Running Head: SENSORY ROOM GRANT PROPOSAL 1

Sensory Room Grant Proposal

Tessa Swiger
Seton Hill University
Submitted to Autism Speaks
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One in sixty eight children in the United States are diagnosed with autism

spectrum disorder. This then breaks down to one in forty two boys and one in one

hundred and eighty nine girls. In part with autism, many children diagnosed struggle

with sensory processing issues. In fact, 5-16% of school aged children are affected by

sensory processing disorder (Bunim, 2013). In our school, students are forced to the

hallways when coping with undesirable behaviors due to the lack of space with in the

classroom. Sensory rooms have been proven to be beneficial in school settings, inpatient

settings, long term care facilities, and hospitals. With the addition of a sensory room for

our students in the school, children will have a safe and relaxing space to take breaks,

receive therapies, and to develop the senses. With the budget of $21,000, our pre school

plans to collaborate with teachers, therapists, and sensory coaches to create a space for

students to regulate and thrive.

Statement of Need

At All Tempo’s Preschool our enrollment is steadily increasing year by year.

While this is beneficial for our business, we are underserving the needs of our students on

the spectrum with our lack of equipment needed to provide a quality sensory room. Our

students that suffer from sensory processing disorder (with the majority on the spectrum)

do not have access to a space where they are able to regulate emotions, explore the senses

in a gentle way, or a place to take breaks when they are over stimulated from the world

around them.

Sensory integration therapy aims to help kids with sensory processing issues by

exposing them to sensory stimulation in a structured, repetitive way (Morin, 2017). SIT
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is facilitated by a specially trained occupational therapist (which we have at our location).

SIT can address issues with the senses such as noise sensitivity, tactile sensitivity, taste

sensitivity, visual sensitivity, and bodily sensitivity.

In a pilot study done by Novak, Scanlan, McCaul, MacDonald, and Clarke,

researches studied how the use of a sensory room was either beneficial or not for

individual in an acute inpatient psychiatric unit. Researchers hypothesized that the use of

the sensory room would reduce both the distress of the patients, reduce disruptive and

disturbed behaviors, and reduce rates of seclusion and aggression (Novak et al., 2012).

Participants in the study commented on how the sensory room was seen as a “safe

haven”, and all participants reported a decrease in distress after utilizing the room (Novak

et al.,2012). Sensory rooms are a humane, non invasive, and effective method to support

self management skills (Novak et al.,2012). In another study done by Champagne and

Sayer, researchers found similar results and reported positive effects amongst a variety

of clients in ages and diagnoses. In a recently published video from Edutopia, images of a

sensory room while children engage in calming experiences are paired with statements on

how sensory rooms are beneficial for students with autism. By engaging in a sensory

room, students can settle into a good mindset while having their sensory needs met to

become more effective and ready learners (Edutopia, 2017). The video states that the

reason for a sensory room is to create a safe space, so students aren’t throwing chairs.

Students are quieter now moving to their next class, keeping hands to themselves and

appear more focused (Edutopia,2017).

Being a preschool, we are prone to being an active environment. In a textbook

written by Polly Emmons and Liz Anderson, titled Understanding Sensory Dysfunction:
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Learning, Development and Sensory Dysfunction in Autism Spectrum Disorders, ADHD,

Learning Disabilities and Bipolar Disorder, the authors outline what things to be aware

of in our environment to look out for with our children that have SD. While assessing the

environment, the level of stimulation should be taken into account as well as the level of

structure and routine. The authors also state what is the number of sensory activities

going on, colors in the room, types of lighting, music, use of textures, noise, types of

aromas, number of transitions, adaptive equipment, as well as others’ awareness

(Emmons, 2005). Although there are most items on that list that educators have the

power to control in their classroom, they do not have the ability to adapt all sensory

aspects. Which is why the use of the sensory room comes into play. The room utilizes

low lighting, adaptive equipment, rocking chairs, weighted blankets, bubble machines,

tents, toys, soft music, low to no noise, large bean bags, and various sensory materials.

Gareth Jones is the founder of Experia. Experia is a sensory equipment company

in the UK and in the United States. Experia works with healthcare professionals,

occupational therapists, and schools/organizations to create a multi sensory room for their

students. The products in the rooms are utilized to help students development as well as

to help “increase spiritual, moral and cultural development (Jones, 2017).

