The human brain receives inputs from the senses to produce and regulate the use of that information like things we touch, see, smell, taste, and hear efficiently to accurately construct meaningful responses.

When the brain cannot integrate the information it receives, the result is an inaccurate model of the environment and an inability to function well in it.

For most people, this is a normal and typically overlooked part of their daily experience. But for an individual with a developmental disorder, including autism, the way the brain processes these experiences can be a major source of distress and discomfort. The responses can be formulated into hyper or hypo Response.

If your child has ever had therapy outside the home, you are probably familiar with sensory rooms.

Sensory rooms can make a big difference in a child’s development. Unfortunately, many families with loved ones who could benefit from a dedicated sensory room often don’t feel they have space or budget to create one.

The purpose of these sensory rooms is to provide a relaxed atmosphere where the person is surrounded by pleasant sensations (unique tactile experiences, relaxing aromas, interesting light effects).

“The autistic brains react differently than expected when given sensory input, either failing to integrate or organize new information appropriately.”

The contents and design of a sensory room or space can — and should be tailored to each individual’s needs because each person with extreme sensory issues will be dealing with different stimuli and have different requirements when it comes to learning to cope with the world around them.

The origin and history of multi-sensory rooms can be traced back to the Netherlands in the late 1970s where psychologists Ad Verheul and Jan Hulsegge developed them as therapy for individuals with severe disabilities.

Originally named ‘Snoezelen’ by the founders, it is now being widely referred to as ‘multi-sensory rooms’ or ‘multi-sensory environments’ (MSE).

Those who can benefit from multi-sensory environments include children and adults with learning differences such as autism, cerebral palsy, intellectual and multiple disabilities, people with brain injuries, dementia sufferers, and people with mental health issues including stress or anxiety problems.

Think and imagine how a simple sensory room can do wonder to your child! In Netherland, they have a full course on which you can learn the basic concepts related to multi-sensory room

If your child is having trouble with sensory integration, you should focus on creating coping skills to deal with stimulating environments rather than trying to change processing. Multi-sensory environments provide a variety of sensory stimulation for people with autism and other special needs. They were first introduced in the 1970s by psychologists Ad Verheul and Jan Hulsegge as a form of therapy designed to help people with intellectual and physical disabilities to stimulate the senses in a safe, controlled environment. By controlling sound, lighting, touch, and temperature, you can help your autistic child to better cope with the world around them.

Also known as a “multi-sensory room,” these safe spaces have been in use since the 1970s, but now that one in 59 children are diagnosed with an autism spectrum disorder, the need for them is greater than ever. The concepts behind a sensory room have been used by occupational therapists (OTs) for years, but the benefits of a sensory room are so great that more and more people are creating them in their homes or schools as well.

While many people are familiar with the use of sensory rooms for those on the autism spectrum, they can also be utilized for individuals with ADHD, cerebral palsy and Down syndrome, as well as for individuals with a variety of developmental challenges in the area of communication, movement and balance, and social skills.

Who gets benefited with sensory rooms?

Short answer, anyone. While these environments are typically associated with children, individuals of all ages and abilities can benefit from a safe space where they can regulate themselves and renew focus. People are starting to take notice of those benefits, too. Sensory rooms used to only be found in homes, clinics, and schools. Now they can be found in nursing homes, workplaces, and public areas like zoos and museums. The best part of making sensory rooms when you can't bear to make your child outside the home is that you can make the environment on your own to create much sense which is helpful for your child.

Individuals who have sensory integrative dysfunction are often referred to as “sensory seekers or sensory issues .” They may have trouble processing any of the sensory input inability to react to 9 senses present in our body. They may not react with the stimulus or sometimes respond exaggeratedly.

Many individuals with special needs particularly struggle with proprioceptive feedback because many have difficulty with sensory processing and sensory integration.

Individuals often engage in stimming due to the fact that their environment is not providing them with enough sensory stimulation. Sensory rooms provide additional stimulation in a focused and controlled manner.

Children with ASD need lots of sensory inputs to build their to innate needs

• Children gain access to appropriate sensory stimulation and their bodies learn how to respond appropriately to the stimulation.
• Sensory rooms can enhance learning through occupational therapy (OT) or adult-directed play, which engages different areas of the brain, leading to improved information retention.
• Time in a sensory room helps children improve their visual, auditory, and tactile processing, as well as fine and gross motor skills.
• By providing a sense of calm and comfort, sensory rooms help children learn to self-regulate their behaviors, which ultimately improves focus.

