1. The need to achieve balance between excitement alertness/ arousal and the task on hand.- Based on the understanding that children cannot always monitor this due to underlying sensory motor integrative immaturity- auditory, visual and or vestibular(movement).

2. The need to consolidate the sensory motor skills for academic achievement to be able to progress, especially in the areas of writing, attention , maths.

3. Structure and repetitious routines assist with a sense of security , mastery and skill development, as well as sequencing and a sense of time and place.

4. Postural development and building of muscle tone and control through senses of touch, proprioception or kinesthetic (joint information or muscle information).This may involve, the correct ergonomic set up for posture and hand eye coordination when working  at tables.( boards, chair height etc.) and special seating cushions, pens and pen grips as well as therapy exercises.

5. Diversion- redirection not only discipline as an important key to achieving cooperation with children who have sensory processing and self regulation difficulties. Making a sensory break eg a small time on a swing, a time listening to quiet slow tempo music, a bag with interesting squeezy, tactile/sensory objects and coordination games , time bouncing a ball back and forth, carrying heavy items around the home.