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      • #5E Know Your Child: LAW & AUTISM
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with < My Thoughts > by Sara Luker

BLOG #5I - Sensory Profile

4/19/2019

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​BLOG #5I – SENSORY PROFILE     

​Creating  a person’s (child, student, adolescent, adult) Sensory Profile may be necessary in order to better understand their behavioral disorders and how that relates to their sensory issues… such as being over-sensitive, under-sensitive, passive, and/or balanced. Persons may become less or more extremely sensitive over time, as a result of many of their experiences and/or interactions; or how they discriminate and regulate incoming sensory information. (3 bears… just right). 

Mays, et al. (2011) begins with an example of a completed ‘Teacher Observation’ form used to begin a case study.

The example gives the student’s name, the observer’s name, and the date and time length of the observation.
There are 7 choices which the observer may circle to indicate the ‘sensory system(s)’ involved in the behavior they observed at that time. The Sensory Systems are:
  • Vestibular (sense of movement)
  • Proprioceptive (spatial body awareness)
  • Visual (sight)
  • Tactile (touch)
  • Auditory (hearing)
  • Gustatory (taste)
  • Olfactory (smell)

Next, the observer rates the intensity of the behavior. Rating on a scale of 1 = not intense, to 5 = very intense.
The part (s) of the body involved are noted.

The number of these behaviors, per minute, are recorded.

The duration time the person is engaged in stereotypy is recorded.

Then, whether or not the person completed the assignment/participated in an activity, during observation time. YES or NO.
There is a place for the observer to include any NOTES for review.
=====================
SENSORY OBSERVATION FORM
Student: Bobby S.
Date: 01-12-2012 Observer:  Teacher
Behavior:  bouncing
Observation began: 9:00 am ended: 9:30 am
Sensory system involved(circle):
  • Vestibular (movement)
  • Proprioceptive (pressure)
  • Visual
  • Tactile
  • Auditory
  • Gustatory (taste)
  • Olfactory (smell)

Description of behavior: While sitting in a chair or on the floor, Bobby’s torso bounces up & down, repeatedly, with his bottom leaving & returning to the chair/floor.

Intensity (Rate on a scale of 1 = not intense, to 5 = very intense.) 5 Bobby bounces up & down hard enough that the legs of the chair sometimes come off the floor.
 
Body part: The part (s) of the body involved are noted. Mostly torso, but his whole body moves.
 
Number of behaviors: The number of these behaviors, per minute, are recorded. Counted 3 different 1 minute intervals –
30 per min. /33 per min. /27 per min.
 

Activity & time duration:The duration time the person is engaged in stereotypy is recorded. Bounced 24 of the 30 min. during Circle Time activity.
 
Activity or task completed? Did the person complete the assignment/participated in an activity, during observation time?   YES or NO.
 
Notes:  N/A

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BLOG #5H SENSORY CATEGORIES      4. EP-Activity ( Enhanced Perception)

4/6/2019

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BLOG #5H SENSORY CATEGORIES

4.         EP-ACTIVITY…  Enhanced Perception (EP) activity has emerged as the fourth proposed pattern of sensory response possibly unique to individuals with ASD in the Diagnostic and Statistical Manual of Mental Disorders-V (DSM-5). This DSM-5 version of the psychiatric manual is currently used by clinicians for the diagnosis of Autism Spectrum Disorders.

EP activity is characterized by sensory strengths in visual and auditory perception; plus, enhanced low-level discrimination or low-threshold detection, and hyper-systemizing cognitive styles. These powers could be enhanced motion perception, superior visual perception and/or auditory processing.

< My Thoughts >       “…These powers could be enhanced perception, as in the following intelligences –“
  • Musical – become proficient without previous training or practice.
  • Mathematical – intuitively develop calculations quickly & accurately without aids or devices.
  • Kinesthetic/tactile – knowing and working on the exquisite details of machinery without prior knowledge.
  • Spatial & pictorial – creation of 3-diamensional drawings, paintings, sculptures and memorization of maps & geography without first studying them.
  • Linguistic – ability to understand, read, write, speak & translate multiple previously unknown languages quickly & accurately.
One way teachers are encouraged to present the school curriculum in the classroom, is by addressing the child’s learning styles or preferences. We design lesson plans to reach the basic learning styles of visual (sight), auditory (sound), tactile (touch), & kinesthetic (movement & doing). Added to that, personally I’ve found that students with musical interests tend to learn math concepts more easily. Although, it isn’t always easy to convince a Music Teacher to welcome Special Education students into their classes. Just saying. Smiles.

Hagmann, et al. (2016) believe that their visually enhanced perception may allow for searching superiority by individuals with autism, compared to their typically developing peers. The study found that this enhanced ‘local’ processing was related to both detection and discrimination abilities, including performance on visual search tasks. Persons with these powers of enhanced perception were better at detecting a target in an array of distracters which shared common features, or in disembedding figures quickly and efficiently.

< My Thoughts >       “…disembedding figures.”

When hearing about disembedded figures, my mind jumped to the game of ‘Finding Waldo’, or of finding the ‘Hidden Picture’ in the puzzles we love. And, the term ‘local processing, or ‘locally oriented’ brings to mind the idiom… “Can’t see the forest for the trees.” The person with EP will most likely uses their ‘local’ processing to immediately search out the tree. While their peers, without EP, using their ‘global’ processing to automatically see all the trees as a forest. Smiles.

Bouvet, et al. (2013) tell us that persons with enhanced auditory perception possess superior talents and abilities. An atypical pattern of expression resulting in being able to see enhanced perceptual patterns. These can be the discrimination of superior pitch among multiple musical examples. This ability allows for the person to recognize the differences in the increase and decrease in frequencies between two melodies. But, these individuals with superior perceptual processing are NOT always able to filter out auditory information from background noise.

< My Thoughts >       “NOT always able to filter out auditory information…”

So this may be like visual pattern discrimination of finding the dark purple letter among the solid black ones. Only, this is auditory pattern discrimination - finding the superior pitch among several melodies with partially 'pitchy' refrains. Smiles.
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    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

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