Calming

When a child gets agitated, frustrated, or in meltdown, spending time in a dim, calming room where they can be alone and take charge of their emotions is a huge benefit. It depends on what a child needs in the room because a sensory room involves all the things related to the child needs or choices

Socialization

Some individuals may benefit from using a sensory room alone, sensory rooms can also provide places for them to practice interacting with others. The room contains multiple games which can be helpful for children to socialize with things related to them , or sometimes you can make a group play in the room

Motor Skills Development

Because muscle movement and balance can be a major challenge for those with sensory issues, providing a safe space to hone fine motor skills and practice movement can be beneficial. Equipment that encourages bouncing, jumping, or even core stabilizing activities can help promote this.

Cognitive Development

sensory rooms won’t rebuild the brain, they can be instrumental in teaching your loved one how to process, regulate, and transform to react in different situations. Those with autism, it’s also a great way to help them explore cause and effect as they learn about how their actions influence the world around them. Problem-solving, thinking, planning, and organizing; and for many aspects of personality and emotional building

Sensory Development

By exposing children to sensory rooms, their brain’s complex reactions to things they touch or hearing, motor skills, and balance, as well as their muscle functions, they can learn how to process and control those experiences when they are away from home.

Adaptation For the new environment

sensory rooms can provide a means of "training" for your child to learn how to deal with real-life encounters in a healthy way. For example: sometimes children didn’t like flashlights or led light, sensory rooms have been designed in the way to overcome what is lacking behind in your child.

Try to reduce disruptive behaviors

Meltdowns can be one of the hardest things to deal with as a parent of a child with sensory needs. That's why it is always a good idea to have strategies in place to not only make sure your child's emotional and sensory needs are constantly met, but also to de-escalate if crisis situations do arise.

Because sensory rooms can provide a go-to outlet to reduce stress and anxiety with calming spaces, or channel energy and frustration with purposeful activities and movement, they can be an excellent tool in any parent's toolbox to both prevent and deal with outbursts when needed. The aroma and different types of things kept distracting the disrupted behavior of the child.

It can help fill in the gaps between therapy visits

Let me be clear: sensory rooms should NOT be considered a substitute for occupational therapy prescribed by a trained professional. However, sensory rooms can be an invaluable tool for the "in-between" periods between visits, since they provide children additional opportunities to practice self-regulation.

“Sensory rooms add the flavors to your child it will not work solely without the proper guidance of Occupational therapist and sessions “

Consider discussing with your OT whether a home-based sensory room could be right for your family and can be used as an adjunct with the ongoing therapy!

Understanding children with autism spectrum disorder (ASD) can be a challenge for parents, especially in this pandemic. And with the stresses and disruptions of the coronavirus crisis, parents are struggling to balance work, child care, and self-care while keeping worries — both your children’s and your own — under control.

If you’re the parent of a child with ASD, read on for tips on how to increase the understanding and needs of your child in this crisis when you both are struggling at your own level on the other hand respecting your child’s autonomy and keeping fights to a minimum.

“Behind the child that makes the most the progress, is an actively involved parent”!

Support understanding with visual aids and social narratives

To support individuals with ASD understanding about COVID-19, communication is best when paired with visual aids or social narratives (simple stories explaining a social situation). These techniques will allow the person with autism the opportunity to process information in multiple formats given potential receptive communication deficits. Often, children with ASD benefit from having a visual representation of their goal. So if you want them to set the table, for example, having a picture on hand of exactly how the plates should go can be a big help. A list where kids can check off tasks as they go can also make it easier. For example, if you want your child should wash hands when you enter into a home or in any other condition stick a picture at your washbasin it will really help and the child will understand after the attempt of seeing and visualizing .

Be simple and direct in your language “ If you want to make your child complete the task you have to be super specific,” For example, instead of saying, “Can you finish setting the table?” you might say, “Please put the plates on the table.” The idea is to let your child know exactly what your expectations are in the moment, rather than giving them a list of tasks or a general instruction. Already, A lot is going through in his mind. with simple commands what you expect him to do is much easier to understand!

Most of us are working from home in this crisis, we too need a plan to schedule our day, Similarly, our little toddlers need much more planned and disciple plan to stick it. As our way of living life are somewhat changed, kids plan and routines to have changed. Make a consistent plan for a month or so which involves home therapies plan constructive play, any activity

( make a day plan which involves activity ) I too have mentioned many activities you can visit on this to search for more activities

Make a Reward All kids appreciate acknowledgment for a job well done, so offer small rewards when your child does cooperate. “This could be as simple as a high five or maybe a group clap from a family to a kid,”. Tell your child at the end of the day what best he had done today

Take plenty of breaks Once your child completes a chunk of work, here work can be completed any activity or completing home therapy plans, encourages them to take a break with some physical activity, whether that’s going for a walk, playing in the yard or dancing to a favorite song.

