Dyspraxia

Dyspraxia is a neurological disorder throughout the brain that results in life-long impaired motor, memory, judgment, processing, and other cognitive skills. Dyspraxia also impacts the immune and central nervous systems. Each dyspraxic person has different abilities and weaknesses as dyspraxia often comes with a variety of comorbidities. The most common of these is Developmental Co-ordiantion Disorder (also known as DCD), a motor-planning-based disorder that impacts fine and gross motor development. 

Early indicators that a child may have Dyspraxia:

   1. Irritable and difficult to comfort from day one

  

   2. Difficulties with feeding, allergic to milk, colicky, needs to be on a restricted diet

  

   3. Has difficulty sleeping, establishing and sticking to a routine,  needs constant adult   

       reassurance

  

   4. Early motor development is delayed, needs help sitting up longer than most kids, needs

       extra help in learning to roll over from side to side, most likely skips crawling and goes 

       right to walking. 

   

  5. Constant high level of motor movement of arms and legs including clapping, hand or 

      foot tapping, wringing of hands, swinging of feet, not being able to sit still longer than 5 

      minutes, flaps hands when running or walking, constantly falling or bumping into things

   

   6. Has behaviors that are repetitive in nature

   

   7. Sensitive to noise levels that are higher than normal such as loud shrill voices, out of 

       the ordinary noises

   

   8. Has continuous problems with their feeding development-spill things, prefer fingers to 

       eating utensils

  

    9. Toilet training is delayed longer than most typically developing children

  10. Avoids toys such as puzzles and Legos (toys that require you to put things together in

        a specific way. 

  

  11. Slower to respond to verbal instructions and needs them broken down into small steps 

        to process, slower in comprehension

  12. Prefers Adult interaction over peer interaction

  13. Does not liked to be touched or wear new clothing-clothes may need to be washed 

        several times to become comfortable for them to wear

  

  14. They have no fear from jumping off of things that are too high and have no sense of 

         danger 

  15.  Fine motor skills are slow to develop such as holding a pencil appropriately, using 

         scissors, and coloring recognizable objects

  16. They do not like playing dress up or engaging in appropriate imaginative play

Triggers for Kids with Autism and Sensory Processing Disorders (SPD)

Sensory Processing disorder described in a way that is easy to understand

Sensory Processing-refers to Autism, but other children without autism have these issues as well.  You can have Sensory Processing Disorders without being Autistic, have ADD, ADHD, or have Aspergers.  It is a disorder that can stand alone, but is often coupled with Autism, Aspergers, ADD, and ADHD.  Sometimes children thought to have ADD and ADHD really have a Sensory Processing Disorder. Have your child tested for both so that they are not placed on unneeded medications. 

Let's follow a sensory input on it's journey through our body and see what happens.   Remember, most of the time this happens without us being aware of it.

First, the sensory input.   A sense receptor is stimulated.   It then sends this to the brain.

Next, we have processing.   Sensory information is organised, interpreted, prioritised, stored and related to previous experiences.

Finally, we have the response.   A response to the sensory input in generated.   This could be a motor (behaviour?) response, and thought, or even an emotion (and we talked about how children with autism have trouble understanding emotion when we looked at the triad).

So, where does it go wrong?   Usually with the processing, so lets look at that in a little more detail.

When we looked at learning styles, I talked about people with autism sometimes needing longer to process information.   This goes for everything, including sensory information.   So, if I have autism, and I put my hand on a hot cooker, my tactile sense sends an alert to my brain, which then takes say fifteen seconds to process the information...Ouch!

We also need to look at prioritising.   When you're watching the TV, your brain automatically "tunes out" all irrelevant information, such as the fridge humming, clock ticking and so on, and allows you to focus on the sound and vision from the TV.   This is the 'ability to screen input' in the pyramid I said I'd come back to.   Your brain can filter out what you don't need.   Now, say someone drops a saucepan in the kitchen, your brain suddenly switches your attention to that noise, so that you can consciously decide whether you need to respond.   Now, although the TV is still on, the volume just as loud, for a short while you're not aware of it.   Your brain has prioritised the saucepan over the TV.

We're back to ancestor Ugg twenty thousand years ago.   This time he's sat round the fire, listening to someone telling a story.   His 'filter' has tuned out the crackling of the fire, the sound of the crickets in the grass, the feel of his clothing on his skin.   Suddenly, an unexpected noise in the night, it could be the lion!   Instantly he's alert, ready for action, fight or flight.

