WWW.SARASAUTISMSITE.COM
  • LATEST BLOG POSTING...
  • Home
  • #1 Red Flags & Checklist
  • #2 Diagnosis, Denial, Doctors
  • #3 Prioritize Concerns
  • #3A Motor & Communication
  • #3B Cognition What to do While You Wait
    • #3C Social & Daily Living Skills
  • #4 Programs, Therapies & Interventions; LIST of
  • #4A More Programs, Therapies, & Interventions; INTRODUCTION
    • #4B Programs, Therapies & Interventions; ABA,DIR, OT, PECS
    • #4B Programs, Therapies, & Interventions, Conti. (5-8):DRI, SPD, ST, TEAACH, & CBT
    • #4C More CAMs Creative Therapy: Art, Music, Dance, & Theatre
    • #4C More Programs, Therapies; Meds, Diet, Bio Therapy
  • #4C CAMs Complementary & Alternative Medicine
    • #4C CAMs Cont. Animal Assisted Therapy
    • #4C Last of CAMs Cont. 6. - 12.
  • #5 Know Your Child: INTRODUCTION
  • #5A Know Your Child: GETTING STARTED
  • #5B Know Your Child: TEMPERAMENT
  • #5C Know Your Child KNOW AUTISM
    • #5D Know Your Child: RESOURCES & INSURANCE >
      • #5E Know Your Child: LAW & AUTISM
  • GALLERY of Extended Review Books in Categories
  • BLOG: AMAZING ADVENTURES Extended Book Reviews
  • BLOG: DIAGNOSIS, DOCTORS, & DENIAL Extended Book Reviews
  • BLOG: SAVVY SOLUTIONS Extended Book Reviews
  • BLOG: SCHOOL ON THE SHORT BUS Extended Book Reviews
  • BLOG: #2 What to do While You Wait: Diagnosis, Denial & Doctors
  • BLOG: #3 What to do While You Wait: Try New Things
  • BLOG: #4 What to do While You Wait: Programs, Therapies, & Interventions
  • BLOG: #5 What to do While You Wait: Know Your Child
  • About
  • Contact
  • Rules for David
  • A Friend Like Henry
  • No You Don't
  • Twirling Naked
  • Survival Guide
  • A Spot on the Wall
  • Child's Journey Out of Autism
  • Paula's Journal
  • How Can I Talk
  • 101 & 1,001 Tips - Ken Siri
  • Hello, My Name is Max
  • What Color is Monday?
  • Spinning in Circles
  • Miracles Are Made
  • Secondhand Autism
  • I Wish I Were
  • 3500: An Autistic Boy's
  • Ido in Autismland
  • The Journey to Normal
  • All I Can Handle
  • He's Not Autistic, But...
  • The Horse Boy
  • Building in Circles
  • Autism Goes to School
  • I Am In Here
  • The Aspie Parent
  • Seeing Ezra: A Mother's Story
  • Autism: Turning on the Light
  • Autism: Why I Love Kids
  • Autism: Triplet Twist
  • All Because of Henry
  • Someone I'm With Has Autism
  • Making Peace with Autism
  • The ABC's of Autism Acceptance
  • The Long Ride Home
  • Autism by Hand
  • Knowing Autism
  • Autism Belongs
  • A Real Boy
  • A Curious Incident of the Dog in the Night
  • LATEST BLOG POSTING...
  • Home
  • #1 Red Flags & Checklist
  • #2 Diagnosis, Denial, Doctors
  • #3 Prioritize Concerns
  • #3A Motor & Communication
  • #3B Cognition What to do While You Wait
    • #3C Social & Daily Living Skills
  • #4 Programs, Therapies & Interventions; LIST of
  • #4A More Programs, Therapies, & Interventions; INTRODUCTION
    • #4B Programs, Therapies & Interventions; ABA,DIR, OT, PECS
    • #4B Programs, Therapies, & Interventions, Conti. (5-8):DRI, SPD, ST, TEAACH, & CBT
    • #4C More CAMs Creative Therapy: Art, Music, Dance, & Theatre
    • #4C More Programs, Therapies; Meds, Diet, Bio Therapy
  • #4C CAMs Complementary & Alternative Medicine
    • #4C CAMs Cont. Animal Assisted Therapy
    • #4C Last of CAMs Cont. 6. - 12.
  • #5 Know Your Child: INTRODUCTION
  • #5A Know Your Child: GETTING STARTED
  • #5B Know Your Child: TEMPERAMENT
  • #5C Know Your Child KNOW AUTISM
    • #5D Know Your Child: RESOURCES & INSURANCE >
      • #5E Know Your Child: LAW & AUTISM
  • GALLERY of Extended Review Books in Categories
  • BLOG: AMAZING ADVENTURES Extended Book Reviews
  • BLOG: DIAGNOSIS, DOCTORS, & DENIAL Extended Book Reviews
  • BLOG: SAVVY SOLUTIONS Extended Book Reviews
  • BLOG: SCHOOL ON THE SHORT BUS Extended Book Reviews
  • BLOG: #2 What to do While You Wait: Diagnosis, Denial & Doctors
  • BLOG: #3 What to do While You Wait: Try New Things
  • BLOG: #4 What to do While You Wait: Programs, Therapies, & Interventions
  • BLOG: #5 What to do While You Wait: Know Your Child
  • About
  • Contact
  • Rules for David
  • A Friend Like Henry
  • No You Don't
  • Twirling Naked
  • Survival Guide
  • A Spot on the Wall
  • Child's Journey Out of Autism
  • Paula's Journal
  • How Can I Talk
  • 101 & 1,001 Tips - Ken Siri
  • Hello, My Name is Max
  • What Color is Monday?
  • Spinning in Circles
  • Miracles Are Made
  • Secondhand Autism
  • I Wish I Were
  • 3500: An Autistic Boy's
  • Ido in Autismland
  • The Journey to Normal
  • All I Can Handle
  • He's Not Autistic, But...
  • The Horse Boy
  • Building in Circles
  • Autism Goes to School
  • I Am In Here
  • The Aspie Parent
  • Seeing Ezra: A Mother's Story
  • Autism: Turning on the Light
  • Autism: Why I Love Kids
  • Autism: Triplet Twist
  • All Because of Henry
  • Someone I'm With Has Autism
  • Making Peace with Autism
  • The ABC's of Autism Acceptance
  • The Long Ride Home
  • Autism by Hand
  • Knowing Autism
  • Autism Belongs
  • A Real Boy
  • A Curious Incident of the Dog in the Night
WWW.SARASAUTISMSITE.COM

