Classroom Sensory Integration Equipment

This post describes the FAB Procedure for using sensory integration informed adaptive equipment and techniques in the classroom to improve behavior and learning.  Strategies are individualized for regular and special education students with behavioral, developmental, and sensory processing challenges.  The procedure is described sequentially, followed by an example provided in italics.

  1. Choose one goal involving adaptive equipment or techniques to improve the student’s behavior, learning and future.  Collect base line data regarding the frequency of this behavior. 

Sam is an intelligent kindergartener who can not stay seated more than five minutes in December.  He needs to stay seated for fifteen minutes next year to succeed in first grade.  His goal is: Sam will maintain seated attention for fifteen consecutive minutes. 

2. Consider the student’s need for sensory input using the Sensory Profile, an activity analysis, and the FAB Trigger & Coping Forms.

Sam’s scores on the Short Sensory Profile showed definite difference in Underresponsive/Seeks Sensation and Tactile Sensitivity.  Sam’s most effective coping strategies on the FAB Trigger & Coping Forms included theraband exercises.  His activity analysis found Sam kicked his legs and wrapped his feet around the desk while seated.   

  1. Select adaptive equipment or techniques to help achieve the student’s goal.

ChairlegsTherabandTheraband chairarm rotation

Sam was found to enjoy and sit longer given theraband (an exercise band) tied around the legs of his chair.  This allowed Sam to move and provide himself with deep pressure input through his legs while seated.

     4. After getting parent permission, introduce adaptive equipment as well as the rules and expectations for continued use.

Parental permission was obtained and the adaptation was introduced. Sam was told he could use the theraband on his chair if it helped him pay attention while seated as long as he did not untie it or disturb others.  

     5. Reward and monitor progress toward the student’s goal, and modify the plan as needed.

Sam was rewarded with a sticker he could cash in for a prize whenever he sat and paid attention for over fifteen minutes.  Progress was recorded showing increased seated attention, so use of  the adaptation was continued.

The FAB procedure guides the use of sensory processing adaptive equipment and techniques in school, assuring that any adaptations used assist with goal achievement.


Dunn, W. (2007).  Supporting children to participate successfully in everyday life by using sensory processing knowledge.  Infants & Young Children, 20(2), 84-101.

Stahmer, A., Suhrheinrich, J., Reed, S., Schreibman, L., Bolduc, C. (2011).  Classroom Pivotal Response Teaching for children with Autism.  New York, NY: Guilford Press.

Leave a Reply

This site uses Akismet to reduce spam. Learn how your comment data is processed.