#5K – SENSORY INTEGRATION (a. Sensory Room, b. Sensory Activities)
Classic Sensory Integration Therapy (SIT), according to the meta-analysis reported on by Leong, et al. (2014), delivers intervention for an individual in a small group session. Various forms of sensory stimulation are used, such as the individual being rubbed with brushes or other textured items. Or, being swung or spun in a hammock, being rocked back and forth while lying on a gym ball; or being moved on a scooter board. There could be joint compression from wrist weights. Different practices, interpretations and theories have been explored since the A. Jean Ayres’ Sensory Integration strategies began to be known in 1972.
< My Thoughts > “…Various forms of sensory stimulation are used.”
The sensory stimulations being used are determined from the various forms of sensory information derived from the person’s ‘sensory profile’. From there, the therapist develops a ‘sensory diet’ of sensory-based activities for home and for school. For instance, some integration activities might be developed to help the person with sensory seeking stimulation needs, sensory avoidance or aversion situations, and/or sensory balance requirements.
Thompson (2012) tells us that the Ayers’ method of satisfying sensory needs through sensory integration ranged from the calming input of massage and weighted vests, to listening to music to which massages the middle ear hair cells in the cochlea. These various sensory-based stimulation techniques are incorporated into programs or used in isolation.
< My Thoughts > “…incorporated into programs or used in isolation.”
One of A.Jean Ayers' early publications was Improving Academic Scores Through Sensory Integration; Journal of Learning Disabilities (1972). This article described her idea that ‘identifiable types of sensory integrative dysfunction’ could be included in a remedial program. Thus improving a students’ learning and academic performance by changing unwanted sensory responses. The Ayers’ method is well known among therapists and teachers alike.
Others, such as Winnie Dunn, with her ‘Sensory Profile’, added to the development of a child’s sensory processing abilities and/or disabilities. Dunn felt that these undesirable sensory responses, plus the individual’s temperament, may negatively impact their daily life as well as their academic learning.
The Dunn Sensory Profile is intended to create a comprehensive picture of the person’s sensory performance; thus combined with other data will help with diagnostic and intervention planning. You can have a look at one assessment portfolio on this website – Retrieved from – https://otforchildrenassessmentportfolio.blogspot.com/2013/04/sensory-profile.html
Sensory integration, according to a study made through the University of Belfast, Northern Ireland, and explained by Doumas, et al. (2015) saying that sensi-motor control processes affect the person with Autism Spectrum Disorder. We receive sensory information from three main channels, our eyes, our ears, and our touch. These authors state that control in a task does not rely equally on all three channels simultaneously, but rather on information from the channel relied upon most for information.
For instance, one uses their sight to see where they are going, until it becomes dark. Then the other two sensory channels of hearing and touch are relied upon, or needed the most for sensory information because there is no longer reliable visual information available in the dark.
< My Thoughts > “We receive sensory information from three main channels.”
Sensory information impairments are now part of the Diagnostic & Statistical Manual of Mental Disorders, 5th Edition (DSM-5). This includes ‘hyper’ or ‘hypo’ reactivity to sensory input or unusual interest in sensory aspects of the environment. It is known that impaired sensory processing or deficits in sensory channels make it difficult for children with ASD to perform ordinary tasks. Considerably more difficult than for those typically developing (TD) children and adults.
Author Amelia Tiedemann tell us that the A. Jean Ayres' definition of ‘sensory integration’ as the neurological process that organizes sensations from one's body and from the environment. In order to thrive within the environment, one’s body must make the appropriate adaptive responses. To direct the body, the brain must register, select, interpret, compare, and associate sensory information in a flexible, constantly-changing pattern,” Ayres (1989).
Pediatric Occupational Therapist, Cara Koscinski asks you to close your eyes and imagine yourself swinging on a warm sunny day. Feel the breeze blowing past you and the fluttering butterflies in your stomach as the swing reaches its highest point. The freedom of flying sensation is why swings continue to be used by therapists, and remain the staple in backyards and playgrounds all over the world. Retrieved online from: https://harkla.co/blogs/special-needs/sensory-swings-autism
Yet another explanation of Sensory Integration refers to how people use the information provided by all the sensations coming from within and from outside the body and from the external environment. We usually think of the senses as separate channels of information, but they actually work together to give us a reliable picture of the world and our place in it. Your senses integrate to form a complete understanding of who you are, where you are, and what is happening around you. Because your brain uses information about sights, sounds, textures, smells, tastes, and movement in an organized way, you assign meaning to your sensory experiences. Retrieved from: https://www.familyeducation.com/school/sensory-integration-dysfunction/what-sensory-integration
< My Thoughts > “…assign meaning to your sensory experiences…”
Thompson (2012) states that there is no consistent evidence that sensory-based treatments have specific lasting effects on the behavior of children or adults with ASD. But, he says the lack of evidence does not necessarily prove that a treatment is ineffective…
While Leong, et al (2014) thinks that the problem of authenticating the value of Sensory Integration Therapy may lie with the integrity of the trials, or with ‘pre’ and ‘post’ test validity. They point out that the difference could also be with the state of brain ‘plasticity’ of the child/adult receiving the therapy.
