1. Sensory Integration & Sensory Processing Disorder PRESENTED BY: BETH CRUM, MOT, OTR & KEVIN SCHOENBERGER, PT 2/2015

2. Sensory Integration & Sensory Processing Disorder WHEN OUR SENSORY SYSTEM IS ADAPTABLE, WE ARE ABLE TO PAY ATTENTION, LEARN, PLAN AND BE ORGANIZED SeeTasteTouchHearSmell MuscleBalance

3. 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 10/18/2015

4. 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

5. 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

6. 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

7. 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 \

8. 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

9. Sensory System—Seven Senses 5 Primary Senses: HearingTaste TouchSmellVision “Hidden Senses” VestibularProprioception

10. Vestibular = Position in Space *Basis for coordination 2/2015 Proprioception = Muscle & joint sense * The amount of force required to complete an activity

11. 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

12. Low, High, or Just Right?

13. 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

14. Heavy work (Proprioceptive Input) Pushing & pulling (tug of war) Stretches Wheelbarrow walking Animal walks Chair push-ups Commando crawling Working on vertical surface Moving heavy items Sweeping Household chores Jumping Hammering Pouring Ripping Sit-ups Seat walk 2/2015

15. Body Movement (Vestibular Input) LINEAR Up & Down Jumping Climbing Forward & Backward Swinging or swaying Dancing Crawling Rocking ROTARY In Circles Spinning Ring-around the rosy Sit & spin Tire swings 2/2015

16. OCCUPATIONAL THERAPY  I mproves 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 10/18/2015

17. 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. 10/18/2015

18. CASE STUDIES  Carter- Hyper-sensitive, sensory avoiding child  Josh- Hypo-sensitive, sensory seeking child  Transitions at school 2/2015

19. Kids are Sensational! Thank you!