	Provide strong, consistent movement input. Provide activities that couple visual input with movement, like chasing a ball and other eye-hand/foot activities.
Smelling or Sniffing.	May be seeking smells. Seeking stimulation through smells	Smell	Provide opportunities to smell strong smells - cinnamon, citrus, pine, or peppermint. Have scented lotions available for child to use. Try Scent Inhalers.
Has difficulty processing sounds.	When exposed to several sounds at the same time, it may be difficult for the child to know which sounds to attend to and when to attend to them.	Hearing	Get the child's attention first. Give directions slowly, allowing time for the child to process in between each step. After giving directions, ask the child to repeat what was said to check for accuracy. Use body gestures and/or visual supports along with the verbal directions. Make sure that quiet occurs before directions are given. Teach a cue to use when the child needs to attend (i.e., hand signal, touch on the shoulder).
Inappropriate volume (not related to emotional response).	Either seeking additional auditory input, trying to cover up undesired auditory input, or an inability to distinguish current auditory level	Hearing	Determine if auditory seeking or avoiding. If seeking: provide music and musical instruments. Generally lower frequencies (drums) will elicit movement; while higher frequencies (cymbals, flutes) will engage attention; slower, rhythmic music will calm. White noises, classical music or nature sounds can be calming. If avoiding: provide headphones for a child to wear to reduce noise input.
Is bothered by the noises of household appliances.	Sometimes the pitch and frequency of household appliances can be very distracting and annoying to children who experience auditory issues.	Hearing	Expose the child to the "irritating" noise in small steps, gradually increasing the duration as tolerance improves. Warn the child that the appliance is going to be turned on so she won't be taken by surprise. Have the child participate in using the appliance, if appropriate. Lessen the unpleasant effect of the noise by combining it with pleasant sound (music on the radio). Pair the noise with a preferred activity.
Does not notice sounds in the environment.	Has a difficult time knowing which sounds to attend to. May be so focused on what he is doing that the sound does not register. May have difficulty perceiving specific pitches or frequencies.	Hearing	Plan activities that will help teach the child to attend to various sounds. Play games using various sounds found in the environment like an auditory bingo game. Utilize a visual or Touch cue to gain the child's attention.
Avoids participation in activities (not related to movement needs).	Avoids undesired sounds from others or equipment.	Hearing	Play even tempo background music during activities. Monitor child’s need to move away.
Does not respond when name is called.	May be so focused on what she is doing that the sound does not register. May have difficulty perceiving specific pitches or frequencies.	Hearing	Teach the child to attend to his name by using games that involve saying his name and then reinforcing him for responding. Develop visual cues or signals to gain the child's attention. Vary the intonation or add melody, using a "sing-song" manner. Pair a novel auditory cue with name such as clicking fingers or clapping hands.
Easily distracted by and tearful of loud noise.	May be hypersensitive to noises, especially when not prepared for them. May have difficulty determining which noises or tones to attend to in the environment and which to disregard.	Hearing	Use soft talking or singing to help the child know what to attend to. Use soft background noise for calming. In situations or places where the child experiences a lot of loud noises, headphones or earplugs may be helpful to buffer some of the noise. Whenever possible, alert or prepare the child before the offending noise occurs. Avoid using appliances or equipment at times when you would like the child to maintain his focus.
Notices every little sound or visual change in the environment.	These distractions can be overwhelming, making it difficult for the child to remain focused.	Hearing	Keep visual/auditory distractions to a minimum. Set up a quiet place with a bean bag chair for the child. Consider alternate seating away from distractions. Prepare the child in advance for distractions such as announcements or visitors, using a visual support that reflects the anticipated change. Consider using a visual barrier or "cubicle" for desk work. Provide headphones or earplugs for the child to wear during testing or seatwork after verbal directives are given.
