Vestibular: Under Responsive

1. Student fidgets, rocks or swings in chair

A student may constantly move in his chair if craving enhanced movement input to ‘switch on the brain’ and increase alertness. Although it may appear that the student is not listening and attending, he/she may be moving constantly in order to enhance concentration. In this case, the provision of movement can assist learning.

Suggested strategies:

  • The student sits on a Movin’ sit cushion or equivalent. These cushions are lightly inflated with air, meaning that each time the student moves in his seat, the surface he is sitting on also moves. This provides increased movement stimulation to the brain and can therefore enhance attention. It also reduces the amount of movement the student makes as he is getting increased feedback from the cushion.
  • The student sits on a ball chair. This is a similar idea to the Movin’ sit cushion but this time the student can bounce up and down safely while seated.
  • The student places his feet on a Movin’ sit cushion on the floor. This acts as a ‘foot fidget’ which again provides increased movement input.
  • Tie some ‘Theraband around the front legs of the student’s chair. The student can kick against this, using it as a foot fidget. The resistance of the theraband material increases the intensity of the input, and can help to keep the student calm and focused. Alternatives for Theraband may include:
    • Elastic bandages
    • A pair of tights
  • Teach the student exercises which can be carried out while seated to allow more movement during the day:

Use visual prompt cards to remind the student that he should keep the four legs of the chair on the floor but that he can do the above exercises instead.

Point to remember

  • Use alternative seating e.g. specialised cushion, ball chair

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2. Student frequently leaves chair to walk/run around classroom

A student who needs movement to keep the brain alert will often display impulsive and hyperactive behaviours. This student is the active learner in the classroom so when he/she feels the brain needs more movement, he/she may suddenly jump out of his seat and walk or run around the classroom. The student can be taught more appropriate strategies to obtain movement input. In allowing the student to access regular movement input throughout the day, attention and learning are enhanced.

Suggested strategies:

  • Introduce a ‘Sensory Diet’. This recognises that the student’s brain needs regular amounts of movement during the day but he can only have this movement at scheduled times. You will need to consider:
    • When does the student need movement breaks?
    • How often does the student need movement breaks?
    • Where will the movement breaks take place?
    • How long will the movement break last?
    • What will the student do in the movement break?
    • Incorporate the movement breaks into the student’s visual schedule or timetable.

When: Observe and record the times when the student seems to be most active and tends to get out of the seat. These are the times movement breaks are required. Typically,  movement breaks are needed before sitting to do written/listening work, after sitting for 10-15 minutes, before and after sedentary activities such as Assembly. However, this will vary for each student so observe, record and then introduce the Sensory Diet.

How often: Again, you will need to observe and record the number of times the student seeks movement during the day. This will then determine how many movement breaks are needed. If the movement breaks provide high intensity movement, he/she is likely to need less frequent breaks.

Where: Some movement activities can take place within the classroom but other activities may take place in a resource area, P.E. Hall, playground etc.

How long: This will depend on the individual needs of the student and the type of movement activity used. Short breaks are usually sufficient as a longer break can sometimes overstimulate the student. Incorporating proprioceptive (deep pressure) input into the activity will prevent the student from becoming overstimulated. If the activity offers intense movement input, a short break should meet the student’s needs. Incorporating proprioceptive (deep pressure) input into the activity will prevent the student from becoming overstimulated. The length of the movement break can vary from 30 seconds to several minutes.

What: The teacher can decide what movement options are available to the student. This will depend on the needs/ability of the student, space available, staff available, resources and school policy. Some activities will require staff supervision.

Movement activity ideas include:

ACTIVITIES OUTSIDE THE CLASSROOM

  1. Walking in the corridor
  2. Jogging round the playground
  3. Jumping on a trampoline/trampette
  4. Bouncing on a space hopper or exercise ball
  5. Using P.E. equipment
  6. Skipping

ACTIVITIES IN RESTRICTED SPACE e.g. resource area, corridor, back of classroom

  1. Star jumps
  2. Jogging on the spot
  3. Bouncing on an exercise ball
  4. Wall push-ups

ACTIVITIES WHILE SEATED

  1. Chair push ups
  2. Exercises with Therabands
  3. Foot fidgets (see above)
  4. Movin’ sit cushion or ball chair (see above)

FUNCTIONAL ACTIVITIES

  1. Taking a message to the office or another teacher
  2. Handing out books
  3. Collecting in homeworks
  4. Tidying away materials and resources

The Sensory Diet should be incorporated into the student’s visual schedule or timetable.