NEW BLOG POSTING

with < My Thoughts > by Sara Luker

BLOG #5H Sensory CATEGORIES -   3. SIRS Activity (A. SENSORY INTERESTS, B.rEPETITIOUS BEHAVIOR, & C. SEEKING BEHAVIOR

2/16/2019

0 Comments

 
Picture
BLOG #5H - SENSORY CATEGORIES
​

3.         SIRS-ACTIVITY… (a. sensory interests, b. repetitious behavior, & c. seeking behavior)
.
 
Occupational therapists often observe that some children demonstrate extreme behaviors which have been labeled ‘sensory interests’, ‘repetitious’ behavior, and ‘sensory seeking’ behaviors; according to Kirby, et al (2015). Multiple types of behaviors, include – spinning, flapping hands while fixation on spinning objects, fascination with certain noises, interest in bright lights, moving objects, mouthing and smelling objects.
 
Therapists say that interestingly, 59% of children whom they have observed, did not display many expressions of enjoyment while engaging in sensory activity. Yet, finally considering that few conclusions can be drawn from this about what emotional associations children may have when participating in these sensory activities.
 
Ausderau, et al. (2014) believe that while for Diagnostic and Statistical Manual of Mental Disorders -5 (DSM-5) define sensory features uniquely and distinctly, they say that –
 
Their research suggests that certain patterns of HYPO & HYPER activity can co-occur within individuals in reaction to stimulus from the environment. Saying that within each sensory pattern there are underlying concepts. For instance, SIRS activity is characterized by fascination with or craving the sensory stimulation such as with flickering lights or rubbing textures. And, movement, especially jumping up and down, as on a trampoline.
 
Depriving a person of engaging in intense repetitive behaviors, experts expect may increase anxiety, and depression. This may even cause separation anxiety. Cautioning that those with higher ‘sensory seeking needs’ will often disengage from the behavior more slowly.
 
< My Thoughts >       “…within each sensory pattern there are underlying concepts.”
 
These are thoughts I have gathered while pursuing information about ‘sensory activity’ on gossamer wings. Smiles. Sensory activity is considered to be part of:
  • A biological process
  • ‘Attentional’ disengagement, of sorts
  • Weak stimulus, creating a strong reaction, and/or
  • Strong stimulus, creating a weak reaction
  • Feelings of being overwhelmed by irrelevant stimuli
  • Change in brain activity, topography, and function

Wigham, et al. (2015) say indications are that intolerance of uncertainty plays an important role in sensory activity. That sensory activity can be ‘heightened and unpleasant’ and/or ‘reduced and under responsive’, alternately. And, that the same modalities can be fluctuating within the individual at any time.

