- difficulty with change and accepting strategies that are new or different
- limited practice with strategies makes them feel like tasks rather than tools
- poor interoceptive awareness leading to not knowing when sensory strategies are needed to help them regulate
- not understanding how sensory supports can help them
- rote "no" or refusal response when presented with sensory option (i.e. "Do you want your weighted vest?")
For resistant students, we often recommend creating routines surrounding their sensory supports so that they become a predictable and consistent part of their day. Today's Regulation Rendezvous will provide a variety of ideas for Incorporating Heavy Work into Daily Routines for these Resistant Students.
Transitions
One way to incorporate heavy work is to embed it during natural transitions. This is helpful because the student knows there is a definite beginning and ending point to when they have to engage in the activities. Supports such as weighted backpacks, weighted jugs to carry, or a heavy work cart or pusher can all be used during transitions.
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| Weighted jugs and backpacks Rylie Jarrett Stevenson Elementary, Mad River |
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| Wooden pusher Wendy Sondergaard Rushmore Elementary, Huber Heights |
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| Weighted student chair Emily Colbert Bruce Elementary, Eaton |
Heavy Work Jobs
Another daily routine where heavy work can be incorporated is into daily jobs. There are many jobs that provide proprioceptive input from washing tables, sweeping or vacuuming, or collecting recycling. In the example below, the student collects milks after breakfast and lunch in the cafeteria.
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| Collecting milks job MCESC ACT team |
Heavy Work Centers
Many classrooms have a variety of adult-directed and independent centers for students. We have seen some great examples of independent heavy work centers. These can be incorporated into the student's daily schedule either during centers time, as anchor activities when finished with work, or when the student shows signs of dysregulation and needs a quick break to regulate.
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| Beanbag ABC matching station Rylie Jarrett Stevenson Elementary, Mad River |
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| Book sorting by color station Rylie Jarrett Stevenson Elementary, Mad River |
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| Books on shelves station Jessica Stewart Trotwood ELC, Trotwood |
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| Lego wall station Debi Gnau Mad River ECEC, Mad River |
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| Joint Compression station Taylor Ruef Stevenson Elementary, Mad River |
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| Weighted bars station Amy Pratt Springcreek Primary, Piqua |
Another effective way to get student buy-in is to provide choices. This gives the student some shared control in deciding what heavy work activity they want to do versus giving an open-ended option such as "Do you want the body sock?". Choices can be given by presenting two items or for some students a choice folder can be effective.
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| Sensory choice folder Keelin DeMuccio Fairbrook Elementary, Beavercreek |
Be sure to give the student ample opportunities to practice with the sensory items before providing them with that tool as a choice so they develop a better understanding of how to use it and if they like it or not.
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| Body sock MCESC ACT team |
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| StretchEze bands Amy Pratt Springcreek Primary, Piqua |
Incorporating Interests
Many of our students have specific special interests which can be very motivating. Find ways to incorporate these special interests into heavy work so the student develops a positive association with the activity or tool.
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| Firefighter vest with added weights Pam Locker Washington Primary, Piqua |
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| Weighted bobcat stuffed animal Lori Bicknell Mound Elementary, Miamisburg |
For more ideas on incorporating Heavy Work for your students, check out our previous post
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