Sensory & Regulation
What is the goal of sensory regulation in the classroom?
To help a child reach a state where they are organized and ready to participate and learn.
Name TWO gross-motor skills that support classroom participation.
Balance, coordination, postural stability, body awareness, bilateral coordination, motor planning, etc.
What executive-function skill helps a child get started on an assignment?
Initiation
A student says, “I don't know what to do,” even though the assignment was explained. Name ONE thing you could try.
Identify the first step, provide a visual, model it, or break the task down.
Marcus is 7. During circle time, he frequently gets up, touches nearby objects, and moves around the room. He can participate well when activities are hands-on.
OT approach?
Think about: Regulation • movement needs • attention • posture • task demands
Teacher could try:
Brief movement opportunities, active participation, defined seating space, shorter chunks of instruction.
Ask: Is Marcus unable to sit—or is sitting still making it harder for him to participate?
Name TWO things a teacher can try when a child needs movement.
Movement break, wall pushes, carrying materials, animal walks, stretching, classroom jobs, etc.
Why is postural stability important for handwriting?
The body and shoulders provide a stable foundation for efficient hand use.
A child forgets the teacher's three-step instructions halfway through. What skill might be involved?
Working memory.
A student avoids handwriting activities. Name THREE things you might investigate before assuming they simply dislike writing.
Fine motor skills, hand strength, visual-motor skills, posture, motor planning, fatigue, attention, task difficulty, etc.
Sophia avoids writing assignments. She writes very slowly, presses hard on her pencil, and often says her hand is tired.
OT Approach?
Think about: Hand strength • fine motor control • grasp • endurance • visual-motor skills • task demands
Teacher could try:
Shorter writing chunks, alternative ways to demonstrate knowledge, brief hand/movement breaks, appropriate writing tools.
Ask: Is the writing task requiring more motor effort than we realize?
A child constantly gets out of their seat. Name TWO things you should consider before assuming they are being “defiant.”
Sensory needs, regulation, attention, posture, task difficulty, motor needs, etc.
A child struggles with cutting. Name THREE skills you might consider.
Hand strength, bilateral coordination, grasp, visual-motor skills, motor planning, attention, etc.
A child becomes extremely upset when the classroom schedule changes. What executive-function skill might be difficult?
Cognitive flexibility.
A student has a meltdown every time the class transitions. Name TWO possible underlying factors.
Difficulty with regulation, flexibility, predictability, communication, processing, or transition demands.
Ethan listens while the teacher gives three instructions. Two minutes later, he asks what he is supposed to do.
OT Approach?
Think about: Working memory • attention • auditory processing • language comprehension
Teacher could try:
One step at a time, visual checklist, modeling, asking him to repeat the first step.
Ask: Does Ethan know what to do—or does he need help holding onto the information?
True or False: Every child who moves frequently needs a sensory tool.
False. The goal is to understand the child's needs and determine whether the strategy actually improves participation.
Complete the sequence: BODY → ______ → SKILL → PARTICIPATION
(Body → Hands → Skill → Participation)
Give ONE way a teacher can make a multi-step task easier for a child with executive-function difficulties.
Visual checklist, break task into smaller steps, model the first step, provide one direction at a time, etc.
A teacher says, “He knows how to do it—he just won't.” What is an OT-informed question you could ask?
“What skill or environmental demand might be making it difficult for him to demonstrate what he knows?”
Ava avoids climbing equipment and becomes nervous when asked to balance or jump. She prefers stationary playground activities.
OT Approach?
Think about: Balance • body awareness • motor planning • confidence • sensory processing
Teacher could try:
Start with predictable ground-level movement and gradually introduce new challenges without forcing participation.
Ask: What movement skills might be making playground participation difficult?