Many people with autism seem to lack this filter, so their brains can become overloaded with a deluge of sensory input.   If you just pause to think about how much sensory information your brain is filtering out right now, its astounding.   You have seven senses, all dealing with multiple inputs.   The touch of your clothes on your skin, the chair under your bottom, your hand on the computer mouse or keyboard, your feet on the ground, and that's just tactile!   How many sounds are there, smells, how much clutter is around your computer?   Imagine if you couldn't just ignore it.   Would you be able to concentrate to read these words?

You can try a little exercise to see what its like.   Get family members to rub your arms or legs and chat as they do so, how well can you read these words with all that going on?

Going back to processing, lets also think about 'related to previous experiences'.   When we looked at imagination in the triad, we learned this is something that some people with autism have difficulties with.   If that's the case, then surely every input would be like that dropped saucepan, demanding your conscious attention, making you jump, triggering that 'fight or flight' response just in case.

OK, so that's how SI works in us, and already we've seen where some of the issues are for people with autism, and we haven't even got to the senses themselves dysfunctioning yet!   Well, that's where we're going next.

We all need a certain level of sensory stimulation in order to feel 'normal', to feel grounded.   That's why sensory deprivation affects us so much.   When we don't get enough, we consciously or not seek it out.   If you're in a classroom, listening to a teacher, without thinking about it you may chew your pen or fingernails, twiddle your hair or touch your face and lips (all tactile), or maybe you'll swing back on your chair, stimulating your vestibular sense (and maybe a bit of proprioception).

If you're at home, doing the ironing, you may pop the radio or TV on for a bit of background noise, or hum a little song to yourself.   Too little stimulation and your brain is 'starved'.

Of course, too much stimulation and your brain becomes overloaded, if you have teenagers in the house you'll know what that's like!   Three different stereos playing loudly, the TV blaring, loud voices talking excitedly, this is when you'll take yourself off for a bit of 'peace and quiet' or shout "turn that racket off, I can't hear myself think!", maybe along with an appropriate expletive.

There are other factors that affect our ability to cope with sensory stimulation too, like tiredness or illness.   If you're well rested, you'll probably cope better with the noise children make than if you are tired.

So, basic equation, too little stimulation of a sense, we seek more out.   Too much stimulation of a sense, we try to reduce the input.

Now, for people with autism, their senses can be over sensitive (hyper), or under sensitive (hypo).

• If a sense is over sensitive, their tolerance for sensory input through that particular sense will be greatly reduced.   Normal sensory information will 'overload' them.   They will try and reduce the input.
• If a sense is under sensitive, their brain will be 'starved' of sensory information, they will seek out stimulation of that sense.   They have to do this, in order to 'feel normal'.   The same as we do.   But without the understanding of social rules that we have.

Seven Senses

http://www.visualsupportsandbeyond.co.uk/why/sensory.html Now we'll have a look at the seven senses and some of the things we see children doing in those areas when their senses are over or under sensitive.   It is by looking at these things we can build up a picture of a child's sensory profile and how it affects their behaviour and learning.   Not all people have difficulties with all their senses, but most have some degree of sensory processing impairment.

Situated in our inner ear, this is our sense of balance, of where we are and how we are moving (including speed) in relation to the pull of gravity.   We need it to keep our balance and maintain our posture. If our vestibular sense is over sensitive, we need to reduce and avoid the input.   Things we see in children are; Difficulties with activities which involve movement, such as sports. Car sickness. Hating the head not being in an upright position. Difficulty with walking or crawling on uneven surfaces. If the vestibular sense is under sensitive, then we need to seek out sensory input and stimulate it.   We see; The need for rocking, spinning and swinging. Lots of running around and jumping. Happy to spend hours on a trampoline, bouncing on furniture etc.

Our body awareness system, tells where the different parts of our body are and how they are moving in relation to each other.   It is situated in our joints and muscles and tells us what parts of our body are doing even when we can't see them. If our proprioceptive sense is over sensitive we need to reduce and avoid the input.   We see; Difficulties with fine motor skills. Placing the body in strange positions (ones that reduce proprioceptive input). Maybe turning the whole body to look at things rather than just turning the head. If it is under sensitive, we see; Low muscle tone. Weak grasp (may drop things). Stumbles or falls over a lot. May stand too close to people due to not understanding personal body space. May bump into people or objects. And again the strange body positions, this time ones that stimulate the proprioceptive sense. Enjoying trampolining, with lots of moving around and interesting postures.

