Teaching · Related Services

Keep the activity. Change how it is touched.

Mark what is already in place for a student who avoids or seeks certain touch. The summary puts the gaps that matter most for this student at the top.

Start a room checkWhat you get
$5one-time · every device you sign in on
Buy · $5

Included with Caveat Classroom and Whole-school licenses. Or get it in the Related Services toolkit, $99 for 152 items.

The room check

One record per student and room. The example is made up.

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What you get

Teaching · Related Services$5 · included with Classroom and Whole-school licenses

What you finish with
A list of tactile supports not yet or only partly in place, tied to what this student avoids and seeks.
Who it is for
School occupational therapists, classroom and special education teachers, and paraprofessionals.
Format
Browser checklist. One saved record per student and room; printed with its summary or as a blank form; CSV; export and import a file.
Access
$5 one-time, yours on every device you sign in on; the tool opens once you are signed in with it. Included with Caveat Classroom and Whole-school licenses. Also in the Related Services toolkit ($99) and the Teaching Suite pass ($199), and 1 more bundle. Everything you type stays in this browser; nothing is sent to Caveat.
Where it lives
The Related Services space in Caveat Teaching.
Support
Questions about an order, access or a correction: team@caveatacademic.com.
a brush insteadthe same art, a different touch
Drawn for this page. Most changes on the checklist keep the activity and change only how it is touched.

How to use it

  1. Start with the student: what they avoid and seek, in their words or the family’s.
  2. Walk the room at a busy time, not an empty one.
  3. Mark each item; use does not apply when it does not fit the room or the age.
  4. Fix the not-yet items tied to what the student avoids first.
  5. Share the summary with every adult who works in the room.

Start a room check

What the checklist covers

Why the room matters

Children differ in how strongly they notice and react to touch. Small changes, such as a brush for glue or the end of the line, often let a student join an activity they would otherwise avoid.

Ask the student

Students can often say exactly what bothers them. Their words are better evidence than a guess, and they help adults take the preference seriously.

What it is not

The checklist does not diagnose a sensory processing difference or replace an occupational therapy evaluation. It plans the room around preferences the team already knows.

Sources

  1. Dunn, W. (1997). The impact of sensory processing abilities on the daily lives of young children and their families: A conceptual model. Infants and Young Children, 9(4), 23–35.
  2. American Occupational Therapy Association. Occupational Therapy Practice Framework: Domain and Process (4th ed.), 2020.
  3. Case-Smith, J., and O’Brien, J. C. (Eds.). Occupational Therapy for Children and Adolescents (7th ed.). Elsevier, 2015: chapter on sensory integration.
  4. Individuals with Disabilities Education Act, 34 CFR 300.320(a)(4): supplementary aids, services and supports in the regular classroom.

The example student and room are made up. Support: team@caveatacademic.com.