About this resource
Planned sensory activities can help people feel calm, alert or ready to focus at the right times. This schedule helps plan activities into the day based on the person's preferences, notes the purpose of each and records what helps, so the plan can be refined with the occupational therapist.
Purpose
To plan predictable sensory activities through the day that support regulation and participation.
Who it is for
Primary profession: Occupational therapists. Also relevant for educators and school support staff, disability support workers.
Client or participant group: Children and adults who benefit from planned sensory activities, with an occupational therapist.
Practice setting: Home, school, day programs and supported living.
Suggested uses
- Planning sensory activities across a school or home day
- Sharing strategies with teachers and support workers
- Recording what helps over a week
- Reviewing plans with an occupational therapist
Instructions for practitioners
- Base activities on the person's sensory preferences and goals.
- Plan activities at predictable times and before demanding tasks.
- Record the purpose and the person's response.
- Review and adjust with the occupational therapist.
Instructions for clients or participants
- Do the activity at the planned time.
- Notice how you feel afterwards.
Accessibility considerations
Pair activities with pictures. Keep activities short and available, not used as rewards.
Scope and limitations
An informal planning tool. Sensory activity plans should be developed with an occupational therapist, and this schedule does not replace individual assessment.
Research basis
Evidence for sensory-based interventions is limited and mixed; this resource is for understanding a person's sensory preferences and adjusting environments, not a sensory treatment. Visual schedules and other visual supports are established evidence-based practices for autistic children and young people, and are widely used with others who benefit from visual information.
- Case-Smith, J., Weaver, L. L., & Fristad, M. A. (2015). A systematic review of sensory processing interventions for children with autism spectrum disorders. Autism, 19(2), 133–148. https://doi.org/10.1177/1362361313517762
- Knight, V., Sartini, E., & Spriggs, A. D. (2015). Evaluating Visual Activity Schedules as Evidence-Based Practice for Individuals with Autism Spectrum Disorders. Journal of Autism and Developmental Disorders, 45(1), 157–178. https://doi.org/10.1007/s10803-014-2201-z
- Steinbrenner, J. R., Hume, K., Odom, S. L., Morin, K. L., Nowell, S. W., Tomaszewski, B., Szendrey, S., McIntyre, N. S., Yücesoy-Özkan, S., & Savage, M. N. (2020). Evidence-based practices for children, youth, and young adults with autism. FPG Child Development Institute, University of North Carolina. https://ncaep.fpg.unc.edu/wp-content/uploads/EBP-Report-2020.pdf
What is included
A 3-page printable A4 PDF, including a practitioner notes page with the research basis (version 1.0).
Originality
Original Practitioner Plus content: wording, activity structure, layout and icons were created for this resource. No third-party worksheets, illustrations or text were reproduced. Reflects the widely used practice of scheduling sensory activities (sometimes called a sensory diet).