Kirby, et al. (2015) states that a personal account by Naoki Higashida (2013) corroborates an positive affect association of sensory behaviors – “in his book, The Reason I Jump” is because when I jump, it feels so good.”

REFERENCES used here are:

Ausderau, K., Sideris, J., Furlong, M., et al. (2014). National Survey of Sensory Features in Children with ASD: Factor Structure of the Sensory Experience Questionnaire; Journal of Autism Developmental Disorders; V44, p915–925.

Kirby, A., Little, L., Schultz, B., Baranek, G., (2015). Observational Characterization of Sensory Interests, Repetitions, and Seeking Behaviors; American Journal of Occupational Therapists; V69:3, published online.

Wigham, S., Rodgers, J., South, M., McConachie, H., Freeston, M. (2015). The interplay Between Sensory Processing Abnormalities, Intolerance of Uncertainty, Anxiety & Restricted & Repetitive Behaviors in Autism Spectrum Disorder; Journal of Autism & Developmental Disorders; V45:4, p943-952.
===============
 
< My Thoughts >       What I am offering here is a powerful story which may capture in a moment, what it is like to have this experience.
 
Ido in Autismland: Climbing Out of Autism's Silent Prison by Ido Kedar, eBook 2012 Edition; an Extended Review with < My Thoughts > by Sara Luker

(7% indicates location in the Kindle version of the book, instead of page numbers.)
 
7%       Ido (pronounced – ee-doh), a 15 year old boy, explains: Imagine being unable to communicate because you have a body that doesn’t listen to your thoughts. Imagine living in a body that paces or flaps hands or twirls ribbons when your mind wants it to be still or, freezes when your mind pleads with it to react.
 
8%       On the outside, the scream came out through his hands, vigorously flapping at the wrists. This was quickly redirected with the command, “Hands quiet.” He was trapped.
 
< My Thoughts >        “…the scream came out through his hands…”
 
Eventually, because his mother never gave up, Ido learned to communicate through those ‘screaming’ hands onto a letterboard created by Soma Mukhapadhyay. This, he says – “lifted him from darkness.”
===============
READ MORE... Click here =>

Read More
0 Comments

#5H bLOG - SENSORY  CATEGORIES          2. HYPER-ACTIVITY

2/3/2019

0 Comments

 
Picture
According to Ausderau, et al. (2014), there are four sensory response categories, or sensory patterns. This is about the second one they discussed in their study, Hyper-Activity. 
​

2.         HYPER-ACTIVITY…  (overactive), is defined by an exaggerated or avoidant response to sensory stimuli.

Bogdashina & Casanova (2016) describe HYPER-Activity as the channel that is too open, and as a result, too much stimulation gets in for the brain to handle. Continuing to say that children with hyper-activity often ‘stim’ in order to try to normalize their sensory input.

Sometimes they rock, spin, flap, or tap in order to calm themselves. Coping with unwanted stimulation can often result in covering eyes or ears and making noises to block out sensory stimulation.
 
These authors explain that Hyper-activity is said to be an acute, heightened, or excessive sensitivity to what is going on around in the environment. Under florescent lights such children can see a 60-cycle flickering where the whole room pulsates, as a result. One person said, “My world was fragmented. My mother was a smell, my father a tone, my brother was something moving.” Another said, “I remember being attracted to pieces of people’s faces. Their hair, their, eyes, or their teeth attracted me.” Seeing parts instead of wholes, saying  perception is often fragmented, distorted, or delayed.
 
< My Thoughts >       “perception is often fragmented, distorted, or delayed.”
 
Phelan (2015) further explains the circumstances of one’s perception. She says that upon hearing a dog bark, many of us pay attention briefly then carry on. But a child having a negative experience with dogs may respond with a startle response, feeling anxious until s/he feels assured they are out of harm’s way. For some with sensory issues, that heightened state of alertness will continue throughout the day.
 
Bogdashina & Casanova continue, quoting Tito Muknopadhyay who describes his hyper excitable state: “Panic took over my eyes, blinding them shut. It took over my ears, deafening me with the sound of a scream which was my own. I had no power to stop it.”
 
< My Thoughts >       “Coping with unwanted stimulation can often result in covering eyes or ears…”
 
Ausderau, et al. (2014)believe that while for Diagnostic and Statistical Manual of Mental Disorders -5 (DSM-5) define sensory features uniquely and distinctly, they say that –
 
Research suggests that certain patterns of HYPO & HYPER activity can co-occur within individuals in reaction to stimulus from the environment.
 
Donkers, et al. (2015) talk about ‘mismatched’ reactions to environmental stimulus. They say that brain response can cause them to cover their ears because it triggers a memory, not necessarily because the sound is extremely loud and painful.
 