This is our sense of smell, it is processed through chemical receptors in the nose and gives us information about our immediate environment.   Smell is a sense that is often neglected and forgotten about, but can be quite powerful.   Have you ever had a smell trigger a memory that 'takes you back'?   It a quite a strange, emotionally charged feeling, which is fine when you understand emotions! In the over sensitive group we often see; Smells being intensified and overpowering. Toiletting problems (if you've ever taken a strong whiff of smelling salts, you know how painfull a strong smell can be.   Now imagine that every time you sat on the loo, you'd be reluctant to go too!). A dislike of individuals with distinctive perfumes, shampoos, and smokers. Wearing the same clothes all the time (we often can't smell ourselves, but fresh laundry can smell quite strong, depending on the detergeents and conditioners used). Fleeing from smells and people. Sometimes even self-injurious behaviour (SIB) in reposnse to smells, especially to the head and nose. If its under sensitive, we may see; Seeking out or failure to notice strong odours. Smelling or licking self, other people or objects. Smearing of faeces, earing it or putting it up the nose.

Our sense of sight is situated in the retina of the eye, and is activated by light.   It helps us to define objects, people, colours, contrast and spatial bounderies. People with over sensitive sight report; Distorted vision occurs and objects and bright lights can jump around. Fragmentation of images as a consequence of too many sources. Focusing on a particular details (such as sand grains) can be more pleasurable than looking at something as a whole. It is less overloading to simply look down at the floor all of the time. A fascination with stripes, patterns, wheels, spinning, twirling etc. Some sources of light, particularly flourescent lighting, can appear to flash like a strobe light and be painful. People with under sensitive sight say; They may see things darker than they really are, and lose features or lines. For some they may concentrate on peripheral vision because their central vision is blurred, while others say that a main object is magnified and things on the periphery become blurred. They may have poor depth perception, leading to problems with throwing and catching, and general clumsiness. Some are attracted to lights. They may look very intensely at people. Often we see children moving fingers or objects in front of their eyes, sometimes while looking at a bright light. They may be fascinated with reflections and brightly coloured objects. They could be afraid of heights and travelling at speed. Some report having difficulty with certain colours.

As with the vestibular sense, our hearing is situated in our inner ear.   It informs us about sounds in our environment and is the most commonly recognised aspect of sensory impairment. Over sensitive hearing can lead to; The volume of noise being magnified and surrounding sounds distorted and muddled. An inability to cut our certain sounds (like ticking clocks) leading to difficulties concentrating. Covering the ears a lot, especially in response to sudden noises. Sleep difficulties. A dislike of active, noisy animals such as dogs. Being scared of thunderstorms, crowds and haircuts. Needing to make repetitive or droning noises to drown out other sounds, or using 'white noise' such as a TV or radio tuned to static or a fan for the same reason. Attacking, hiding and breaking the sources of noises, such as telephones and bells. If hearing is under sensitive, we may see; Not acknowledging some sounds. Enjoying nosiy places such as kitchens or swimming pools. Tearing paper, crumpling it, throwing objects that break noisily. 'Homing in' on sources of noise, such as a washing machine starting it's spin cycle, Making loud, rhythmic noises. A hearing impairment can have a direct effect of communication and balance.

Our sense of touch is situated on our skin.   It tells us about touch, pressure, pain levels and helps us to distinguish temperature.   Touch is a significant component of social development. People with an over sensitive sense of touch may; Resist being touched, as it may be painful. Dislike having anything on their hands or feet. Dislike the wind, showers, and hair brushing, washing, drying or cutting. Hate tight clothing, certain textures or types of clothing, or prefer to be naked. Avoid getting messy. Dislike certain textures of food, or food with more than one texture (like meat in sauce). Avoid people altogether, as they always insist on touching! Overreact to heat, cold and pain. If it's under sensitive, they may; Love cuddles, maybe holding others too tightly for too long. Have a high pain and temperature threshold. Self-harm. Enjoy heavy objects on top of them. Like pressure, tight clothing. Mouth objects, biting them to gain sensation. Love the feeling of resistance you get from water. Enjoy and often initiate rough and tumble play.

