1. Sensory Processing Disorder: Impact on a Child’s Behavior Kim Wirth, R.N., B.S.N.

3.  We are aware of some stimuli  We are not aware of some stimuli

4. Is the complicated work your brain performs to make sense of the gazillion bits of information that come flooding in every second from your environment (http//www.spdfoundation.net) (http//www.spdfoundation.net Refers to the method the nervous system uses to receive, organize and understand sensory input from the environment. (Miller, L. & Lane, S. (2000).

5. Is a condition that exists when sensory signals are not organized into appropriate responses (http//www.spdfoundation.net) (http//www.spdfoundation.net When the body is unable to perceive, organize or respond to stimuli appropriately

6.  Identified by A. Jean Ayers, Occupational Therapist  Influences behavior  Impedes learning  Impacts movement and coordination  Interferes with relationships and social skills  Affects children in all settings (healthcare, school, home)  Estimated: 5-15% of general population affected  Approx. 8 in 10 in the autistic population affected  Considered for acceptance in DSM-5

7. Sensory Processing Disorder Sensory Modulation Disorder Sensory-based Motor Disorder Sensory Discrimination Disorder

8. Pattern in which individuals have difficulty regulating sensory input- difficulty maintaining balance * over-responsive * under-responsive * seeking

9. Motor challenge with an underlying sensory basis  Postural Disorder – poor postural control  Dyspraxia- motor planning proble ms

10. Difficultly filtering and interpreting sensory information, comparing details, and disregarding irrelevant information

11. Stimuli are interpreted by using different sensory systems: Tactile Auditory Visual Proprioception Vestibular Olfactory Gustatory Interoception

13.  Learning disabilities – touch is too distracting  Impaired social skills  Poor imagination- limited experiences  Inflexible and rigid  Eating challenges  Clothing and grooming problems  Tantrums, hitting, kicking, etc. –in response to perceived threat of touch from others

15.  Poor memory and sequencing skills  Trouble following directions  Trouble paying attention  Speech and language disorders  Anxiety in loud environments  Difficulty with “Wh” questions  Poor social skills and interpersonal relationships

17.  Trouble with visual tracking  Sensitivity to bright colors and lights, especially flashing lights  Difficulty discriminating foreground and background  Dyslexia and other learning disabilities  Difficulty reading non-verbal cues

19.  Defines the body’s position in space  Determines how we interact with the environment.  Determines how much force we use when performing activities.

20.  A love to crash into others and things  Risk taking behaviors  Chewing on inappropriate objects  Seeking deep pressure input (to give them boundaries)  “Bull in china shop”  Motor planning problems  Poor Self esteem  Over or under responsive to pain

22.  Excessive movement  Restlessness and distractibility  Risk taking activities  Speech/ language problems  Poor posture or muscle tone  On the move any way they can!!!!  Excessive swinging and jumping

23. * With permission

24. Be a “Sensory Detective”

25.  Always be a Sensory Detective  Include family and patient  Identify triggers  Develop a Plan  Communicate plan ( visually and verbally )

26. Sensory Strategies Continued Sensory Strategies Continued:

27.  Seating Thera-band- resistive work Wedge/disc seat  Movement in the Classroom Functional movement – organizing Heavy work

28.  Snack and Lunch Gum Chewing Chewy, crunchy, hard foods  Recess Needed break/do not take away Encourage climbing, swinging, jumping  Hands On Fidget toys Velcro under desk

31.  American Occupational Therapy Association (AOTA) www.aota.org www.aota.org  Ayres, A. Jean. (2005). Sensory Integration and the Child: 25th Anniversary Edition. Los Angeles, Ca. Western Psychological Services.  Greenspan, Stanley. (1995). The Challenging Child: Understanding, Raising, and Enjoying the Five "Difficult" Types of Children. New York, N.Y.Perseus Books  Kranowitz, Carol(1998). The Out-of-Sync Child: Recognizing and Coping with Sensory Processing Disorder, Revised Edition. New York, NY. Starlight Press Books  http://www.spdfoundation.net http://www.spdfoundation.net