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Sensory Processing Disorder with Strategies for Learning Behavior

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Sensory Processing Disorder with Strategies for learning Behavior and Social Skills Description: Understanding and learning to recognize the sensory needs of the children who have spectrum processing disorder. Bonnie Vos, MS, O.T.R./L History of Diagnosis Autism criterion Autism not it’s better defined, # Subtype own diagnostic of diagnosis s are category increased rapidly DSM I DSM II DSM II DSM DSM IV DSM V 1952 1968 1980 III-R 1992 2013 1987 Autism not it’s Autism New subtypes are own diagnostic becomes its added, now 16 category own diagnostic behaviors are category characteristic (must have 6 to qualify) History of Diagnosis 1. New name (Autism Spectrum Disorder) 2. One diagnosis-no subcategories 3. Now 2 domains (social and repetitive) 4. Symptom list is consolidated 5. Severity rating added 6. Co-morbid diagnosis is now permitted 7. Age onset criterion removed 8. New diagnosis: Social (pragmatic) Communication disorder What is Autism • http://www.parents.com/health/autism/histo ry-of-autism/ Coding of the brain • One theory of how the brain codes is using a library metaphor. • Books=experiences • Subjects areas are representations of the main neuro- cognitive domains: • The subjects are divided into 3 sections: 1. Sensory: visual, auditory, ect. 2. Integrated skills: motor planning (praxis), language 3. Abilities: social and cognitive • Designed as a model for ideal development The Brain Library • Each new experience creates a book associated with the subject area that are active during the experience • Books are symbolic of whole or parts of experiences • The librarian in our brain – Analyzes – Organizes – Stores – Retrieves Brain Library • The earliest experiences or sensory inputs begin writing the books that will eventually fill the foundational sections of our brain Libraries – Sensory integration begins in-utero – Example: vestibular=14 weeks in-utero – Example: Auditory=20 weeks in-utero Brain Library 1. All information is taken in through the sensory-nervous system receptors 2. The librarian in your brain cross-references new experiences against past experience (stored books) to give context 3. A response is formulated based on current information woven with past experience Capabilities Integrated Skills Section Foundation Section The Brain Library Learning • While performing higher level integrated skills the nervous system must continuously reference the foundation books – Higher level skills rely on foundation shelves to be sufficiently stacked Our successful navigation of modern life is dependent on our capabilities (cognitive and social intelligence) Brain Library Exposure Delay • Gaps in the brain library--lack of exposure to sensory-motor & language experiences – Can be mistaken for a dysfunction or disorder – Common in children who are in orphanages – A developmental delay may be compounded by a lack of exposure to crucial experiences (Language) Sensory Integration • SI issues can be more debilitating to children with ASD since they may not have effective verbal communication skills – SI issues are compounded by lack of communication – Reactions are often over exaggerated by lack of communication abilities Sensory Processing Model Sensory Processing Model Sensory Integration Happens here smelling Central Nervous System Tasting hearing Processing Perception Brain Seeing Library Balance Body awareness touch Action Parts of the Sensory System 1. Vestibular 2. Tactile 3. Proprioceptive 4. Auditory 5. Visual 6. Gustatory 7. Olfactory Vestibular System • Provides the dominate input abut our movement and orientation in space – Acts to fuse together information from all the sense organs, inner ear, eyes muscles and joints palms and fingertips, sole of feet and jaw • Effects heart rate and blood pressure, muscle tone and arousal levels Vestibular Auditory and Visual work together give you the sense of space and tell you what fills the space (you are here marker) Vestibular System Difficulties Dysfunctions in the vestibular system: Abnormal muscle tone (speech) Difficulty with bowel movements Excessive movement: need for self stimulation Academic problems (visual/auditory) Increased anxiety/panic attacks Difficulty with coordinated movement (especially slow controlled) Vestibular Processing Strategies • Physical activities that stimulate the vestibular system • Think recess games – Hopscotch games (vestibular and visual) – Ball games (four square, dodge ball) – Swinging: playground, on hammock swing, rotary swings – Set up Recess: into obstacle courses to encourage movement – Olympic lesson (pick an event that last several weeks) – Animal lesson (practice moving like them) Vestibular Processing Strategies • Provide Controlled sensory input – Bouncing large balls – Spinning: swivel chair, sit-n-spin (slow in one direction/change) – Rocking: rocking chair – Scooter board: bungee cord, races Vestibular Processing Strategies • Rotary input – Increase tone and arousal – Infuse language activities 93-5 rotations) Walk forward and backward, rolling a large ball Walk to the beat of a drum Get kids on stomach and extending arms/legs like a bird or plane Vestibular Processing Strategies • Arm/leg press off teacher (or parent) or wall • Jump over moving rope • Crawl on colored tape • Gross motor movement linked with rhymes • Music – Listening programs – Transition Indicators Top 10 Vestibular Processing Activities 1. Throw a bean bag or medicine ball at a target while swinging. For the hypo registering child, have them get on and off the swing to get the ball or missed bean bag, this will increase the stop and start input, which is the strongest input. 2. Popping bubbles while swinging! This simple activity can be a great way to get head turns and swings, finger isolation 3. Crossing midline and position in space awareness while swinging Top 10 Vestibular Processing Activities 4. Visual tracking: do visual tracking activities while swinging using flashlights in a dark room, bright colored toys 5. laterality and directionality skills: have them look up at a distance such as 5-10 feet away at an arrow chart and then have them hold a medicine ball and do movements with arms only to arrow charts while swinging. 6. b,d,p,q,a,m,w, ball: have them read a ball with all different letters Top 10 Vestibular Processing Activities 7. Body Awareness on the swing: have the child do activities with eyes open or closed is best such as, "flex or bend your right wrist", "touch your right knee with your left thumb 8. Balance code charts on the swing! 9. Prone work: laying on belly to climb rope while on swing, picking up medicine ball 10. Try them on their backs while swinging. Try reaching, rope climbing, and medicine ball activities Touch Tactile System • Receives sensations through receptors in the skin and hair on the surface of the skin • Protective system: alert us to threats (light touch) and fast emotional response • Discriminative System: allows us to investigate the properties of object and slower response allowing time to process information Tactile Processing Difficulties • Touch Sensitive (defensive) – Touch perceived as threatening – Unusual irritation to certain clothing – Aggressive toward situations that include touch experiences – Picky eater-refusing to eat certain textured foods Touch Craver (discrimination) Seeks out touch Touches everything Does not register pain or extreme temperature Licking people and objects Tactile Processing Difficulties • Lack of exposure • Touch issues • Body Awareness • Visual perception Tactile Processing Strategies • Information Discrimination (crucial for learning) – Rice bag – Treasure hunt (find small things in putty) – Feely Bag: collect small items of different textures to match/sort – Shaving cream on mirror/cookie sheet – Blindfold games: pin the tail on the donkey – Matching stickers on body – Build a sensory fort –box and sensory strings Tactile Processing Strategies • Link Tactile with proprioceptive strategies (decrease defensiveness) • Think tactile input for lesson plans – Include a tactile portion to lessons Fidgets-something to move around in your hand or mouth Body Position Proprioceptive System • Body Position Sense-This system tells us about movement in relation to our own bodies • Proprioceptive receptors are located in the muscles, joints ligaments tendons and connective tissue Proprioceptive Processing • Poor sense of body awareness/body position • Sensory Seeking – Squeezing other – Pushing or pulling objects or others – Self injuries behaviors (biting self, hitting self) Motor Planning Difficulties with self help skills such as dressing Bumping into things Proprioceptive Processing • Poor sense of body awareness/body position • Motor Planning-sequencing and planning movement Proprioceptive Processing Strategies • Focus on feeling different body positions without movement • Crawling activities = joint compression • Add different colored stickers, balloon or yarn on each arm or leg (yellow up = 3 points) • Jump through pattern on the floor (colored tape, hula hoops, twister with colored hoops) Proprioceptive Processing Strategies • Imitate hand movements-fingers to thumb, fingers walking on desk • Adding weights and sounds to limbs • Cobra position while making sounds • Tummy on ball, reaching for objects • Change body positions=call out body parts • Body parts directionality (red circle over heart) Proprioceptive Processing Strategies • Increase body awareness and body positions – Stairs – Playing pulling or pushing games – Weighted ball – Arm/upper body games • Provide
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