At times James will become very noisy, often giggling. Becky realised that this usually occurred when the classroom itself became louder. The training helped her to understand that he was using his own noises to drown out the other sounds in the room. We discussed that is can be hard to balance out the needs of a whole class when they have different sensory needs! She was planning to include some heavy work activities before noisier classroom activities to see if this would help James to regulate.
Sensory seeking and regulation
One behaviour Becky did not change was James’ spinning. The training helped her to identify the triggers for James’ spinning. Usually it occurred when he was excited, or if there was a transition occurring. His spinning was slow and safe. And Becky understood that James was using the movement to help with his own regulation and arousal. She also noticed that sometimes he was playing with the movement too as his balance and coordination was improved.
She also mentioned that James would become loud and excited during snack time. Sometimes this impacted other children in the classroom who have sensitivities to noise. We discussed that he was probably excited about food coming. This is an expected reaction and we spoke about using visuals to help James to understand the emotions he was feeling. Giving James access to sensory strategies, like movement, could help him to regulate his excitement in an appropriate way.
James’ is making great progress
Becky was really excited to see the progress that James made in her class. James was able to work with adults on activities 1:1. He was making progress with requesting using symbols. And, he was much more confident and happier in class.
*Name has been changed to protect confidentiality