Laura Nicholson

Activity Title: Creating a Sensory Bottle

Sources for your activity and for your adaptations (APA citations):
- Hotz, G. A., Castelblanco, A., Lara, I. M., Weiss, A. D., Duncan, R., & Kuluz,
J. W. (2006). Snoezelen: A controlled multi-sensory stimulation therapy for
children recovering from severe brain injury. Brain Injury, 20(8), 879-888.
- Spaull, D., Leach, C., & Frampton, I. (1998). An evaluation of the effects of
sensory stimulation with people who have dementia. Behavioural and
Cognitive Psychotherapy, 26(1), 77-86.
- Baranek, G. T. (2002). Efficacy of sensory and motor interventions for children
with autism. Journal of autism and developmental disorders, 32(5), 397-422.
- Waterman, S. (2016). What are the adaptations that a teacher needs to make
for a child with ASD?. TLN Journal, 23(2), 35-38.
- Long, E. A. (2010). Classroom lighting design for students with autism
spectrum disorders.
- Brodzeller, K. L., Ottley, J. R., Jung, J., & Coogle, C. G. (2018). Interventions
and adaptations for children with autism spectrum disorder in inclusive early
childhood settings. Early Childhood Education Journal, 46(3), 277-286.

Equipment needed:
- Plastic bottle
- Baby oil/ cooking oil
- Food dye
- Water
- Superglue
- Glitter (optional)

Activity Description – How will the activity be explained to participants? Provide a

bulleted set of instructions on how to lead the activity, including an rules or
guidelines:
1. Gather equipment.
2. Take top of bottle & fill ⅓ full of water.
3. Add a few drops of food dye to the water & mix well.
4. Fill the rest of the bottle with oil, & add the glitter (optional).
5. Secure the lid with superglue.
6. Invert a few times or shake gently & watch the magic happen!

Primary social interaction pattern(s) (activity analysis) – Explanation of the reason for
the chosen pattern or patterns:
- Extraindividual. This activity involves action by the participants, with contact
with external objects, but without contact with the other group members.
 Laura Nicholson

One researched adaptation specific to a disability group: Autism Spectrum Disorder:

- This activity should promote relaxation as it is but it is very important for the
facilitator to foster a secure environment. Environmental adaptations can help
in the creation of this safe space. Dim lighting can help in reducing and
de-escalating feelings of irritation. Reducing the amount of background or
‘white’ noise, or playing soft music, can aid in reducing feelings of tension &
anxiety, which those with ASD often report. Limiting and controlling these
environmental challenges can facilitate a more productive activity session,
with less distractions.