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our neurological system takes in sensory information the brain organizes and makes sense of it which then enables us to use it and act accordingly within our
environment to achieve “increasingly complex, goal-directed actions”.
** It is this “adaptive response” which facilitates normal
development.**
We, use our sensory processing abilities for:
social interaction
motor skill development
focusing and attending so we can learn
If this neurological process becomes disrupted somewhere in the loop of
intake, organization or output, then normal development and adaptive
responses will not be achieved.
Learning, physical and emotional development, as well as behavior will therefore be impacted; sometimes severely!
It is this disruption which yields a neurological dysfunction called
Sensory Integration Dysfunction/Sensory Processing Disorder.
Keep in mind, sensory processing functions on a continuum. Please
understand that we all have difficulty processing certain sensory
stimuli (a certain touch, smell, taste, sound, movement etc.) and we
all have sensory preferences.
**It only becomes a sensory processing disorder when we are on extreme
ends of the continuum or experience “disruptive, unpredictable
fluctuations which significantly impact our developmental skills or
everyday functioning”.**
That being said, it is important for us to break the sensory
integration dysfunction symptoms down into categories based on each of
the senses.
These categories are:
TACTILE: the sense of touch; input from the skin receptors
about touch, pressure, temperature, pain and movement of the hairs on the skin.
VESTIBULAR: the sense of movement; input from the inner ear
about equillibrium, gravitational changes, movement experiences and
position in space.
PROPRIOCEPTION: the sense of "position"; input from the
muscles and joints about body position, weight, pressure, stretch,
movement and changes in position.
AUDITORY: input relating to sounds; one's ability to
correctly perceive, discriminate, process and respond to sounds
ORAL: input relating to the mouth; one's ability to
correctly perceive, discriminate, process and respond to input within
the mouth
OLFACTORY: input relating to smell; one's ability to
correctly perceive, discriminate, process and respond to different
odors.
VISUAL: input relating to sight; one's ability to
correctly perceive, discriminate, process and respond to what one sees.
Since we are talking about input into the SENSES, it is those senses
which must be looked at carefully and which WILL be affected. It is a
careful observer (the one I wish for in every child's life!) who will
pay close attention to WHICH senses are affected and the FREQUENCY,
DURATION, and INTENSITY of these sensory integration dysfunction
symptoms.
We all have some types of sensory preferences and
perhaps even a mild case of "dysfunction". HOWEVER, IT IS THE
FREQUENCY, INTENSITY, DURATION AND FUNCTIONAL IMPACT OF THESE SYMPTOMS
WHICH DETERMINES DYSFUNCTION.
If you personally know, have a child, or observe a child with a sensory
integration/sensory processing disorder, will observe
particular "behavioral indicators" which will make the "diagnosis" a
plausible, possible, and real consideration or explanation.
As with any diagnosis, the key is finding the correct one so proper
treatment can begin
A Sensory Processing/Sensory Integration Disorder is CERTAINLY not the
easiest diagnosis for an "untrained eye" to make!
Through no fault of
their own, many pediatricians, psychiatrists, psychologists and other
professionals have not been properly educated on the causes, signs and
symptoms of this disorder. Therefore, they may mistakenly dismiss
parental concerns, give them the wrong advice, or misdiagnose the child.
This, in turn, may cause professionals to put a child on unnecessary
medication or into treatment (or lack of treatment) that will NOT HELP
THEM DEAL WITH THE REAL UNDERLYING ISSUE! First, A SENSORY INTEGRATION DISORDER IS A NEUROLOGICAL DISORDER; not a
spoiled child, a product of bad parenting, ADD, ADHD, defiant child or
a mental illness! Although, it is important to note, any of these could
co-exist with a sensory processing disorder.
Second, we are talking about REACTIONS TO SPECIFIC SENSORY INPUT. It
is about HOW this input is TAKEN IN, ORGANIZED, AND UTILIZED TO
INTERPRET ONE'S ENVIRONMENT AND MAKE THE BODY READY TO LEARN, MOVE,
REGULATE ENERGY LEVELS AND EMOTIONS, INTERACT, AND DEVELOP PROPERLY.