  • Allow the student to request movement breaks. An alternative to a Sensory Diet is allowing the student to request movement breaks:
    • Teach the student to recognise when he/she needs some movement
    • Provide movement tokens which can be used to request a movement break
    • Agree how many tokens will be allowed in a day
    • Agree what activities can be done during a movement break

This strategy is effective for students who have insight into their own movement needs and can understand the token system. If the student lacks insight and cannot use the system appropriately, a Sensory Diet in the visual schedule will be more effective.

  • Incorporate movement as part of the student’s daily routine. Some ideas may include:
    • Class messenger: his/her job is to take the register to the office, collect the Break, take messages to other teachers
    • Tidying up: give responsibilities such as brushing the floor, washing materials and wiping benches as this allows the opportunity for movement
    • Distributing/collecting books: his/her job may be to give out books/worksheets to the class and to collect them in at the end
    • Jobs around school: consider any school responsibilities which may allow the opportunity for movement e.g. stacking chairs, setting out P.E. equipment, tidying the P.E. store, delivering mail from the school office, brushing leaves

 

  • Introduce a whole class movement programme. If you feel that several members of the class would benefit from movement activities, it may be worth introducing a whole class activity programme
    • Offer opportunities for movement
    • Carry out a short exercise programme before the class sits for a written or listening activity. It may include:

Point to remember

  • Ensure student has access to movement activities at regular intervals throughout the day

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3. Student engages in fast and impulsive movements e.g. in playground

A student who craves movement often finds it difficult to control the speed and intensity of his movements. He may therefore be unintentionally rough with others and his activity can be difficult to control.

Suggested strategies:

  • Teach the student the difference between fast and slow movements by engaging him/her in different speeds of movement e.g. running fast, walking slowly. This could be incorporated in P.E. or Science lessons. This will ensure the student understands the meaning of ‘fast’ and ‘slow’. He/she can then be taught which speeds of movement are appropriate in different settings e.g.:
    • Walking slowly in corridors
    • Running slowly in the playground
    • Running fast in open spaces e.g. the football pitch, beach, park
  • Use a visual speedometer or a traffic light system to prompt the student to slow down
  • Introduce structured activities in the playground. Adding purpose to an activity may help the student to control movements. Examples include:
    • Hop scotch
    • Skipping
    • Relay races
    • Egg and spoon race
    • Team games

Use activities which involve deep pressure/proprioceptive input as these will still offer movement but in a calming way.

Point to remember

  • Use visual strategies to control student’s level of activity in the playground e.g. traffic light system.

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4. Student loses attention when seated for prolonged periods

If a student has become disengaged and seemingly lethargic after sitting for a length of time, this may indicate that he needs movement to stimulate and re-engage the brain.

Suggested strategies:

  • Direct the student to engage in a movement activity:

ACTIVITIES OUTSIDE THE CLASSROOM

  1. Walking in the corridor
  2. Jogging round the playground
  3. Jumping on a trampoline/trampette
  4. Bouncing on a space hopper or exercise ball
  5. Using P.E. equipment
  6. Skipping

ACTIVITIES IN RESTRICTED SPACE e.g. resource area, corridor, back of classroom

  1. Star jumps
  2. Jogging on the spot
  3. Bouncing on an exercise ball
  4. Wall push-ups

ACTIVITIES WHILE SEATED

  1. Chair push ups
  2. Exercises with Therabands
  3. Foot fidgets (see above)
  4. Movin’ sit cushion or ball chair (see above)

FUNCTIONAL ACTIVITIES

  1. Taking a message to the office or another teacher
  2. Handing out books
  3. Collecting in homeworks
  4. Tidying away materials and resources

Point to remember

  • Allocate the student responsibilities which allow movement during the day e.g. taking messages to the office, collecting in homework

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