Sensory activity schedules

Initially developed by Pat Wilbarger in the ‘90s as “Sensory Diets”, Sensory Activity Schedules (SAS) provide regular sensory input to the child’s day by incorporating types of input that their body needs to be regulated.

Mills et al. (2016) defined SAS as sensory activities that children engage in at a specific time that fits a classroom schedule. SAS is integrated as part of the child’s classroom routine.  This is often adult led but it can be used flexibly to promote self-regulation, where a student can ask for a sensory break when they feel they need one.

SAS should include input that the child needs.  For example, a pupil who is regularly falling out of their seat, wiggling on their chair, needing to change body position often during table-top activities, is likely to need extra movement activities.  Their SAS would include frequent opportunities for movement, with additional proprioceptive input to make the activities more grounding and regulating.

Consider:

• When?
• How often?
• How long?
• What type of input?
• Where?

Click here to find out what one school reports about the importance of movement breaks