And finally we come to our sense of taste.   It is processed through chemical receptors in the tongue, and allows us to detect sweet, sour, bitter, salty and spicy. If it's over sensitive, we may find; Some flavours and foods becoming too strong and overpowering. Resistive eating. Using the tip of the tongue for tasting. Gagging or vomiting when presented with certain foods (can also be smell). Preferring bland foods. Hating fizzy drinks (can also be tactile). Hating chewing.   The bit where the food is in the mouth is too aversive, so it goes in and straight down. And in under sensitive we may see; A love of strong and spicy foods. Eating everything, soil, grass, faeces. Mouthing and licking objects and people. Loving mixed foods, such as sweet and sour. Regurgitating food and eating it again

Internal Regulation (The Interoceptive Sense):

 Internal:

__ becoming too hot or too cold sooner than others in the same environments; may not appear to ever get cold/hot, may not be able to maintain body temperature effectively 

__ difficulty in extreme temperatures or going from one extreme to another (i.e., winter, summer, going from air conditioning to outside heat, a heated house to the cold outside) 

__ respiration that is too fast, too slow, or cannot switch from one to the other easily as the body demands an appropriate respiratory response 

__ heart rate that speeds up or slows down too fast or too slow based on the demands imposed on it 

__ respiration and heart rate that takes longer than what is expected to slow down during or after exertion or fear 

__ severe/several mood swings throughout the day (angry to happy in short periods of time, perhaps without visible cause) 

__ unpredictable state of arousal or inability to control arousal level (hyper to lethargic, quickly, vacillating between the two; over stimulated to under stimulated, within hours or days, depending on activity and setting, etc.)

__ frequent constipation or diarrhea, or mixed during the same day or over a few days 

__ difficulty with potty training; does not seem to know when he/she has to go (i.e., cannot feel the necessary sensation that bowel or bladder are full 

__ unable to regulate thirst; always thirsty, never thirsty, or oscillates back and forth 

__ unable to regulate hunger; eats all the time, won't eat at all, unable to feel full/hungry 

__ unable to regulate appetite; has little to no appetite and/or will be "starving" one minute then full two bites later, then back to hungry again (prone to eating disorders and/or failure to thrive) 

Social, Emotional, Play, And Self-Regulation Dysfunction:

Social:

__ difficulty getting along with peers 

__ prefers playing by self with objects or toys rather than with people 

__ does not interact reciprocally with peers or adults; hard to have a "meaningful" two-way conversation 

__ self-abusive or abusive to others 

__ others have a hard time interpreting child's cues, needs, or emotions 

__ does not seek out connections with familiar people 

Emotional:

__ difficulty accepting changes in routine (to the point of tantrums) 

__ gets easily frustrated 

__ often impulsive 

__ functions best in small group or individually 

__ variable and quickly changing moods; prone to outbursts and tantrums 

__ prefers to play on the outside, away from groups, or just be an observer

__ avoids eye contact 

__ difficulty appropriately making needs known 

Play:

__ difficulty with imitative play (over 10 months) 

__ wanders aimlessly without purposeful play or exploration (over 15 months)

__ needs adult guidance to play, difficulty playing independently (over 18 months) 

__ participates in repetitive play for hours; i.e., lining up toys cars, blocks, watching one movie over and over etc.

Self-Regulation:

__ excessive irritability, fussiness or colic as an infant 

__ can't calm or soothe self through pacifier, comfort object, or caregiver

__ can't go from sleeping to awake without distress 

__ requires excessive help from caregiver to fall asleep; i.e., rubbing back or head, rocking, long walks, or car rides

Auditory-Language Processing Dysfunction:

Language/sound 

__ unable to locate the source of a sound 

__ difficulty identifying people's voices 

__ difficulty discriminating between sounds/words; i.e., "dare" and "dear"

__ difficulty filtering out other sounds while trying to pay attention to one person talking 

__ bothered by loud, sudden, metallic, or high-pitched sounds 

__ difficulty attending to, understanding, and remembering what is said or read; often asks for directions to be repeated and may only be able to understand or follow two sequential directions at a time 

