Sensory Integration Disorder (SID) - South County …...Children with Sensory Processing Disorder....

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SensoryIntegrationDisorder(SID)

SensoryIntegrationDisorder(SID)isacomplexneurologicaldisorderthatleadstodifficultywithprocessinginformationgatheredbythesenses,organizingthatinformation,andusingthatinformationeffectively.Forindividualswiththisdisorder,sensoryinformationisprocessedbythebraininanunusualmannerthatresultsindistress,confussion,orinappropriatebehavior.SensoryIntegrationDisordermayimpactyourchild'sacademics,behavior,and/orsocialinteractionsduetoproblemswithfocusing,attending,acceptingchanges,anddelayedorimpairedmotor‐skilldevelopment.TherearethreedifferentsubtypesofSensoryIntegrationDisorders:SensoryModulationDisorder,SensoryDiscriminationDisorder,andSensory‐BasedMotorDisorder.SensoryModulationDisorderisanoversensitivityorundersensitivitytostimuli.Childrenwhoareoversensitivemaybeeasilyupsetanddistressedbyloudsounds,brightcolors,odors,andcertainfabrics.Thesechildrenmaybepickyeaters,becomeupsetduringdailygroomingroutines,ordislikegettingtheirhandsdirty.Childrenwhoareundersensitivemaybethrill‐seekers,seeksensorystimulationthroughhighlyphysicalactivities,fallfrequently,pinchorbitethemselves,orbangtheirheads.Theydonotseemtofeelphysicalpainorextremetemperatures.Theymayputthingsintotheirmouthexcessivelyandoftenlosetheirplacewhencopyingordoingschoolwork.

SensoryDiscriminationDisorderandSensory‐BasedMotorDisorderimpactachild’sabilitytomoveinanorganizedway.Childrenwiththesesensorydisordersmaynotbeabletotellthedifferencebetweenvariousshapes,sizes,colors,andweightsofobjects.Thesechildrenmayrelyonvisualcuestoidentifyobjectsbecausefeelingtheobjectisnotsufficient.Theymayhavedifficultywiththeirpostureandproblemsplanningandcompletingeverydaytasks.Acomprehensivelistofsymptomscanbefoundathttp://www.sensory‐processing‐disorder.com/sensory‐processing‐disorder‐checklist.html

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Recommendations

1.ConsultwithanoccupationaltherapistwhospecializesinSensoryIntegrationDysfunction.OccupationaltherapistscanbefoundthroughtheSPD.websitelistedbelow.Localspecialistsinclude:Therapediatrics.55VillageSquareDr.Wakefield,RI‐(401)284‐4357

2.Considertheenvironmentinwhichyouplaceyourchild.Childrenwhoareoversensitivetostimulimaybecomeeasilyoverwhelmedbyloudnoisesoroveractivity.Childrenwhoareunder‐sensitivetostimulimayalsonotbeabletoreactappropriatelyinthesesituations.Donotrestrictchildrenfromtheseactivities,butgraduallyintroducethemtothesesituationsinsmallerdosesattimeswhentheintensitymaybelower.3.Includeswimming,hiking,andotherstrenuousphysicalactivityaspartofthechild'sdailyroutine.Thereisstrongevidencethataphysicalexerciseprogrampriortoschoolcanbeveryhelpfulforimprovingchildren'sattentionandlearningandreducedifficultieswithsensorydisorders.4.Engageyourchildindoingoutdoorchoressuchasrakingleaves,shovelingsnow,orsweepingthedriveway.Helpthechildtobecomemorecloselyintouchwiththephysicalsensationsofmovementandeffort.5.Provideamplestimulationthroughwobbleorbalanceboardsanda"porcupine"pillowtoplaceonthechild'sseat."Fidgets"couldbeusedatthestudent'sdesk.(Thesecanbepurchasedthroughwww.addconsults.com/store)Weightedblanketscanalsoprovidebeneficialstimulation.(The"MagicBlanket"canbefoundthroughhttp://beanblanket.com/the_hug_shack.html)6.Takemeasurestocontroltheamountofstimulichildrenreceive.Usesunglassesand/orhats,earplugs,ornoise‐reducingearphonesforchildrenwhoareover‐sensitivetostimuli.Ifyouchildisunabletowearcertainfabrics,onlypurchaseclothingthatismadeoutofsoftcottonandcutthetagsoutofallclothes.Engagechildrenwhoareunder‐sensitivetostimuliinhighlyphysicalactivities.LetthemplayDanceDanceRevolutionorsomeofthemorephysicallydemandingsportsgamesontheWii.Enrolltheminorganizedsportsorotheractivities.

Books:

Ayres,A.Jean.(2005).SensoryIntegrationandtheChild:25thAnniversaryEdition.LosAngeles,CA:WesternPsychologicalServices.GodwinEmmons,PollyandLizMcKendryAnderson.(2005).UnderstandingSensoryDysfunction:Learning,Development,andSensoryDysfunctioninAutismSpectrum

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Disorders,ADHD,LearningDisabilities,andBipolarDisorder.London,England:JessicaKingsleyPublishers.

Miller,LucyJaneandDorisA.Fuller.(2007).SensationalKids:HopeandHelpforChildrenwithSensoryProcessingDisorder.NewYork,NY:PerigeeTrade.

StockKranowitz,Carol,M.A.(2003).TheOut‐of‐SyncChildHasFun:ActivitiesforKidswithSensoryIntegrationDysfunction.NewYork,NY:PerigeeTrade.

StockKranowitz,Carol,M.A.(1998).TheOut‐of‐SyncChild:RecognizingandCopingwithSensoryIntegrationDysfunction.NewYork,NY:PerigeeTrade.

Websites:

LearningWorksforKids.(www.learningworksforkids.com):Thepremiersiteforexecutivefunctioninformation,thissiteprovidesawealthofup‐to‐datetipsandrecommendationsforchildrenwithalltypesofdisordersanddisabilities.

SensoryProcessingDisorderFoundation.(http://www.spdfoundation.net/):Thegoalofthissiteistoexpandknowledge,fosterawareness,andpromoterecognitionofSensoryProcessingDisorder.ThesiteoffersfurtherinformationaboutSPDtreatments,research,andmuchmore.TexasSchoolfortheBlindandVisuallyImpaired.(http://www.tsbvi.edu/Outreach/seehear/fall97/sensory.htm):ThissitecontainsanarticleonSensoryIntegrativeDysfunctioninyoungchildren.TherearealsomanylinkstoothersiteswithinformationonSPD.Comeunity.(http://www.comeunity.com/disability/sensory_integration/index.html#sensory):Thissitecontainsavarietyofarticlestohelpyourchildwithsensory‐integrationissues.