Stares at spinning objects.

Spins their own bodies.

Turns opposite direction from where teacher is lecturing.

Demands to wear sunglasses indoors.

Extremely organized or unorganized room (i.e. knows when an object has been slightly moved).

Looses place when reading.

Gives no eye contact or looks beyond person’s face.

Trouble locating desired toy on cluttered shelf.

Turns or tilts head when reading across a page.

Covers ears for a fire drill or when class is loud.

Runs from loud area.

Complains of noises in room or outside of window (i.e. lawn mower, heat blower, insects on window, students writing on paper).

Covers ears in the cafeteria or cannot go into the gym when there are many people in it.

Demands that dad puts "Rain X" on the windows so won’t have to use windshield wipers when it rains.

Doesn’t respond to verbal prompts when putting on noisy clothes (i.e. sweat pants).

Hums or sings to self.

Demands that only one person talks at the dinner table.

Talks louder than anyone in the class.

Prefers very loud music or none at all in the car.

Throws arms back when about to be picked up by adult or pulls away when trying to hold child’s hand.

Is always hanging on adult or laying between his box spring and regular mattress.

Avoids touching certain surfaces or textures (i.e. fabrics, carpets).

Prefers to touch specific fabrics (i.e. ladies hose).

Dislikes getting hands or feet messy (i.e. sand, creams, paint).

Touches everything in sight.

Avoids being touched on the face, hair or head (i.e. washing face, hair cut).

Doesn’t react to pain such as cuts, shots, bruises, or breakage of bones.

Person may bite his or her own skin.

Reacts negative when approached from behind.

Won’t eat certain foods (i.e. texture or taste) or eats extreme tasting foods (i.e. lemons, hot sauce).

Gags when told to eat food doesn’t like.

Licks or tastes playdough or toys.

May say "you stink" to staff when wearing a strong perfume or cologne or if can smell onions on staff’s breathe from lunch.

On the opposite extreme, student may smell everything they touch to become orientated and comfortable with the object or thing.

Breathes through their mouth instead of their nose.

Won’t visit certain environments (i.e. farms, petting zoos, fish stores).

Does not mind smell of own bowel movement or dirty diaper.

Pulls, twists, or chew on things (i.e. shirt, gum, pencil).

Frequently breaks toys or hurts classmates when didn’t mean to.

Leans, bumps, trips or crashes into objects.

Walks along touching walls.

Too much pressure when writing (i.e. writes letter over and over again until puts a hole in paper).

Deliberately falls or crashes into things.

Constantly seems to "physically tackle" everything.

Stands too close when talking to others.

Walks stiff and uncoordinated.

May seem to be a "thrill seeker" (i.e. jumping from high places, driving fast)

May be sendentary or cautious or hesitant to take risks

Difficulty coordinating movements of the eyes

Trouble staying seated

Constantly leans head on hand or arm

Prefers to lie down than sit upright

Feels seasick, when riding in car, boat, train, airplane, escalator or elevator

Extreme loose or tense grip on pencil or scissors

Enjoys being upside down

Limit the amount of visual material hanging from ceiling or walls.

Store manipulatives inside containers.

Organize and label all material to identify where they belong.

Put pictures on containers for students with poor visual memory.

Use picture templates of where items belong in places (i.e. desk, room).

Tape a number or letter line onto student’s desk.

Provide primary lined paper or graph paper to help with spacing.

Keep amount of visual information on worksheet to a minimum.

Use a lamp instead of overhead fluorescent lighting.

Use a touch screen instead of computer mouse.

Use computer software to organize material.

Allow student to sit with back to teacher (i.e. look at a solid wall).

Minimize verbal directions.

Use ear plugs or head phones.

Allow time for student to listen to favorite music (i.e. classical, Dixie).

Use more visuals with pictures or words.

Use social stories about what might happen or sounds that can be heard in the room.

When a student says a touch "hurts" or pulls away, acknowledge their pain and stop touching.

Experiment with types of clothing that are comfortable (i.e. terry cloth, all cotton, several times washed, no labels).

Provide easy access to small hand fidgets (i.e. squishy, soft, textured, soft).

Allow student to sit in a bean bag chair.

When rewarding student with food or cooking time, use food they already like.

Keep all poisonous substances locked up safely.

Talk with nutritionist about diet.

Have a scented lamp, candle, lotions, liquid soap, scented markers or stickers available to smell to calm student.

Be aware that if you have a scented object, the student may act adversely to that particular smell.

Keep Kleenex tissue readily available.

Use minimal amounts of perfume or cologne.

Engage student in up and down movements (i.e. jumping rope, bouncing a ball, trampoline) to wake up student.

Back and forth movements (i.e. swinging, sitting in rocking chair) may help calm student.

Use stress balls, theraputty and fidget toys.

Allow chewing on crunchy, chewy items (i.e. bubble gum in freezer, licorice sticks, pretzels, carrots).

Designate an area in the room to stomp feet or pace.

Create heavy work activities (e.g. take down chairs in computer lab, take garbage out at lunch, take a pile of encyclopedia to library).

Slowly move from extreme positions (i.e. sitting on floor to standing).

Slow down our own movements.

Use bands across front legs of desk.

Have student sit on wiggle cushion or ball.

Allow frequent breaks throughout the day.

Have student jump on trampoline.

Use sticker or stamps to identify left/right.

Play games using repetitive alternating and rhythmic movement.

Reinforce dominant hand use.