The

Attention and
Sensory 
Connection
workbook

The ot toolbox.com
THE ATTENTION & SENSORY
CONNECTION WORKBOOK

Copyright 2018 Colleen Beck, OTR/L

www.theottoolbox.com

All rights reserved. No part of this publication may be reproduced,

distributed, or transmitted in any form or by any means, without
written permission of the author.

This product has been created for educational purposes only. The
information found in this publication should not substitute for
medical advice from a physician. If necessary, all children should
be individually evaluated by an occupational therapist. This
publication does not substitute direct intervention from a
physician or occupational therapist. All activities should be
completed with common sense and with direct observation by a
responsible adult. Use of the activities in this publication indicate
consent. The author of this publication is not liable for any injury
caused to a child by completing these activities.
SENSORY PROCESSING & ATTENTION
WORKBOOK
BOOST ATTENTION THROUGH THE SENSES

Distractions are everywhere. The child in the sounds of their classmates, the smell of
their pencil, and the fly buzzing on the window screen. All of these minute details
battle for the student’s attention and shift focus from learning.

When a child sits in the classroom, there is a constant influx of sensory input. The child
who struggles with adjusting to sensory input will present with a distracted manner,
behaviors, outbursts, fidgeting, or missed learning opportunities.

What if these kids could use actionable strategies to adapt to the classroom sensory
frenzy and become active learners in the classroom? What if teachers could present
their classroom with techniques that could help not just one or two students, but the
whole classroom with simple sensory based tricks?

Some studies indicate sensory processing problems are more prevalent in children with
attention challenges such as ADHD than those children without ADHD.

This workbook is an actionable guide to help teachers, therapists, and parents to help
kids boost attention and focus in the classroom by mastering sensory processing needs.
In this guide, you will find information on the sensory system and how it impacts
attention and learning. There are step-by-step strategies for improving focus, and
sensory-based tips and tricks that will benefit the whole classroom.
With this workbook, readers will gain an understanding of the senses and how
processing sensory information affects attention. The activities and information in this
book will provide a clear understanding of how attention is related to the sensory
systems. Readers will obtain sensory supports for improved focus during activities and
classroom learning. Readers will build a sensory-based strategy for boosting attention
and focus in the school, home, and community.

SENSORY PROCESSING- “THE WHY”

Sensory processing is the way in which our peripheral nervous system (PNS) and the
central nervous system (CNS) manage information from all of the sources of sensory
input. Components of sensory processing include several steps of using and
manipulating that sensory information in order to allow us to perform functional tasks.
When sensory input is provided, our bodies instinctively go through a series of steps:
Detection, Reception, Modulation, Integration, Organization, and Behavioral Reaction.

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When the sensory system is working correctly, there is effective “processing” of sensory
information. Information comes at us in a bombardment of stimulation and is detected
by the various sensory systems. Then sensory systems then accept, understand,
process, and decode the sensor input. Our bodies then are able to regulate its
response to the various steps of the whole processing system.

Modulation of the information depends on our sensory threshold level. The rate of
recovery from sensory input impacts how our body reacts to sensation and how our
brain allows us to get other actions done at the same time as sensory information is
addressed in the system.

The last step to sensory information processing is the behavioral reaction. What we see
is how our body responds to the input. Reactions then follow and include arousal,
attention, affect, and action.

There is a component of control in this process as well. Monitoring and controlling our
response to this sensory information allows us to present with an appropriate response
in our behavior, emotions, and thoughts. These are physical, verbal, or internal
responses that potentially limit our attention during activities if our self-regulation is
impacted.

An abundance of sensory information in some children can result in challenges such as

poor motor coordination, added movement, inattention, or impulsive behavior. These
challenges can result in impaired social-emotional skills, impaired life skills, and
impaired functional impairments.

SENSORY PROCESSING AND LEARNING

Sensory processing difficulties impact a child’s whole life. From interacting with others,
to safety in the community, to learning in the classroom, a common thread among all
areas of function is attention and focus. When a child can not properly process sensory
input, there observable overreactions or underreactions that result in anxiety,
insecurities, or an urgency to make the sensory system “seem right” by seeking out
sensory stimulation or avoiding certain sensations.

