Transcript Sensory Foundations - Austin Child Guidance Center

Sensory Integration
&
Sensory Processing
Disorder
PRESENTED BY: BETH CRUM, MOT, OTR
& KEVIN SCHOENBERGER, PT
2/2015
&
Sensory Processing
Disorder
WHEN OUR SENSORY SYSTEM IS
ADAPTABLE, WE ARE ABLE TO PAY
ATTENTION, LEARN, PLAN AND BE
ORGANIZED
See
Taste
Muscle
Touch
Hear
Balance
Smell
Typical Sensory Processing
Our neurological system takes in
sensory information
The brain organizes it and makes
sense of it
Which then enables us to use it and
act accordingly within the
environment
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Difficulties in Sensory Integration
“Neurological ‘traffic jam’ that prevents certain
parts of the brain from receiving the information
needed to interpret sensory information correctly;
exists when sensory signals don’t get organized into
appropriate responses” A. Jean Ayres, PhD.
Can be misconstrued as behavioral problems,
inattention, distractibility, motor incoordination,
hypersensitivity, or emotional difficulties
Sensory Processing Disorder (SPD)
Also known as Sensory Integration Dysfunction, this term
describes the inability to use the sensory information we receive
to attend, demonstrate knowledge, learn, move, interact with
others & the environment, have self-esteem and self-control, and
express feelings
Signs of SPD include:
*Overly sensitive
*Under-reactive
*Unusual activity level
*Clumsiness
*Developmental delays
*Easily distracted
*Impulsive
*Social difficulties
*Poor self concept
*Difficulty with transitions
*Difficulty calming self
*Emotional difficulties
Sensory Processing Disorders
1 in every 6 children experience symptoms of SPD
significant enough to affect their ability to participate fully
in everyday life
Child cannot respond to sensory information to behave in a
meaningful and consistent way
Difficulty using sensory information to plan and carry out
actions needed
Difficulty reading verbal and non-verbal cues
Learning is impaired
Misdiagnosis is common--ADHD
RESULTS
Inability to make friends or be a part of a
group
Poor self-esteem
Academic Failure
Clumsiness
Uncooperative
Disruptive or “Out of Control”
2/2015
\
Subtypes of SPD
Sensory Modulation Disorder
-Sensory Over-Responsivity
-Sensory Under-Responsivity
-Sensory Seeking/Craving
Sensory Discrimination Disorder
Sensory-Based Motor Disorder
-Postural Disorders
-Dyspraxia
Sensory System—Seven Senses
5 Primary
Senses:
Hearing
Taste
Touch
Smell
Vision
“Hidden
Senses”
Vestibular
Proprioception
Vestibular = Position in Space
*Basis for coordination
Proprioception =
Muscle & joint sense
* The amount of force required to
complete an activity
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Proprioceptive & Vestibular
Senses
These two senses are essential to the foundation for learning and achieving
higher level executive functions such as communication, self-esteem, capacity
for abstract thought, organization and concentration
Low, High, or Just Right?
Sensory Diet
Strategies and activities that help ‘modulate’ and
find the ‘just right’ state for the nervous system
Mouth = organizing, calming/focusing, alerting (GUM)
Touch = ‘fidgets,’ deep pressure, temperature
Look = lighting, color, alternate visual input
Listen = noise level, rhythm, auditory distractions
Move = heavy work, body movement
Heavy work (Proprioceptive
Input)
Pushing & pulling
(tug of war)
Moving heavy items
Sweeping
Stretches
Household chores
Wheelbarrow walking
Jumping
Animal walks
Hammering
Chair push-ups
Pouring
Commando crawling
Ripping
Working on vertical surface
Sit-ups
Seat walk
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Body Movement (Vestibular
Input)
ROTARY
LINEAR
In Circles
Up & Down
Jumping
Spinning
Climbing
Ring-around the rosy
Sit & spin
Forward & Backward
Swinging or swaying
Dancing
Crawling
Rocking
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Tire swings
OCCUPATIONAL THERAPY
Improves neurological function
Provides individualized treatment so the child
is able to behave in a more functional manner
Provides different forms of input during
treatment to address child’s sensory processing
needs
Proprioceptive or vestibular input
Sensory equipment to add to home program
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BEHAVIOR SPEAKS
Each child is so very different, and has different
requirements and needs
But if you LOOK at what they are doing… they ARE telling
you, in the only way they know how, with their behaviors,
what they NEED.
Take what they already DO and make it safer. More
appropriate.
That’s the beginning of a child’s sensory diet.
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CASE STUDIES
Carter- Hyper-sensitive, sensory
avoiding child
Josh- Hypo-sensitive, sensory
seeking child
Transitions at school
2/2015
Kids are Sensational!
Thank you!