Sensory Support Equipment Guide
•
NOT intended to “fix” or eliminate sensory processing dysfunction or related behaviors
•
SUPPORTS sensory integration to increase the student’s availability for learning
•
Sensory supports MUST BE used CONSISTENTLY for maximum benefit
Sensory Support
Weighted Compression Vest
Sensory System
Impact
Provides deep
pressure input to
help calm the
student’s nervous
system.
Decreases “fight or
flight” and increases
“happy hormones” to
regulate the body’s
response to sensory
information.
Oral Motor Tools aka “chewy”
Provides deep
pressure input to the
jaw.
Desired
Functional
Outcome
Precautions/Guidelines
Increased
availability for
learning (i.e. alert,
attending,
responsive,
processing
information,
retaining
information).
Weighted vests are used as a
PREVENTATIVE measure (at least
10 minutes before teacher-directed
activities).
Decreased
mouthing of
inedibles, biting,
licking, etc.
Should be used intermittently (i.e.
30 minutes on, 30 minutes off)
throughout the day on a consistent
and monitored schedule to provide
a calming effect.
* Do not allow the student to use
more than one weighted product at
the same time.
Monitor the “chewy” for wear/tear
and sanitize DAILY by hand
washing with mild soap (e.g. when
cleaning mealtime utensils)
Increased selfregulation and
focus
Weighted Blanket
Provides deep
pressure input during
nap/quiet time.
Relaxation and
sleep during quiet
time.
Never cover a student’s face or
restrict a student’s movement with
a weighted product. (safety
hazard: restraint, suffocation)
*Do not allow the student to use
more than one weighted product at
the same time.
Page 1 of 4
Sensory Support Equipment Guide
•
NOT intended to “fix” or eliminate sensory processing dysfunction or related behaviors
•
SUPPORTS sensory integration to increase the student’s availability for learning
•
Sensory supports MUST BE used CONSISTENTLY for maximum benefit
Weighted Lap Pad
Sit disc/wiggle seat
Provides deep
pressure input and a
physical (tactile)
prompt for staying
seated.
Increased body
awareness
Allows in-seat/inarea movement and
activates postural
control muscles.
Active/dynamic
sitting
Inflate to the max for a firmer seat,
or deflate for a more wobbly feel.
Increased
arousal/alertness
for classroom
participation.
Can be used while standing to help
strengthen balance skills and
provide more intense input.
Increased
availability for
learning
Weight must be proportional to
student’s weight i.e. no more than
10% of student’s body weight.
*Do not allow the student to use
more than one weighted
product at the same time.
An initial adjustment period is
typical and expected.
*Sitting still is not the same thing
as paying attention.
Remember…..
 Autism is a neurological disorder that results in atypical brain development.
 Moving IS NOT a challenging behavior; it is a BIOLOGICAL NEED for brain development.
 It is better for the brain and body if teachers simply to notice that children need to move and then encourage them to
do so by creating an environment in which they can be active, safe, and engaged in learning activities.
Page 2 of 4
Sensory Support Equipment Guide
•
NOT intended to “fix” or eliminate sensory processing dysfunction or related behaviors
•
SUPPORTS sensory integration to increase the student’s availability for learning
•
Sensory supports MUST BE used CONSISTENTLY for maximum benefit
Rocker
High Armrest/Armed Chairs
Allows in-seat
movement that is
calming and
organizing (linear and
rhythmic)
Increased in-seat
behavior
An initial adjustment period is
typical and expected.
Increased alertness
for classroom
participation.
*Sitting still is not the same thing
as paying attention.
Intended children
with immature
judgment.
Improved posture
and body
awareness.
High armrests
support poor upper
trunk muscle tone
(improves posture).
Increased alertness
for classroom
participation.
Using straps, trays, table or other
supports to restrict a child’s
movement is considered
behavioral restraint, which may
raise ethical and legal issues for
you AND our facility.
Rifton Equipment is NOT intended
for this use.
Side support and
high armrests create
physical (tactile)
“boundaries” to
define personal
space.
Noise Reducing Headphones
Reduces intensity of
sound.
Increased
availability for
learning and
sustained-attention
for students who
sensitive to sound
and/or highly
distracted by
classroom sounds.
Cushions may deteriorate with use
and should be examined at
frequent intervals for cracking and
air leakage.
FREQUENTLY disinfect the hearing
protector with soapy water or
alcohol.
Page 3 of 4
Sensory Support Equipment Guide
•
NOT intended to “fix” or eliminate sensory processing dysfunction or related behaviors
•
SUPPORTS sensory integration to increase the student’s availability for learning
•
Sensory supports MUST BE used CONSISTENTLY for maximum benefit
Weighted Push Toy/Cart
Provides movement
and heavy work for
sensory seeking
students.
Increased
availability for
learning.
REQUIRES 1:1 supervision for
safety due to weight of the cart
(*crush injury risk) and impulsivity
of student.
Increased
functional
transitioning skills.
Lycra Body Sox
Provides full body
deep pressure input
for overall calming,
organizing, and
increase availability
for learning.
Tactile sensory
feedback from soft
texture of fabric.
Scooter Board
Provides full body
movement (spinning,
moving forward,
moving backward,
moving sideways)
and heavy work for
upper body when
positioned on
tummy, lower body
and core when
positioned in sitting.
Increased
availability for
learning (i.e. alert,
attending,
responsive,
processing
information,
retaining
information).
Supervise use to prevent injury
from tripping.
Increased body
awareness and
coordination.
Supervise use to prevent injury
from improper use, getting hair
caught in wheels, rolling over
fingers/toes with wheels, etc.
Increased
availability for
learning.
Use on soft flooring (mat, carpet,
etc.) in case of accidental trip/fall.
Remove hard sole shoes or wear
sneakers to reduce chance of
damage to fabric/seams.
DO NOT allow standing on scooter
boards.
DO NOT allow running and diving
onto scooter.
Prevent and re-direct intentional
scooter-to-scooter contact
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