The Ready to Learn and Play (RtLP)4-Phase Sensory Regulation Strategy
Guest:
Janis Leinfuss, Amanda Newchok, and Erin O’Hara are the creators/authors of the Ready to Learn and Play framework. All are practicing pediatric occupational therapists each with over 20 years of experience.
Interview:
Ready to Learn and Play (RtLP) is teaching the “why” behind sensory regulation. TheRtLP framework solidifies sensory regulation-learned concepts through the meaningful understanding of WHY child-specific sensory-based interventions are beneficial, and HOW to choose effective sensory strategies based on exhibited sensory clues.
Why was the program created and how was it developed?
While doing group treatment sessions with students who had been receiving sensory based interventions for years, there was a realization that the students had no ownership of their treatment or have the ability to help create effective therapy plans. It took years of planning, creating, and gathering evidence to support the RtLP framework. As part of Janis’ doctoral research, a pilot study was conducted. A second follow up study was conducted with a larger sample size, as well as a third study that was done completely virtual due to the pandemic. This allowed the framework to be proven that it
can be conducted in person as well as virtual to suit individuals needs. While conducting the three studies there was a large improvement in occupational performance. A scope was done for pre and post testing analysis to show occupational performance improvements in day to day activities involving components that were motor based, social and emotional.
What are the 4 phases of the framework?
Phase I is Sensory Experience:
For the first phase students are exposed to various sensory strategies and techniques that teach them the multiple ways we can get sensory input. The students get to learn about the different sensory systems and how it affects them. The students categorize different sensory activities by pairing flash cards and visual supports. This is a neuro-educational step that involves an organizational memory strategy that improves memory recall.
Phase II is Sensory Choices:
In this phase the students learn about the combination of sensory strategies that can be used to best suit processing needs. The main focus of this phase is to teach the student
about sensory regulation, such as when you might need to stimulate or repress different sensory systems. Some sensory behaviors are referred to as scattered actions, so in this phase the students are taught that these behaviors are clues to identifying sensory needs. The students are coached on how to connect the scattered action and the sensory category. This phase is all about empowering ownership of self regulating by
allowing the students to customize and create sensory strategies that will work best for them as an individual.
A unique aspect of this framework is that you get to reshape the negative context of sensory dysfunction and behaviors, and turn it into a positive tool that helps individuals become better informed when making decisions about their sensory needs. Students get to learn more about themselves to better understand and assign the reasons behind their sensory behaviors. This turns a complex concept into a simple understanding.
Phase III is Generalization:
This is the phase where students begin to practice the skills they’ve learned in various environments, and with various people. Throughout this phase students gain a better
understanding that not at all strategies, techniques and supports can be used for all contexts. The practice of generalizing the knowledge they’ve learned about regulation
supports from the previous phases helps the students to further maintain and recall sensory regulatory concepts long term. The main focus of phase III is to reflect on what they’ve learned so far about their options to support their regulation needs whether they are in the classroom, with their family or out in the community.
Phase IV is Application:
The final phase of the RtLP framework is to apply everything they’ve learned ongoing in every aspect of their daily lives. Supports are individualized to each student’s needs. The goal of this phase is to create a sensory lifestyle to maximize participation and performance. Throughout this framework a student and their educator gain an understanding of personal sensory needs to create unique strategies that are impactful
to regulation. Sensory processing disorders can get in the way of fully engaging in one’s environment, so caregiver coaching is a very big element. While trying to achieve the right level of internal balance, this long standing phase may increase the students' readiness to learn and ability to more effectively access their educational programs in order to improve occupational performance.
Example of how someone may implement this plan:
In Phase I a child is learning about their sensory experiences and strategies to manage their needs.
In Phase II a child might be exhibiting sensory clues by squinting his or her eyes as well as tensing their muscles. With coaching the child and caregiver can connect the scattered action to the system of eyes and pressure. Reflecting on the categories of eyes and pressures, a strategy or support can be chosen. That could mean wearing sunglasses and squeezing a stress ball.
An example of Phase III would be looking at pressure-based options across environments. A big, bear hug might be acceptable with a trusted family member, but
not so much as a young adult in a work environment.
Phase IV is about maintaining a sensory lifestyle
How can the guest be contacted about starting the RtLP framework?
If your child is seeing an OT, talk to your child’s occupational therapist about seeking outmore information in regards to the Ready to Learn and Play framework. Parents can also contact us directly to compliment what they or their therapists are already doing. Ready to Lean and Play offers professional training as well as parent and school based training.
Recap:
The ready to learn and play sensory regulation Framework was created by Janis Leinfuss, Amanda Newchok, and Erin O’Hara. It was created to empower caregivers and kids to better understand sensory processing needs and be able to develop strategies to help kids self-regulate in various contexts. The framework has 4 phases. Sensory experience, sensory choices, generalization, and application.
Phase I: Sensory Experience involves exploring various sensory inputs and learning to
categorize those sensory experiences and learning sensory regulation strategies.Phase II: Sensory choices involve using behaviors (scattered actions) as clues to
understand what sensory needs there may be and empower the child to use the learned
strategies to be able to self-regulate.Phase III: Generalization involves applying sensory regulation strategies to various
contexts and environments.Phase IV: Application involves providing ongoing supports to create a “sensory lifestyle”
Resources:
Ready to Learn and Play contact info:
Facebook @Ready to learn and play
Website: www.readytolearnandplay.com
Email: readytolearnandplayllc@gmail.com
Phone: 201-563-2773
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