Playdough is more than just a colorful, squishy substance; it's a versatile educational tool.
In SpEd classrooms, its benefits extend far beyond entertainment.
- Sensory Exploration: Playdough's tactile nature invites students to engage their senses, offering a rich sensory experience that can be particularly beneficial for those with sensory processing differences.
- Fine Motor Skills Development: Manipulating playdough promotes the refinement of fine motor skills that help with tasks like writing and self-care activities.
- Fostering Creativity: Playdough nurtures creativity with its flexibility and endless possibilities. It encourages students to express themselves through imaginative play and artistic endeavors..
However, some students with special needs may exhibit a concerning behavior - eating playdough.
Here in this blog post, we will discuss the underlying reasons that result in playdough eating habits in special education settings. We will also shed light on some of the most effective strategies for addressing this behavior.
Understanding Play Dough Eating Habits
Individuals with special needs, particularly those diagnosed with conditions such as autism spectrum disorder (ASD) or sensory processing disorder (SPD), may engage in the behavior of consuming play dough.
This behavior frequently arises from sensory-seeking or sensory-processing challenges associated with these conditions.
Its sensory properties—texture, smell, and taste—can provide sensory stimulation or comfort, leading students to engage in repetitive or self-stimulatory behaviors, including ingestion.
Impact on Learning and Safety
Although playdough may initially appear harmless, it can significantly impact a student's learning environment and safety.
Ingesting playdough poses notable health risks, including the potential for choking and exposure to non-edible ingredients that may be toxic.
This behavior has broader implications beyond individual health concerns.
It disrupts classroom activities, restricts social interactions among students, and reduces opportunities for effective learning and engagement.
Therefore, playdough consumption requires careful attention and intervention..
Effective Strategies for Addressing Play Dough Eating Habits
1. Provide Alternative Sensory Activities
Educators can tailor sensory experiences to students' needs.
This may include sensory bins made from safe edible materials like rice or beans, textured fabrics, and scented play dough made with edible ingredients such as flour and food coloring.
2. Set Clear Expectations
Set clear rules and expectations for using play dough, ensuring everyone knows its purpose and how to handle it safely.
Use visual aids, social stories, or visual schedules to reinforce these expectations and help students understand appropriate behavior.
3. Offer Chewable Alternatives
Supply chewable sensory tools or oral motor aids, such as chewable jewelry, chew tubes, or chewy snacks, to redirect oral sensory-seeking behaviors away from non-edible items like play dough.
4. Modify Play Dough Recipes
Make homemade play dough using edible ingredients like flour, salt, water, and food coloring to ensure safety in case of ingestion.
Engage students in making play dough to promote their involvement and ownership of the material.
5. Implement Reinforcement Strategies
Use positive reinforcement techniques, such as praise, rewards, or token systems, to encourage appropriate play dough use and discourage eating behaviors.
Consistently reinforce desired behaviors to reinforce learning and motivation.
6. Monitor and Supervise
Maintain close supervision during play dough activities to promptly intervene and redirect eating behaviors when necessary.
Monitor students for signs of distress or discomfort and promptly address any concerns.