As a result, the child cannot focus on the classroom environment, recall facts, stay on
task, or perform functional skills appropriately. The child with sensory processing
issues might have meltdowns, might appear clumsy, or might not be able to tolerate
specific situations.

One key component that is related to all of these behaviors is the inability to take their
focus away from the underlying sensory need.

The child that has unmet sensory needs or is over-responding in order to adjust his
sensory status will respond with behavioral responses that interfere with learning.

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TYPICAL DIFFICULTIES THAT ARE OBSERVED AS A RESULT OF SENSORY CHALLENGES
MAY INCLUDE:

• Fidgeting in the classroom

• Bumping into other children while walking in the hallways or classroom
• Pressing too hard or too lightly on the pencil when writing
• Dropping items frequently when sitting at the desk
• Meltdowns during classroom group assignments
• Appears distracted during classroom instruction
• Difficulty with transitions between assignments in the classroom
• Trouble blocking out lights or noises
• Distracted by others
• Drop pencil when writing and not realize it
• Difficulty with handwriting
• Jump and crash or “bounce off the walls” at home or in the classroom

The classroom is an environment with an overwhelming amount of sensory stimulation

at any given time.

Do any of these behaviors sound familiar?

THE HYPERSENSITIVE CHILD AND ATTENTION

Hypersensitive responses typically mean that the child is over-responsive or responds

with overreactions to sensory information. This sensory information coming in from
textures, sounds, lights, or movement may be “too much” for the child’s body to
handle. The hypersensitive child seems to have a low threshold for sensory input. A
noise or light that does not seem too loud for most of us is intolerable for the child who
is hypersensitive.

There are many indications of children who are overly sensitive to typical
daily activities:

• Overreact to bright lights and loud noises.

• Demonstrate meltdowns when overwhelmed
• Complain about itchy tags or clothing seams, including the seam along the toes
in socks. Refuse to wear certain textures, and complain that they are too rough
or scratchy.
• Difficulty with sensing how much force they need to apply in tasks; they might
press too hard when writing, rip the paper when erasing, or slam down objects.
• Trouble knowing where their body is in relation to other objects or people.
• Overly distracted by noises in the classroom.
• Appears clumsy.
• Avoid hugs and cuddling even with family members.
• Overly fearful of movement including swings, slides, and merry-go-rounds.

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 • Bump into other students in school lines, or crashes into objects.
• Tendency to bolt or run away when they're overwhelmed to get away from
stressors or fears of unfamiliar situations.

The child who is hypersensitive to sensory information may be incapable of focusing

with sustained attention during functional tasks. This inattention then leads to several
responses during activities: impulsivity, decreased concentration, impaired memory,
poor judgement, disorientation, impaired problem solving, slow or inefficient
processing, decreased initiation, impaired direction following, and difficulty with self-
monitoring.

There are also indications of children who are under-responsive to sensory

stimulation and seek out more sensory input:

• Constantly touch people or textures.

• Loves active play.
• Crave fast, spinning and/or intense movement.
• Enjoys heavy deep pressure like tight bear hugs.
• Disregard or no understanding of personal space.
• Very high tolerance for pain.
• Very fidgety and unable to sit still, especially when the child is expected to sit
still.
• Seeks out jumping, bumping and crashing activities.
• Loves jumping on furniture and trampolines.
• Loves playground equipment like swings, merry-go-rounds and slides.

It's easy to understand how a child with either a low or a high tolerance to sensory
stimulation can show inattention to focused tasks. There is so much information
coming at them at once and they are unable to filter out what is unnecessary while
attending to directions like "Get your homework out of your back pack" or "Brush your
teeth, your hair, and put on your shoes." How can they possibly keep themselves
organized in tasks?

While no two children are alike, there are many sensory processing treatments that can
help with attention and organization. Movement activities, core strengthening, and
sensory integration therapy can help with attention in kids. In fact, sensory integration
treatment interventions "may result in positive outcomes in sensorimotor skills and
motor planning; socialization, attention, and behavioral regulation; reading-related
skills; participation in active play; and achievement of individualized goals."
(From here.)

