Christy Isbell, Ph.D. OTR/L Professor of Occupational

Christy Isbell, Ph.D. OTR/L Professor of Occupational Therapy

Milligan College, TN CIsbell@milligan.edu

ChristyIsbell.com

Isbell, C. & Isbell, R. (2007) Sensory Integration: A Guide for Preschool Teachers. Baltimore, MD: Gryphon House.

Neurological process of organizing sensory inputs for function in daily life.

How many senses are there?

◦ Vision ◦ Auditory (Hearing) ◦ Tactile (Touch) ◦ Taste ◦ Smell ◦ Vestibular (Movement and Balance) ◦ Proprioception (Body position)

Difficulty in using the information that is collected through the senses.

Sensory Processing Disorder occurs when a person’s brain does not organize sensory signals.

Person unable to function effectively in daily life.

All of us have little sensory problems. But, a person whose sensory deficits impact function in daily life, has a SPD.

1 in 20 Children will have a SPD. >93% of children with autism have a SPD

Coordination problems

Poor attention span or difficulty focusing

Academic-related problems such as handwriting or cutting with scissors

Unusually high or low activity level

Problems with self-care such as tying shoes, zipping, buttoning, feeding

Low self-esteem Oversensitivity to

touch, sights or sounds

FIRST Consider child’s developmental level. Ex. Toddler vs. Pre-K

Look at child across time.

No child will have every symptom.

No two children with SPD are alike.

Sensory Avoiders: ◦ RESPOND TOO

MUCH!!!

Sensory Seekers: ◦ Crave More and More

Sensory Under-Responders: ◦ respond too little

Over-responsive to sensations from one or more sensory system.

Child may be over-aroused and respond to certain sensory input as if it were irritating or painful.

Children may avoid one or more of the following sensations: ◦ Vision

◦ Auditory

◦ Vestibular

◦ Tactile

◦ Proprioception

◦ Taste/Smell

May be overly aggressive or forceful in response to sensations.

May react with inappropriate behaviors such as hitting, biting, kicking.

May be passive and try to get away from objects or activities that are frightening.

May “talk their way out of” activity that is over-stimulating.

Craves excessive stimulation from one or more of the sensory systems: ◦ Vision

◦ Auditory

◦ Vestibular

◦ Tactile

◦ Proprioception

◦ Taste/Smell

Child seeks more stimulation than other children.

Child never seems to be satisfied.

Just can’t get enough.

May seem to have ADHD.

Does not seem to notice inputs from one or more sensory system: ◦ Touch

◦ Visual

◦ Auditory

◦ Vestibular

◦ Proprioception

◦ Taste/smell

Gives less of a response to sensory input than other preschoolers.

May react very slowly.

May need especially strong inputs before he will respond.

May appear lazy, slow or disinterested.

It is not uncommon for a child with SPD to be a Seeker of one type of sensation and an Avoider of another sensory input.

Ex. Vestibular Seeker and Tactile Avoider

But can NOT be Seeker and Avoider of same sensation!

Early Diagnosis and Intervention is important!

Talk with parents- share observations.

If your observations reveal characteristics suggesting SPD, the child should receive a thorough evaluation by someone trained in the identification of SPD.

Pediatric Occupational Therapist (OT)

Pediatrician or Developmental Pediatrician

Child Clinical Psychologist

Local School System (special ed services)

Child Find Program

Prevent Problems: Be SENSORY Aware!

Respect child’s emotions

First consider changing the environment (sensory inputs)

Sensory Seekers: ◦ Vestibular Seeker

◦ Proprioception Seeker

Sensory Avoiders: ◦ Tactile Avoider

◦ Auditory Avoider

Vestibular Seeker

It takes this child’s brain more proprioceptive (deep pressure) input than usual to understand what her body is doing.

Her brain tells her body, “Give me more!”

Crashing into things/people Pushing heavy objects Stomping feet Aggressive behaviors: hitting, kicking,

biting Chewing on shirt or other non-edible

objects Wants shoes tied tightly Self injurious behaviors: Bangs head, hits

self, bites self

Give Lots of Heavy Work Activities throughout the day to PREVENT Challenging Behaviors: ◦ Playdough/clay activities ◦ Give “bear hugs” ◦ Washing down tables ◦ Pulling another child in wagon ◦ Jumping on a mini-trampoline ◦ PLAYGROUND ACTIVITIES in

morning/afternoon

Everyday tactile experiences are overwhelming for this child’s brain.

Child avoids tactile experience because the brain registers it as painful or irritating.

Respond to light or unexpected touch in negative manner or with excessive emotions i.e. hitting, biting, crying, screaming or running away.

Avoid messy experiences. Picky eaters. React with anger or extreme emotion to

grooming or bathing. Refuse to wear certain clothing. Refuse to hold hands with someone else. Require shoes be tight and complains about

socks. Appear stubborn, inflexible. Do not like to be kissed or hugged.

Use Firm touches (pats or hugs)

Ask before touching

RESPECT emotions

Ask yourself: What is the goal of this learning activity?

“Look first, touch later.”

Do not force child to touch…make it fun

Line leader….or follower, but not in the middle

Eating: “Touch first, taste later.”

Child’s brain can not integrate auditory input.

Child’s brain says typical sound is “too much or too loud.”

Sounds may be painful to child.

Child is over-sensitive to loud noises like whistle of train or vacuum cleaner.

Demonstrate excessive emotions when hear sudden noises i.e. thunder, siren, horn, or alarm or when noise level in room increases.

Afraid of bathrooms/gyms.

Put fingers in ears to drown out sounds.

Hums/sings to self.

Constant loud sounds may decrease children’s ability to tell the difference between sounds.

Music ◦ Rhythmical/steady beat ◦ Watch volume level ◦ Background music not

always a good choice

Ear plugs

Decrease lighting and use quiet voice

SPDFoundation.net

Sensory-processing-disorder.com

Out-of-sync-child.com

SIGlobalnetwork.org

Sensory Integration: A Guide for Preschool Teachers by Isbell and Isbell

Out-of-Sync Child by Carol Stock Kranowitz

Presentation Copy Written by Dr. Isbell.

Do not reprint or use without express

written consent.