__ looks at others to/for reassurance before answering 

__ difficulty putting ideas into words (written or verbal) 

__ often talks out of turn or "off topic" 

__ if not understood, has difficulty re-phrasing; may get frustrated, angry, and give up 

__ difficulty reading, especially out loud (may also be dyslexic) 

__ difficulty articulating and speaking clearly 

__ ability to speak often improves after intense movement 

Signs Of Visual Input Dysfunction (No Diagnosed Visual Deficit):

 

1. Hypersensitivity To Visual Input (Over-Responsiveness)

__ sensitive to bright lights; will squint, cover eyes, cry and/or get headaches from the light 

__ has difficulty keeping eyes focused on task/activity he/she is working on for an appropriate amount of time 

__ easily distracted by other visual stimuli in the room; i.e., movement, decorations, toys, windows, doorways etc. 

__ has difficulty in bright colorful rooms or a dimly lit room 

__ rubs his/her eyes, has watery eyes or gets headaches after reading or watching TV 

__ avoids eye contact 

__ enjoys playing in the dark

2. Hyposensitivity To Visual Input (Under-Responsive Or Difficulty With Tracking, Discrimination, Or Perception):

__ has difficulty telling the difference between similar printed letters or figures; i.e., p & q, b & d, + and x, or square and rectangle 

__ has a hard time seeing the "big picture"; i.e., focuses on the details or patterns within the picture 

__ has difficulty locating items among other items; i.e., papers on a desk, clothes in a drawer, items on a grocery shelf, or toys in a bin/toy box 

__ often loses place when copying from a book or the chalkboard 

__ difficulty controlling eye movement to track and follow moving objects 

__ has difficulty telling the difference between different colors, shapes, and sizes 

__ often loses his/her place while reading or doing math problems 

__ makes reversals in words or letters when copying, or reads words backwards; i.e., "was" for "saw" and "no" for "on" after first grade 

__ complains about "seeing double" 

__ difficulty finding differences in pictures, words, symbols, or objects 

__ difficulty with consistent spacing and size of letters during writing and/or lining up numbers in math problems 

__ difficulty with jigsaw puzzles, copying shapes, and/or cutting/tracing along a line 

__ tends to write at a slant (up or down hill) on a page 

__ confuses left and right 

__ fatigues easily with schoolwork 

__ difficulty judging spatial relationships in the environment; i.e., bumps into objects/people or missteps on curbs and stairs 

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Signs Of Olfactory Dysfunction (Smells):

1. Hypersensitivity To Smells (Over-Responsive):

__ reacts negatively to, or dislikes smells which do not usually bother, or get noticed, by other people 

__ tells other people (or talks about) how bad or funny they smell 

__ refuses to eat certain foods because of their smell 

__ offended and/or nauseated by bathroom odors or personal hygiene smells 

__ bothered/irritated by smell of perfume or cologne 

__ bothered by household or cooking smells 

__ may refuse to play at someone's house because of the way it smells 

__ decides whether he/she likes someone or some place by the way it smells

2. Hyposensitivity To Smells (Under-Responsive):

__ has difficulty discriminating unpleasant odors 

__ may drink or eat things that are poisonous because they do not notice the noxious smell 

__ unable to identify smells from scratch 'n sniff stickers 

__ does not notice odors that others usually complain about 

__ fails to notice or ignores unpleasant odors 

__ makes excessive use of smelling when introduced to objects, people, or places 

__ uses smell to interact with objects 

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Signs Of Oral Input Dysfunction:

1. Hypersensitivity To Oral Input (Oral Defensiveness):

__ picky eater, often with extreme food preferences; i.e., limited repertoire of foods, picky about brands, resistive to trying new foods or restaurants, and may not eat at other people's houses) 

__ may only eat "soft" or pureed foods past 24 months of age 

__ may gag with textured foods 

__ has difficulty with sucking, chewing, and swallowing; may choke or have a fear of choking 

__ resists/refuses/extremely fearful of going to the dentist or having dental work done 

__ may only eat hot or cold foods 

__ refuses to lick envelopes, stamps, or stickers because of their taste 

__ dislikes or complains about toothpaste and mouthwash 

__ avoids seasoned, spicy, sweet, sour or salty foods; prefers bland foods

2. Hyposensitivity To Oral Input (Under-Registers)

__ may lick, taste, or chew on inedible objects 

__ prefers foods with intense flavor; i.e., excessively spicy, sweet, sour, or salty 

__ excessive drooling past the teething stage 

__ frequently chews on hair, shirt, or fingers 

__ constantly putting objects in mouth past the toddler years 

__ acts as if all foods taste the same 

__ can never get enough condiments or seasonings on his/her food 

__ loves vibrating toothbrushes and even trips to the dentist 

Signs Of Auditory Dysfunction: (no diagnosed hearing problem)