Just as there are hundreds of thousands of educators trying to make a difference in the world, there are just as many therapists trying to do the same. Some students are lifelong learners, while some just want to attain a certain level to get by. Those on the Autism Spectrum may feel the same way, according to their personality, temperament, and abilities. I applaud the teachers and therapists who continue to find ways to give those in their path the opportunity to move toward greater independence. Just saying.
< My Thoughts > “…the opportunity to move toward greater independence.”
Ever wonder why your child does the things s/he does? How many times have you said in frustration – “Why in the world did you just do that?” Seems that some of us have five thumbs, while others have green thumbs. It all may be about our sensory perception of the world. Some of us are destined to take a chance, those are the risk-takers.
While others of us spend life on the sidelines, observing from afar. Take this one step farther and think about what it must be like to have Sensory Processing Disorder. Either your world is filled with exciting opportunities… or, your world if filled with one terrifying event after another. Just saying…
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The following information is retrieved from: https://www.sensory-processing-disorder.com/
Ever Wonder Why Your Child Does The Things S/he Does?
Sensory Processing Disorder - also known as Sensory Integration Dysfunction – this newest term is still in the ‘process’ of becoming widely accepted and treated by all professionals. This is for, and is used synonymously with, Sensory Integration Disorder, Sensory Integration Dysfunction (SI Dysfunction) and Dysfunction in Sensory Integration (DSI). But, at this point, the term Sensory Integration is still being used to describe the theory and treatment, based on the original work of A. Jean Ayres, to define and describe the disorder / dysfunction symptoms - universally accepted as a "medical diagnosis" - thus enabling insurance reimbursement for evaluation and treatment. (Retrieved from: https://www.sensory-processing-disorder.com/)
< My Thoughts > “…universally accepted as a "medical diagnosis…"
Sensory Integration Disorder aka. Sensory Integration Dysfunction is acceptably known as a diagnosis which may be helped through Sensory Integration Therapy (SIT). Moore, et al. (2015) say that SIT can be as simple as exposure to different sensations, in order to change unwanted or debilitating behavior. For instance, two common treatments are brushing, such as using special brushes over the skin. Another would be applying deep pressure and joint compression techniques to the body.
These treatments are carefully chosen and applied by trained and licensed therapists. They caution however, that these treatments take a great deal of time, sometimes as much as 90 minutes daily. The study they followed didn’t seem to demonstrate that SIT was more valuable than behavioral interventions which could be tried to change the specific targeted behavior.The following is retrieved from: https://pathways.org/topics-of-development/7-senses/
What is Sensory Integration?
Sensory integration is the process by which we receive information through our senses, organize this information, and use it to participate in everyday activities.
There Are More than 5 Senses… Most people are familiar with five senses: sight, hearing, smell, taste, and touch. However, we also receive input through two additional senses, they are vestibular and proprioception –
Vestibular sense, or movement and balance sense, gives us information about where our head and body are in space. Vestibular sense allows us to stay upright while we sit, stand, and walk.
Proprioception, or body awareness sense, tells us where our body parts are relative to each other. It also gives us information about how much force to use in certain activities, allowing us to crack open an egg without crushing it in our hands.
< My Thoughts > “…awareness sense…”
Elwin, et al. (2016) talk about interesting remarks from participants in a study they followed. Here are some of the remarks –
· I often feel great discomfort when other people touch me.
· I feel no pain at times when other people think I should
· When I look a certain patterns or colors or hear certain sounds or tones I find them extremely fascinating.
· In everyday situations, I feel clumsy because I drop things, and sometimes I spill a lot.
· I can sit for hours on end looking at speckled bits of quartz inside stones.
· I have problems with daily routines and sleep.
Take Sonny into a jewelry store and he can be mesmerized for hours. Twinkling jewels, shinny rings and trinkets, plus the lighted cases and the soft music… he’s set for hours. Smiles.
There is one more sense that can become important and that is – Interoception which involves the internal regulation responses in our body such as hunger, thirst, blood pressure, and even toileting urges.
Sicile-Kira (2014) says that some or all of senses can be one hundred times more sensitive than others. Therefore they process the environment differently than they were meant to. More and more it is being recognized that many with autism have challenges formally unrecognized. Providing alternative means of dealing with these can be life changing for many. The natural progression from here seems to be understanding Sensory Defensiveness.
The following about Sensory Defensiveness I thought may be of interest to you. Retrieved from: https://www.sensory-processing-disorder.com/sensory-defensiveness.html
Sensory Defensiveness – Each person with sensory defensiveness develops his own set of behaviors. Usually combinations of sensory avoidance and sensory seeking behaviors. The following is a partial list of common symptoms to each of the sensory systems. These symptoms may differ from mild, moderate, and severe levels.