And third, WHEN SENSORY INTEGRATION DYSFUNCTION SYMPTOMS APPEAR, THEY
MUST BE TAKEN SERIOUSLY AS EARLY AS POSSIBLE AND TREATED PROPERLY BY A KNOWLEDGEABLE PROFESSIONAL!
A Summary Of Sensory Integration Dysfunction Symptoms:
SIGNS OF TACTILE DYSFUNCTION:
Hypersensitive:
Refuses or resists messy play, resists cuddling and light touch,
dislikes kisses, rough clothes or seams in socks, resists baths,
showers, or going to the beach.
Hyposensitive:
Doesn't realize hands or face are dirty, touches everything and
anything constantly, may be self-abusive, plays rough with peers,
doesn't seem to feel pain (may even enjoy it!)
SIGNS OF VESTIBULAR DYSFUNCTION:
Hypersensitive:
Avoids playground and moving equipment, fearful of heights, dislikes
being tipped upside down, often afraid of falling, walking on uneven
surfaces, and avoids rapid, sudden or rotating movements.
Hyposensitive:
Craves any possible movement experience, especially fast or spinning,
never seems to sit still, is a thrill seeker, shakes leg while sitting,
loves being tossed in the air, never seems to get dizzy, full of
excessive energy. SIGNS OF PROPRIOCEPTIVE DYSFUNCTION:
Under-responsive:
Constantly jumping, crashing, and stomping, loves to be squished and
bear hugs, prefers tight clothing, loves rough-housing, and may be
aggressive with other children.
Over-responsive:
Difficulty understanding where body is in relation to other objects,
appears clumsy, bumps into things often, moves in a stiff and/or
uncoordinated way.
Difficulty Regulating Input:
Doesn't know how hard to push on an object, misjudges the weight of
an object, breaks objects often and rips paper when erasing pencil
marks.
SIGNS OF AUDITORY DYSFUNCTION:
Hypersensitive:
Covers ears and startled by loud sounds, distracted by sounds not
noticed by others, fearful of toilets flushing, hairdryers and/or
vacuums, resists going to loud public places (even cafeteria at
school).
Hyposensitive:
May not respond to verbal cues, loves loud music and making noise, may
appear confused about where a sound is coming from, may say "what?"
frequently.
SIGNS OF ORAL DYSFUNCTION:
Hypersensitive:
Picky eater with extreme food preferences and limited repertoire, may
gag on textured food, difficulty with sucking, chewing, and swallowing,
extremely fearful of the dentist, dislikes toothpaste and brushing
teeth.
Hyposensitive:
May lick, taste or chew on inedible objects, loves intensely flavored
foods, may drool excessively, frequently chews on pens, pencils, or
shirt.
SIGNS OF OLFACTORY DYSFUNCTION:
Hypersensitive:
Bothered or nauseated by cooking, bathroom and/or perfume smells, may
refuse to go places because of the way it smells, chooses foods based
on smell, notices smells not normally noticed by others.
Hyposensitive:
May not notice unpleasant or noxious odors, smells everything when
first introduced to it, may not be able to identify smells from scratch
'n sniff stickers.
SIGNS OF VISUAL DYSFUNCTION:
Hypersensitive:
Irritated by sunlight or bright lights, easily distracted by visual
stimuli, avoids eye contact, may become over aroused in brightly colored
rooms.
Hyposensitive:
Difficulty controlling eye movements and tracking objects, mixes up
similar letters, focuses on little details in a picture and misses the
whole, looses his place frequently when reading or copying from the blackboard.
Sensory Integration Dysfunction symptoms must not be ignored! If
you observe many of these signs in a child you know, please talk to
a professional, such as an Occupational Therapist who can
further evaluate and decide whether your child has a sensory processing
disorder.
It is not to be used as the absolute diagnostic criteria for labeling children with sensory
processing disorder. But rather, as an educational tool and
checklist for your own knowledge. Professionals who can diagnose this
disorder have their own tools in addition to checklists to observe and
test for sensory integration dysfunction.
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