 

1. Hypersensitivity To Sounds (Auditory Defensiveness):

__ distracted by sounds not normally noticed by others; i.e., humming of lights or refrigerators, fans, heaters, or clocks ticking 

__ fearful of the sound of a flushing toilet (especially in public bathrooms), vacuum, hairdryer, squeaky shoes, or a dog barking 

__ started with or distracted by loud or unexpected sounds 

__ bothered/distracted by background environmental sounds; i.e., lawn mowing or outside construction 

__ frequently asks people to be quiet; i.e., stop making noise, talking, or singing 

__ runs away, cries, and/or covers ears with loud or unexpected sounds 

__ may refuse to go to movie theaters, parades, skating rinks, musical concerts etc. 

__ may decide whether they like certain people by the sound of their voice

2. Hyposensitivity To Sounds (Under-Registers):

__ often does not respond to verbal cues or to name being called 

__ appears to "make noise for noise's sake" 

__ loves excessively loud music or TV 

__ seems to have difficulty understanding or remembering what was said 

__ appears oblivious to certain sounds 

__ appears confused about where a sound is coming from 

__ talks self through a task, often out loud 

__ had little or no vocalizing or babbling as an infant 

__ needs directions repeated often, or will say, "What?" frequently 

Signs Of Proprioceptive Dysfunction:

 

1. Sensory Seeking Behaviors:

__ seeks out jumping, bumping, and crashing activities

__ stomps feet when walking

__ kicks his/her feet on floor or chair while sitting at desk/table

__ bites or sucks on fingers and/or frequently cracks his/her knuckles

__ loves to be tightly wrapped in many or weighted blankets, especially at bedtime

__ prefers clothes (and belts, hoods, shoelaces) to be as tight as possible

__ loves/seeks out "squishing" activities

__ enjoys bear hugs
__ excessive banging on/with toys and objects

__ loves "roughhousing" and tackling/wrestling games

__ frequently falls on floor intentionally

__ would jump on a trampoline for hours on end

__ grinds his/her teeth throughout the day

__ loves pushing/pulling/dragging objects

__ loves jumping off furniture or from high places

__ frequently hits, bumps or pushes other children

__ chews on pens, straws, shirt sleeves etc.

2. Difficulty With "Grading Of Movement":

__ misjudges how much to flex and extend muscles during tasks/activities (i.e., putting arms into sleeves or climbing)

__ difficulty regulating pressure when writing/drawing; may be too light to see or so hard the tip of writing utensil breaks

__ written work is messy and he/she often rips the paper when erasing

__ always seems to be breaking objects and toys

__ misjudges the weight of an object, such as a glass of juice, picking it up with too much force sending it flying or spilling, or with too little force and complaining about objects being too heavy

__ may not understand the idea of "heavy" or "light"; would not be able to hold two objects and tell you which weighs more

__ seems to do everything with too much force; i.e., walking, slamming doors, pressing things too hard, slamming objects down

__ plays with animals with too much force, often hurting them

Signs Of Vestibular Dysfunction:

 

1. Hypersensitivity To Movement (Over-Responsive):

__ avoids/dislikes playground equipment; i.e., swings, ladders, slides, or merry-go-rounds

__ prefers sedentary tasks, moves slowly and cautiously, avoids taking risks, and may appear "wimpy"

__ avoids/dislikes elevators and escalators; may prefer sitting while they are on them or, actually get motion sickness from them

__ may physically cling to an adult they trust

__ may appear terrified of falling even when there is no real risk of it

__ afraid of heights, even the height of a curb or step

__ fearful of feet leaving the ground

__ fearful of going up or down stairs or walking on uneven surfaces

__ afraid of being tipped upside down, sideways or backwards; will strongly resist getting hair washed over the sink

__ startles if someone else moves them; i.e., pushing his/her chair closer to the table

__ as an infant, may never have liked baby swings or jumpers

__ may be fearful of, and have difficulty riding a bike, jumping, hopping, or balancing on one foot (especially if eyes are closed)