Neil, et al. (2017) remind us that it is important to choose which behaviors are HYPO and which are HYPER, because measuring and labeling is important to provide funds for various services from insurance companies. This may not optimally account for the full range of sensory symptoms the child is experiencing. For instance, the question may be… “Does your child show an unusual response to…”. The scoring does not divide hypo from hyper responsiveness. Then there is our Sonny who reacts the same for ‘happy’, ‘sad, and ‘mad’! Smiles.
 
REFERENCES used here are:
 
Ausderau, K., Sideris, J., Furlong, M., et al. (2014). National Survey of Sensory Features in Children with ASD: Factor Structure of the Sensory Experience Questionnaire; Journal of Autism Developmental Disorders; V44, p915–925.
 
Bogdashina, O. & Casanova, M.(2016). Sensory Perceptual Issues in Autism and Asperger Syndrome, Different Sensory Experiences – Different Perceptual Worlds; Second Edition: London; Philadelphia: Jessica Kingsley Publishers.
 
Donkers, F., Schiput, S., Baranek, G., et al. (2015). Attenuated Auditory Event-Related Potentials & Associations with Atypical Sensory Response Patterns in Children with Autism; Journal of Autism Developmental Disorders; V45, p506–523.
 
Neil, L., Green D., Pellicano, E. (2017) The Psychometric Properties of a New Measure of Sensory Behaviors in Autistic Children; Journal of Autism Developmental Disorders; V47, p1261–1268.
 
Phelan, S. (2015). Understanding the Subtypes of Sensory Processing Disorder; Retrieved from
nspt4kids.com › Resourses > Occupational Therapy.
================
NOTE: Stories which may reveal real-time evidence of Sensory Issues ~
 
Someone I’m With Has Autism by Carrie Cariello & Jordan Capell, eBook 2015 Edition; an Extended Review with < My Thoughts > by Sara Luker
 
Extended Review with < My Thoughts > by Sara Luker (18% indicates location in the Kindle version of the book, instead of page numbers.)
 

18%       Jack has common self stimulation practices include things like hand-flapping and humming.  He tends to gallop across the room with his fingers in his mouth and to grunt or loudly clear his throat.  We call it his “zoomies.”
 
31%       “But wait,” Rose said with a  worried look. “What if Jack, you know, bounces around? Because of his owt-ism?” Charlie added quietly, “Yeah mom. You know, he has a hard time sitting still. What if he has his zoomies?” “Jack do you need to zoom?” “NO! I WAS STILL!”
 
We all looked over at him, galloping across the kitchen at that very second. Henry leaped up from his seat and joined his big brother. Together they bounced the span of the kitchen and family room, back and forth, back and forth.
 
52%       “Mom, remember last year at your sister’s party how excited Jack was? He was bouncing from room to room, making his way around the guests as he stimmed and zoomed. Every once in a while he would take his fingers out of his mouth long enough to screech about the dogs getting out.”
 
“Yes, I watch him every day through the school bus windows, stimming and zooming, eventually taking a seat. By himself.”
================
READ MORE... Click here =>

Read More
0 Comments

    Author


    My purposes are 'educational' in nature.  My hope is that this is a place for 'First Responders' and the 'Battle Worn' alike to find information, take solace, and to help one another, in the name of Autism.  My commitment is to deliver hope, insight, and a realm of possibilities to all who enter this site. 

    ​Disclaimer: Just to let you know that I, Sara Luker, have put forth my best efforts to create the extended book reviews presented here on this website. I have permission from the authors to publish these Extended Book Reviews. This is just a sharing of stories of those who have gone on before you.

    My input as noted by <My Thoughts> are just that... my reflections as a parent, educator, and author. The ideas or considerations presented are given only as hopefully helpful to the viewers relating to the topic or subject.

    Any REFERENCES to websites, professional journals, and/or printed material, including eBooks, are solely for educational purposes. I have no involvement in sponsorship or financial interests in these sources.

    ​Please, understand also that all health matters ALWAYS require professional medical decisions, diagnosis, and treatment by highly qualified and licensed individuals.
    ​
    Regards,
    Sara Luker

    Archives

    November 2020
    October 2020
    August 2020
    July 2020
    June 2020
    May 2020
    April 2020
    March 2020
    February 2020
    January 2020
    December 2019
    November 2019
    October 2019
    September 2019
    August 2019
    July 2019
    June 2019
    May 2019
    April 2019
    March 2019
    February 2019
    January 2019
    December 2018
    November 2018
    October 2018
    September 2018

    Categories

    All

    RSS Feed

Proudly powered by Weebly