Talks self through a task.	May need the added input to help keep himself focused and stay on task to completion. Sound of own voice may block out other auditory input. May have poor selfconcept about abilities based on motor planning difficulties.	Hearing, Motor Planning	Allow the child to do this if it does not interfere with others. Utilize a hand fidget to help decrease anxiety or enhance selfregulation. Provide a weighted lap pad for deep pressure input. Develop visual supports for use in a situation where child is unable to talk himself through tasks without disturbing others. This might also give him the extra support to refo-cus and continue if he becomes distracted. Teach the child to self-talk using a lower volume or standing away from others.
Humming or other "background noise" vocalizations.	Seeking auditory input Replacing undesired auditory input Seeking input to joints/muscles especially in the mouth	Hearing, Body Aware	Talk a lot, varying voice intonation. Point out sounds you hear.
Hums constantly.	May be overstimulated by classroom noise. The humming may block out noises that cause anxiety. Seeks auditory or Touch input.	Hearing, Touch	If the noise or activity level is a concern, move the child away from the source of noise or activity. If the child needs to hum to concentrate, teach the child to hum more quietly. Allow the child to use and play with "vibration" by using such items as an electric toothbrush or a kazoo.
Avoids messy materials such as paints, glue, shaving cream.	Activities involve certain kinds of materials may be uncomfortable for the child. Child is a tactile avoider.	Touch	Encourage tolerance (without forcing) of these kinds of materials through controlled, gradual exposure to various items and textures. Prepare the child for a given activity by providing a visual cue. Plan activities that are uncomfortable followed by activities that the child likes. As the activity becomes more tolerable, gradually increase the length of time child is engaged in it.
Complains about or refuses to touch certain things - glue, finger paints, finger foods.	Activities involve certain kinds of materials may be uncomfortable for the child. Child is a tactile sensitive.	Touch	Encourage tolerance (without forcing) of these kinds of materials through controlled, gradual exposure to various items and textures. Prepare the child for a given activity by providing a visual cue. Plan activities that are uncomfortable followed by activities that the child likes. As the activity becomes more tolerable, gradually increase the length of time child is engaged in it.
Extreme response to being touched (hand on shoulder, bumped in line).	Overly sensitive to light or unexpected touch. Child is a tactile sensitive.	Touch	Respect the individual's need for distance to avoid physical touch. Verbally reassure. Try to use as few sensory modalities at a time as possible. Whenever possible, eliminate some of the background distractors that may be present in the environment. Maintaining a distance from others to avoid physical touch could limit ability to perceive body language and facial expressions. Explicited teach these by accompaning facial expressions, gestures and body language with spoken language.
Touches everything.	May learn through touching. May desire more touch input. Child is a tactile seeker.	Touch, Body Aware	When possible, allow the child to explore. Before the child enters the environment in which there are many items that are not to be touched, provide deep pressure by rubbing shoulders, back, or palms. Accompany a touch by a verbal statement of the rules for touching. Allow the child to hold an object that can provide deep pressure.
Drags hands along walls when walking.	Seeks touch and balance input to help him feel comfortable. May have gravity insensitivity. May like the feel of the wall.	Touch, Body Aware, Balance / Movement	Allowing the child to do it. Have the child carry something heavy. Have the child carry something that has a texture and surface similar to the wall. If the child is young, have her hold the hand of a peer or adult. Have the child hold on to a rope or classroom object. Have the child carry a container holding the materials to be used in the next class or activity. Provide proprioception or Balance / Movement input by having the child hop, skip, do jumping jacks, or bend down and touch toes half way down the hall. Instruct the child to carry her books against her body with hands touching opposite elbows.
Picks at scabs, lips and nose.	May be anxious. Reaction may calm and aid concentration. Input may help increase alertness if the child is bored with surroundings. Increased attention to a skin breakdown in various stages of healing may come from an itching or irritating Touch sensation.	Touch, Self-regulation	Provide fidget items such as Koosh Ball™, therapy putty, pliable art eraser, bookmark with a tassel, small toys or manipulatives. Place a strip of Velcro™ (one or both sides) inside book binder or underneath the desk that the child can play with or pick at. Use topical ointments or lubricants that may help to alleviate or alter the irritating sensory input.