__ may have disliked being placed on stomach as an infant

__ loses balance easily and may appear clumsy

__ fearful of activities which require good balance

__ avoids rapid or rotating movements

2. Hyposensitivity To Movement (Under-Responsive):

__ in constant motion, can't seem to sit still

__ craves fast, spinning, and/or intense movement experiences

__ loves being tossed in the air

__ could spin for hours and never appear to be dizzy

__ loves the fast, intense, and/or scary rides at amusement parks

__ always jumping on furniture, trampolines, spinning in a swivel chair, or getting into upside down positions

__ loves to swing as high as possible and for long periods of time

__ is a "thrill-seeker"; dangerous at times

__ always running, jumping, hopping etc. instead of walking

__ rocks body, shakes leg, or head while sitting

__ likes sudden or quick movements, such as, going over a big bump in the car or on a bike

3. Poor Muscle Tone And/Or Coordination:

__ has a limp, "floppy" body

__ frequently slumps, lies down, and/or leans head on hand or arm while working at his/her desk

__ difficulty simultaneously lifting head, arms, and legs off the floor while lying on stomach ("superman" position)

__ often sits in a "W sit" position on the floor to stabilize body
__ fatigues easily!

__ compensates for "looseness" by grasping objects tightly

__ difficulty turning doorknobs, handles, opening and closing items

__ difficulty catching him/her self if falling

__ difficulty getting dressed and doing fasteners, zippers, and buttons

__ may have never crawled as an baby

__ has poor body awareness; bumps into things, knocks things over, trips, and/or appears clumsy

__ poor gross motor skills; jumping, catching a ball, jumping jacks, climbing a ladder etc.

__ poor fine motor skills; difficulty using "tools", such as pencils, silverware, combs, scissors etc.

__ may appear ambidextrous, frequently switching hands for coloring, cutting, writing etc.; does not have an established hand preference/dominance by 4 or 5 years old

__ has difficulty licking an ice cream cone

__ seems to be unsure about how to move body during movement, for example, stepping over something

__ difficulty learning exercise or dance steps

Signs Of Tactile Dysfunction:

 

 1. Hypersensitivity To Touch (Tactile Defensiveness)

__ becomes fearful, anxious or aggressive with light or unexpected touch

__ as an infant, did/does not like to be held or cuddled; may arch back, cry, and pull away

__ distressed when diaper is being, or needs to be, changed

__ appears fearful of, or avoids standing in close proximity to other people or peers (especially in lines)

__ becomes frightened when touched from behind or by someone/something they can not see (such as under a blanket)

__ complains about having hair brushed; may be very picky about using a particular brush

__ bothered by rough bed sheets (i.e., if old and "bumpy")

__ avoids group situations for fear of the unexpected touch

__ resists friendly or affectionate touch from anyone besides parents or siblings (and sometimes them too!)

__ dislikes kisses, will "wipe off" place where kissed

__ prefers hugs

__ a raindrop, water from the shower, or wind blowing on the skin may feel like torture and produce adverse and avoidance reactions

__ may overreact to minor cuts, scrapes, and or bug bites

__ avoids touching certain textures of material (blankets, rugs, stuffed animals)

__ refuses to wear new or stiff clothes, clothes with rough textures, turtlenecks, jeans, hats, or belts, etc.

__ avoids using hands for play

__ avoids/dislikes/aversive to "messy play", i.e., sand, mud, water, glue, glitter, playdoh, slime, shaving cream/funny foam etc.

__ will be distressed by dirty hands and want to wipe or wash them frequently

__ excessively ticklish

__ distressed by seams in socks and may refuse to wear them

__ distressed by clothes rubbing on skin; may want to wear shorts and short sleeves year round, toddlers may prefer to be naked and pull diapers and clothes off constantly

__ or, may want to wear long sleeve shirts and long pants year round to avoid having skin exposed

__ distressed about having face washed

__ distressed about having hair, toenails, or fingernails cut

__ resists brushing teeth and is extremely fearful of the dentist

__ is a picky eater, only eating certain tastes and textures; mixed textures tend to be avoided as well as hot or cold foods; resists trying new foods

__ may refuse to walk barefoot on grass or sand

__ may walk on toes only

2. Hyposensitivity To Touch (Under-Responsive):

__ may crave touch, needs to touch everything and everyone

__ is not aware of being touched/bumped unless done with extreme force or intensity

__ is not bothered by injuries, like cuts and bruises, and shows no distress with shots (may even say they love getting shots!)

