1. The Role of the Senses Sensory Processing/Integration Disorder & Autism Jessica Nyberg, B.S.

2. The Senses at a Glance Tactile- touch (cold, hard, dull, pain, hot) Proprioceptive- where our body parts are in relation to each other and how they are moving Vestibular- where our bodies are in space, whether we or our surroundings are moving, tells about speed and direction of moving Auditory- sound Visual- sight Olfactory- smell

3. What is Sensory Processing? The ability to receive sensory messages & organize them effortlessly into the “right” behavioral & physiological responses Example: The smell of burning food from the kitchen ▫Automatic behavioral response: stop what we are presently doing to check food ▫Automatic physiological response: our heart rate increases & develop a fine sweat

4. What is Sensory Processing Disorder? When sensory signals don’t get organized into appropriate responses and daily routines and activities are disrupted as a result Example: At a playground, a child loses his balance and begins to fall ▫His nervous system doesn’t recognize the sensory input that he’s falling ▫He doesn’t put his arms out to break his fall ▫Possibility of resulting injury

5. Levels of Responsiveness Under-Responsive, “hyposensitive”: ▫Exhibits less of a response to sensory information, takes longer to respond to sensory input, or requires more intense or long-lasting sensory input before they are moved to action Over-Responsive, “hypersensitive”: ▫Respond more intensely, more quickly, and/or for a longer time to sensory information

6. Levels of Responsiveness Sensory Seeking ▫Having a nearly insatiable craving for sensory experiences and actively seeking sensation, often in ways that are not socially acceptable ▫Easily confused with ADHD ▫If unable to seek out sensations, may become aggressive or angry

7. Mix ‘n Match Can have a variety of senses affected Mixture of hyposensitivity, hypersensitivity, and/or sensory seeking Soooo… ▫Can be hypersensitive with some senses, hyposensitive with others, and/or sensory seeking with other senses

8. POP QUIZ!!!!! What are the senses again…? ▫Tactile? ▫Vestibular? ▫Proprioception?

9. What’s the Big Deal? Dysfunctioning senses lead to problems with… ▫Attention & Learning ▫Sleep ▫Eating ▫Social interaction ▫Health & Safety ▫Life in the Community ▫ANXIETY levels

10. Co-occurrence with Autism Spectrum Disorders

11. Signs & Symptoms: Proprioception Hypersensitive ▫Does not like being upside down ▫Has trouble manipulating small objects ▫Avoids weight-bearing activities like running & jumping Hyposensitive ▫unaware of bodily sensations (hunger, need for bathroom) ▫bumps into or leans on people/objects Sensory Seeking ▫constantly moving ▫seeks out rough-housing

12. Signs & Symptoms: Vestibular Hypersensitive ▫Does not enjoy playing on swings or slides ▫Has difficulty walking on unstable or uneven surfaces ▫Fearful of heights ▫Difficulty with stairs Hyposensitive ▫May not notice when falling & not extend hands or feet to protect himself ▫Doesn’t get dizzy easily Sensory Seeking ▫Seeks out swinging or sliding ▫Adventurous- climbers & jumpers ▫Partakes in body rocking ▫Has trouble sitting still

13. Signs & Symptoms: Tactile Hypersensitive (Does NOT like): ▫Certain textures/clothing (wool, fur, jeans, carpet) ▫ Having messy hands (glue, dirt, stickiness) ▫Having hair or nails cut ▫Certain food textures ▫Hugs or being touched Hyposensitive ▫Doesn’t seem to notice getting hurt Sensory Seeking ▫Constantly touching objects ▫Mouths objects ▫Prone to self-injury (hand biting, head banging) ▫Likes pressure & tight clothes ▫Enjoy hugs & roughhousing

14. Signs & Symptoms: Visual Hypersensitive ▫Does not like bright lights ▫Distracted by irrelevant or small details ▫Avoids direct eye contact Hyposensitive ▫Experience trouble figuring out what or where objects are Sensory Seeking ▫Fixates (“stims”) on moving parts or fingers ▫Stare at bright lights or reflections

15. Signs & Symptoms: Auditory Hypersensitive ▫Does not like loud noises (vacuum, malls) ▫Scared of unexpected noises (bells, sirens, alarms) ▫Distracted by background noise in a classroom ▫Will cover their ears ▫Make repetitive noises to cover other disturbing noises Hyposensitive ▫doesn’t respond to name Sensory Seeking ▫likes high TV and music volume ▫create sounds themselves for stimulation (tapping, banging, humming)

16. Hypersensitivity In Their Own Words “There are certain things I touch that hurt my hands…There are times when I walk and the air brushing past my hands is a source of pain.” “The fear and anticipation of noises that hurt the ears is often the cause of many bad behaviors and tantrums.” “I hate to feel my own skin against itself. This means I have to wear pajamas to bed or put a sheet in between my legs so they do not come into direct contact with each other.”

17. Hypersensitivity: How we can help PAY ATTENTION- ID disturbing stimuli & reduce, eliminate, or provide sensory aids Desensitize by providing a sensory diet (small amounts of exposure) Monitor the number of simultaneous stimuli & reduce irrelevant stimuli If possible, warn or prime a child about upcoming situations (fire alarms, trip to the malls) Self-calming: provide a “get away” space to retreat to when overwhelmed with calming activities available

18. Environmental Changes for the Hypersensitive Child Tactile: select textures for clothing, bedding, towels, upholstery, and carpet that are not uncomfortable for the child Proprioceptive: provide tools for heavy work ▫Jungle gym, trampoline, weighted vest Vestibular: provide equipment for slow and rhythmic stimulation ▫Rocking chair, glider Visual: soft lighting, muted colors, organized & uncluttered Auditory: provide a background of “white noise” or calming music (headphones), prime a child before loud noises (fire alarm, vacuum)

19. Hyposensitivity in Their Own Words “My senses would sometimes become dull to the point that I could not clearly see or hear, and the world around me would seemingly cease to exist.” “Oftentimes, I would be aware that my body hurt somewhere, but I would be unable to pinpoint what was hurting.” “I never knew my relative position in the surrounding or situation…I had no concept of my body. My hands were mere objects which I used to pick and throw.”

20. Environmental Changes for the Hyposensitive Child Vestibular: provide equipment for fast/rotary movement ▫Self-spinning devices, swings, mini-trampoline Tactile: use direct tactile stimulation throughout the day, used textured towels, different seating textures, noticeable textured clothing Proprioceptive: heavy work, jungle gym, weighted vests, exercise bands, mini-trampoline Visual: bright room colors, many & bright lights, visually stimulating décor Auditory: changing background noise, avoid monotonous sounds Self-alerting: gum chewing, sour candy, exercise ball instead of a chair

21. Environmental Changes for the Sensory Seeking Child Tactile: deep pressure, provide items for stimulation- fidget toys, stress balls Proprioceptive: heavy lifting, exercise bands, pushing, pulling, running, jumping, rope climbing, bike/tricycle riding, sitting on an exercise ball instead of a chair Vestibular: swings, slides, jungle gym Visual: order & organization, minimize clutter Auditory: headphones with steady calm music

22. Paying Attention to Their Senses Group Work! Each group will be given a sense: identify a potential trigger at: ▫Home ▫School ▫In the Community Come up with at least one sensory intervention strategy to address the associated issues

23. Great Resources (References) Consult with an Occupational Therapist The Out-of-Sync Child, Carol Stock Kranowitz The Out of Sync Child Has Fun, Carol Stock Kranowitz Sensational Kids, Lucy Jane Miller