USE MOVEMENT AND SENSORY MOTOR ACTIVITIES TO ADDRESS ATTENTION

In the following sections, you will find tactics to address attention and sensory processing
as a combined strategy and overall function. The activities in this workbook are listed in
chart form for trial, assessment of impact, environment, notation of environmental
accommodations, and comments related to each strategy.

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The chart below indicates how the workbook layout will be presented so that activities
can be utilized, trialed, and assessed.

Activity Environment Accommodation Success: Impact Comments

Used Yes/No

SPECIFIC ACTIVITY IDEAS

Utilize specific activities as outlined below or as part of the Sensory Lifestyle

Handbook to identify specific and appropriate sensory activities and tools that
address specific needs of the individual child.

MOVEMENT ACTIVITIES TO ADDRESS SENSORY NEEDS

• Push something (wall, furniture, isometric exercises, stress balls)

• Pull something (therapy band, weighted cart, wagon, bungee cords, koosh balls,
therapy tube)
• Lift something heavy (weights, weighted items, carry heavy items, furniture,
groceries, supply bag, boxes, bins)
• Jumping
• Hopping
• Skipping
• Rocking
• Rolling
• Spinning
• Sliding
• Climbing
• Chew something (taffy, fruit leather, gum)
• Outdoor play

CORE STRENGTHENING ACTIVITIES TO ADDRESS SENSORY NEEDS

• Sit and bounce on a stability ball

• Superman pose
• Yoga
• Sit on a therapy ball or therapy peanut near a wall and have the child pick up
their feet, using the wall to stabilize
• Plank exercises
• Bridge exercises
• Animal walks
• Lay down prone on a therapy ball or therapy peanut and roll side to side

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 • Lay down prone on a therapy ball or therapy peanut and roll the ball front to
back
• Lay down prone on a therapy ball or therapy peanut and bounce
• Squash a therapy ball, large beach ball, or small kickball against a wall with the
child's chest
• Hold a therapy ball, large beach ball, or small kickball against a wall with the
child's back
• Stand on a therapy ball against a wall, using the wall for support providing close
adult supervision and contact

SENSORY INTEGRATION ACTIVITIES TO ADDRESS SENSORY NEEDS

Sensory integration therapy can help children with the process of taking in sensory
information and sorting out the important information or filtering information for
functional use. Dr. Jean Ayres coined the phrase sensory processing integration and the
therapeutic means for processing sensory information. Sensory processing allows
individuals of all ages to self-regulate input through the nervous system and change or
address arousal levels and levels of alertness. These skills enable attention, impulse
control, frustration tolerance, and skills such as balance of emotional reaction. Below
are just a few activities that can be used as a sensory integration tool, but every child
should participate in activities that are deemed appropriate by an occupational therapist
following evaluation.

• Vestibular activities
• Proprioceptive activities
• Visual processing activities
• Auditory processing activities
• Oral motor activities
• Visual cues with bold colored paper, index cards, or table surfaces
• Visual organization sticker chart
• Highlight important information
• Brain breaks
• Movement-based learning activities
• Weighted bean bag toss
• Sensory Diet with specific sensory activities and strategies
• Wobble disk
• Chewable Jewelry or Oral Motor Tools
• Fidget tools
• Working on an inclined surface

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SENSORY ANALYSIS

Describe any sensory related behaviors and/or attention issues.

Behavior/Struggle Environment Attention Challenge

Comments:

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SENSORY-ATTENTION STRATEGIES

Brainstorm potential sensory strategies to be used as tools for improved

attention/focus. Indicate behavior/challenge, sensory strategy type, environment,
and response.
Behavior/Challenge Sensory Strategy Environment Response

Comments:

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MOVEMENT ACTIVITIES TO ADDRESS SENSORY NEEDS

Movement Environment Accommodation Success: Impact Comments

Activity Used Yes No

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CORE STRENGTHENING ACTIVITIES TO ADDRESS SENSORY NEEDS

Core Environment Accommodation Success: Impact Comments

Strengthening Used Yes No
Activity

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SENSORY INTEGRATION ACTIVITIES TO ADDRESS SENSORY NEEDS

Sensory Environment Accommodation Success: Impact Comments

Integration Used Yes No
Activity

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Additional Notes:

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