__ may not be aware that hands or face are dirty or feel his/her nose running

__ may be self-abusive; pinching, biting, or banging his own head

__ mouths objects excessively

__ frequently hurts other children or pets while playing

__ repeatedly touches surfaces or objects that are soothing (i.e., blanket)

__ seeks out surfaces and textures that provide strong tactile feedback

__ thoroughly enjoys and seeks out messy play

__ craves vibrating or strong sensory input

__ has a preference and craving for excessively spicy, sweet, sour, or salty foods

 

3. Poor Tactile Perception And Discrimination:

__ has difficulty with fine motor tasks such as buttoning, zipping, and fastening clothes

__ may not be able to identify which part of their body was touched if they were not looking

__ may be afraid of the dark

__ may be a messy dresser; looks disheveled, does not notice pants are twisted, shirt is half un tucked, shoes are untied, one pant leg is up and one is down, etc.

__ has difficulty using scissors, crayons, or silverware

__ continues to mouth objects to explore them even after age two

__ has difficulty figuring out physical characteristics of objects; shape, size, texture, temperature, weight, etc.

__ may not be able to identify objects by feel, uses vision to help; such as, reaching into backpack or desk to retrieve an item

List of Sites and Books Used

Sites:

http://www.sensory-processing-disorder.com/sensory-processing-disorder-checklist.html

http://spdfoundation.net

Books:

The Out-of-Sync Child by Carol Stock Kranowitz, M.A.

The Out-of-Sync Child Has Fun by Carol Stock Kranowitz, M.A.

Growing an In-Sync Child by Carol Stock Kranowitz, M. A. and Joye Newman, M.A.

Too Loud Too Bright Too Fast To Tight by Sharon Heller, Ph.D. 

Sensory Integration and the Child by A. Jean Ayers, Ph.D. -pioneer for the work in Sensory Processing Disorders

The Sensory-Sensitive Child by Karen A. Smith, Ph. D. and Karen R. Gouze, Ph.D. 

Sensational Kids by Lucy Jane Miller, Ph.D. OTR -Clinical Director at Sensory, Therapies and Research Center (STAR)

Understanding Your Child's Sensory Signals by Angie Voss, OTR

Sensory Processing Disorders Defined

What is a Sensory Processing Disorder? 

Sensory Processing Disorder:

Any interruption or miscommunication in regards to how we receive or perceive Sensory Input through Touch, Taste, Smells, Sights, Sounds, Balance, Body Position, and Muscle Control. 

This can have an effect on how we live our everyday lives in regards to social interactions, relationships, how we learn, how we think of ourselves-self esteem, how we behave in any given situation, and how we regulate our emotions. 

Many kids out there have some form of a Sensory Processing disorder.  Some children have extreme cases and some are just slight things that are easier to live with.  Here is a list and brief explanation of  how it pertains to our body.

Tactile Sense: input from the skin receptors about touch, pressure, temperature, pain, and movement of the hairs on the skin.

Vestibular Sense: input from the inner ear about equilibrium, gravitational changes, movement experiences, and position in space.

Proprioceptive Sense: input from the muscles and joints about body position, weight, pressure, stretch, movement, and changes in position in space.

Auditory Sense: input from vibrations and how they are interpreted by the brain

Oral Sense: input from our mouth about texture, temperatures, and flavors and how these are perceived by the brain

Olfactory Sense (Smell): input from nose about perceiving and distinguishing odors

Visual Sense: input from rods, cones, and visual cortex about color, hues and the recognition of patterns and objects

Auditory Language Sense: input from sounds around them in the coordination between the ear and brain-the way the brain recognizes and interprets sounds-mostly dealing with speech

Self Regulation Sense: input from stimuli around them about cognitive, attention to task, social, emotional, communication, and transitional demands and how they respond to that stimuli.

Interoceptive Sense: input from nerve endings about internal organ function in detecting internal regulation responses, such as respiration, hunger, heart rate, and the need for digestive elimination.

This Blog will be a compilation of information I will be pulling from the different Websites on Sensory Processing Disorders and the Books written by the experts in the field of Sensory Processing Disorders.  I will make a list of sites and books used in my research.