This includes 21 different visuals or in seat sensory motor strategies and flexible seating. This document includes 9 pages that are DIFFERENTIATED for students. The first pages are for student to explore each different strategy that they can perform in your classroom, in a chair and without distracting other students. This is a perfect tool to promote independence of brain breaks / movement strategies so students can perform on their own. This is perfect activity for students to use in a whole class, small group or individually.
Once students pick out exercises that work, there are also two differentiated forms that students can use to keep track of how they are using the sensory motor strategies. There are also visuals that can be used for this form. If students are unable to spell or write, one form is included that just includes smiley and sad faces, so students can circle if the activity helped.
Pages 1 – 6 are differentiated activities for students to explore the various movement strategies and flexible seating. Have each student write (or circle) their feelings / energy level before, during and after each exercise. If needed, provide a word bank of emotions.
Pages 7-9 are differentiated self monitoring forms that can be used to track data for implementation of strategies. This records how student felt before the exercise and then directly after.
This is perfect to supplement various social emotional (SEL) or self regulation program including RTI, MTSS, zones of regulation, 5 point scale, whole body listening, social thinking and more.
This helps to expand your student's current self regulation toolbox. This gives different sensory motor strategies. This is perfect for general education students but also students with Autism spectrum disorder, ADHD, ADD, sensory processing disorder, and other special needs. This can be used with general education, RTI, MTSS, special education, occupational therapy OT, speech language pathology SLP, and social work SW.
This also supports core strength, crossing midline, coordination, gross motor, and motor planning.
I am a school occupational therapist who has a doctorate in occupational therapy. I work closely with special education and general education staff adapting material. This is where I get my inspiration for this material.
DISCLAIMER: By using this, you agree that this activity is not intended to replace the advice of a physician or occupational therapist. Information provided should not be used for diagnostic or training purposes. Please speak with your physician or OT if you have questions. Stop any activity if you are unsure about a child’s reaction or ability.