Relationships building Keep virtual contact with friends and relatives, therapy teachers with such internet apps like FaceTime, Duo, or Zoom. Encourage close family or a friend to read to your child via these tools, or if possible, have your child ‘visit’ other people that are important to them through such platforms. It is important to keep those familiar connections; children often fear that when they do not regularly see people that they care about, they may be gone, which may increase anxiety. When asked what they want more than anything, most children will say they want more time with their parents. This may be a good opportunity to make that happen.

Physical activity Encourage gross motor activity (riding a bike, walking, etc.) as most appropriate for your child and weather conditions. I have posted many activities in my other blog you can check!

Monitor for changes in behavior Children with autism often have difficulties expressing their emotions including fear, frustration, and anxiety. Difficulties in expressive communication may be compounded by expressive communication delays, limited verbal and nonverbal skills, and social communication deficits. They may communicate heightened emotions through changes in behavior including increased repetitive behaviors, tantrums, and behavioral outbursts, difficulty following directions, and lower frustration tolerance.
Provide opportunities for your child to engage in coping and calming strategies that they find helpful. If significant behavioral changes occur, additional support from a behavioral therapist, mental health, or medical provider may be needed.

All the tips mentioned above are easy to read but if you start making it routine trust me you will observe changes in your child and new output has come from children

Happy learning!

COVID-19 has been heading up headlines around the world, while anyone with intellectual disability, moderate to severe developmental delay, autism spectrum disorder, muscular dystrophy, or brain disorders like cerebral palsy may also be more vulnerable to severe illness from COVID-19, according to the Centers for Disease Control and Prevention. Schools are closed, connections with service providers are lost and everyone is concern about contracting the virus.

Think about the special need souls who sometimes react too much when parents make them follow the protocols of COVID-19, out of all wearing a muscle to children with Autism or sensory issues has been a task for a parent and a big matter of concern but at the same its a need or demand for the current scenario.

• Model for your child how and when to wear a mask. If you are asking your child to wear a mask, you should be wearing one as well. As children are the best observers even if didn’t too but make sure when you are telling your child to wear a mask you yourself to wear a mask. As media, government newspaper social media are making us aware of what to do what not do but for children, especially children with special needs we
• ( parents, society) principal taker of the children!
• Allow the person with ASD to choose among different types of fabric face masks to find one that is most comfortable. Use and experiment as much mask your child needs to get in comfortable. we too need comfy durable sustainable for breath in and out, we check too many features to get comfortable with a mask .think about children while sometimes you need to understand their gestures which tells and reflect that mask is appropriate for them . for example child will make the mask for a longer duration if he like everything about but another child who didn’t like the mask he may get off the may every moment he may scratch his mouth some time to you, he may feel clingy, irritated, annoyed yelling. These are some signs you need to check!
• Try for the cotton mask to make sure with a maximum of 3 layers, as synthetic and other masks cause allergy to baby skin.
• Don’t use vibrant color masks as sometimes it may cause hyperactivity to children sometimes they didn’t like the masks.

• Show pictures of other children who are the same age wearing masks out in public to help them feel comfortable and decrease “stereotypes” for wearing a mask. Show them different pictures of children wearing masks or you can make video calls with other children by wearing masks

• Pretend to play masks: use dolls and teddy bears. Make soft toys wear masks and pretend to walk with toys into the house.
• Take time to introduce and acclimate to a face mask. Remember that you don’t want to introduce a mask to a hesitant child or teen on the spot. It might be helpful to have them do this while engaging in a preferred activity such as watching their favorite television show or playing on the iPad.
• Play peek-a-boo like the one who hides will ear the mask different color mask the one who searches will wear a different color mask
• Limit their access to media which often presents a sense of being out-of-control. If your child senses that you or the community is anxious and stressed, they are more likely to display similar behavior.
• After wearing masks make a habit of moisturizing your child’s face as they might be faced crackles on skin.
• Provide lots of opportunities to practice at home before heading out of the house.
• Take a drill - which means before heading out prepare your child about wearing mask is a must all the members wear a mask before stepping out , the child will adjust to wearing the mask too
• When your child is ready to take a trip out of the house while wearing his/her mask, keep it short. Reinforce, reinforce, reinforce!

Step by step method of wearing a mask :

• Hold your mask with the front side facing out and wire at the top.

• Hold ear loops using both hands. Tell and assist your child for wearing

• Pull ear loops over your ears properly

• Make sure the bottom of the mask is covering your chin and you’re all done!

.All the steps first perform on any teddy bear or to a parent by children in front of the mirror so that child will understand the concept properly

Be kind Stay Safe Stay Protected!