Program Description

At All Tempos, students have access to speech, physical and occupational

therapists as well as highly qualified teachers and aides. Students will be assessed by the

IEP team to determine a “sensory diet”. Depending on each student’s needs, students will

be assigned specific times to utilize the sensory rooms, and there will be additional slots
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open for students to use the sensory room freely. All Tempos already has a free room

open to create a sensory room for our students. In our sensory space, the following

aspects would be essential for our current students needs: ball pit, sound system, sand and

water tables, lighting, tents, projectors, large bean bags, weighted blankets, weighted

vests, an ultraviolet waterfall, bubble tower, room dividers, hammocks, rocking chairs,

gliding chairs, large athletic balls, large mirrors (mounted on wall), fish tanks, art

supplies, music supplies, and sensory toys. After room is set up for students,

documentation by teachers and occupational therapists will be recorded daily based on

students’ progress and interaction with the room. Data will be collected from the

documentation to send out to behavior specialists, families, and to our grant providers,

Autism Speaks. Below is a budget breakdown of the equipment needed for our sensory

room (based on prices from Experia for the large equipment):

Interactive LED Bubble Tube Corner $3,995.00

IRIS Musical Touch Wall $3,900.00

Hopscotch Panel $ 2,237.00

Calming Waters Projector $399.00

Pinspot and Mirror Ball Bundle $124.95

Interactive Ball Pool $3,649.00

Soft Wall Pads $349.00

Circular LED Fiber Optic Shower $3,672.00

Weighted Blankets (2) $89.95 (for one)

Gold Medal Red Extra Large Wet look $86.99 (per bean bag)

Vinyl Bean Bag (6)

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Bubble Tube Floor Novelty lamp with fish $118.99

Focusing Fidget Kit $19.99

Classroom Sensory Kit $52.99

Raindrop Swing $259.99

Fitness Balls (4) $7.97 (each)

Portable Room Divider 7 Panels 6’x13’ $980.75

TOTAL: $20,492.38

Plus shipping/repairs $507.62

GRAND TOTAL $21,000

Timeline of creation of the sensory room

Month Process

June 2017 Approval of grant

Order large equipment from Experia

Paint room

Window treatments

Professional cleaning

July 2017 Receive invoices for products from Experia

Install sensory equipment

Test equipment

Order smaller, portable items (balls, toys,

dividers)

August 2017 Receive invoice from portable items

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Arrange room

Have a safety evaluation done of room

August 2017-June 2018 Consistent documentation of student

behaviors while receiving time in the

sensory room as well as therapies.

It is our hope that with the availability and use of a high quality and safe sensory

room, students will be able to work on developing self regulation, sensory development,

and self soothing skills. Because our school is implementing this room along side of early

intervention, therapies, and educational services, the whole child’s development will be

addressed. With the grant from Autism Speaks with the generous amount of $21,000 our

facility will be able to properly serve our students on the spectrum as well as those

affected by sensory processing disorder.

Bunim, J. (2013). Breakthrough reveals biological basis for sensory processing disorders

in kids. UCSF. Retrieved from

https://www.ucsf.edu/news/2013/07/107316/breakthrough-study-reveals-

biological-basis-sensory-processing-disorders-kidsi.

Champagne, T. (2006). Creating sensory rooms: Environmental enhancements for acute

inpatient mental health settings. Mental Health Special Interest Section Quarterly,

29(4), 1-4. Retrieved from http://www.ot-innovations.com/wp-

content/uploads/2014/09/qi_study_sensory_room.pdf
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Edutopia. (2017). The sensory room: helping students with autism focus and learn. Video

File. Retrieved from https://www.edutopia.org/article/sensory-room-helping-

students-autism-focus-learn.

Emmons, P., Anderson,L. (2005). Understanding Sensory Dysfunction: Learning,

Development and Sensory Dysfunction in Autism Spectrum Disorders, ADHD,

Learning Disabilities and Bipolar Disorder [E-reader Version]. Ebook ISBN:

9781846421501.

Morin, A. (2017). Sensory integration therapy: what you need to know. Understood.

Retrieved from https://www.understood.org/en/learning-attention-issues/treatments-

approaches/alternative-therapies/sensory-integration-therapy-what-you-need-to-

know.

Novak, T., Scanlan, J., McCaul,D., MacDonald, N., Clarke, T. (2012). Pilot study of a

sensory room in an acute inpatient psychiatric unit. Australian Psychiatry, 20(5)

401-406. Doi: 10.1177/1039856212459585.

Reid, L. (2017). The importance of sensory rooms in schools. Building 4 Education.

Retrieved from http://b4ed.com/Article/the-importance-of-sensory-rooms-in-

schools.
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