Types Of Sensory Defensiveness:
Tactile Defensiveness
People with tactile defensiveness avoid letting others touch them, and may touch, grab, push others in an effort to control touching. They frequently resist hair washing and cutting, nail clipping, face washing. They may act like their life is being threatened when being bathed or dressed. Frequently irritated by clothing, waistbands, certain fabrics, labels, or new clothes.
They may avoid crowds and the unexpected touches that can occur. They may be agitated or even go into a flight/fight response when bumped by someone accidentally. They may be unnecessarily rough, bumping, crashing, and tackling on purpose as a way of seeking sensation. They may be very over responsive or very under responsive to pain. They often do not like to get their feet or hands dirty.
Oral Defensiveness
Some children dislike certain flavors, textures, or temperatures of food. May be under/or over sensitive to spicy foods. They may avoid putting any objects in their mouth, or may 'mouth' things, anything, constantly. They may intensely dislike tooth brushing, and may cry; "It hurts!"
Many children have had a variety of feeding problems since infancy. They may gag, overstuff, and choke. These are the children who will ‘eat anything’… or will only eat very few foods.
Gravitational Insecurity
An irrational fear of change in position or movement. These children are often fearful of having their feet leave the ground, or having their head tipped backward. They do not like swings, slides, or any movement that they are not firmly planted. While some children do not want to learn how to swim, exhibiting the same insecurity when in water. Even floating in water can be frightening for them.
Postural Insecurity
This is a fear and avoidance of certain movement activities due to poor postural mechanisms.
Visual Defensiveness
With this, children may be very oversensitive to light. They may avoid going outside on sunny days. Complain it hurts their eyes. They startle more easily and/or avert their eyes or seem to avoid eye contact. They may complain the TV is too bright. The lights in the house, too bright. Fluorescent lighting may agitate them.
Auditory Defensiveness
Over sensitivity to certain sounds, or frequencies. They may be fearful, or irritable when subjected to certain sounds. They may cover their ears and cry. Vacuums, motors, sirens, water running, toilets flushing, volume on the TV... many different sounds can trigger a fearful, or aggressive response. Children may even make excessively loud sounds to try to block out the offensive sounds.
Ever Wonder Why Your Child Does The Things S/he Does?
- Do you wonder why they are excessive risk takers - jumping and crashing into anything they can ?
- Why they can’t do puzzles - write well - or find the coordination for riding a bike or hitting a ball?
- Why they cry or cover their ears with every loud sound - even vacuums, toilets or hairdryers ?
- Why they don’t like to be touched or can’t be touched enough?
- Why they will only eat macaroni/cheese and pizza?
- Why they will only wear certain clothes or need you to cut the tags out of their shirts?
- Ever wonder why you can’t seem to calm them down or get them to sleep?
- Why they won’t put their hands in anything messy or use glue or Play Doh, but will play with mud?
- Why they fear playground equipment or fear being tipped upside down?
- Why crowded stores bother them so much leading to major meltdowns in public places?
Sensory Processing Disorder - also known as Sensory Integration Dysfunction – this newest term is still in the ‘process’ of becoming widely accepted and treated by all professionals. This is for, and is used synonymously with, Sensory Integration Disorder, Sensory Integration Dysfunction (SI Dysfunction) and Dysfunction in Sensory Integration (DSI). But, at this point, the term Sensory Integration is still being used to describe the theory and treatment, based on the original work of A. Jean Ayres, to define and describe the disorder / dysfunction symptoms - universally accepted as a "medical diagnosis" - thus enabling insurance reimbursement for evaluation and treatment. (Retrieved from: https://www.sensory-processing-disorder.com/)
< My Thoughts > “…universally accepted as a "medical diagnosis…"
Sensory Integration Disorder aka. Sensory Integration Dysfunction is acceptably known as a diagnosis which may be helped through Sensory Integration Therapy (SIT). Moore, et al. (2015) say that SIT can be as simple as exposure to different sensations, in order to change unwanted or debilitating behavior. For instance, two common treatments are brushing, such as using special brushes over the skin. Another would be applying deep pressure and joint compression techniques to the body.
These treatments are carefully chosen and applied by trained and licensed therapists. They caution however, that these treatments take a great deal of time, sometimes as much as 90 minutes daily. The study they followed didn’t seem to demonstrate that SIT was more valuable than behavioral interventions which could be tried to change the specific targeted behavior.The following is retrieved from: https://pathways.org/topics-of-development/7-senses/
What is Sensory Integration?
Sensory integration is the process by which we receive information through our senses, organize this information, and use it to participate in everyday activities.
There Are More than 5 Senses… Most people are familiar with five senses: sight, hearing, smell, taste, and touch. However, we also receive input through two additional senses, they are vestibular and proprioception –
Vestibular sense, or movement and balance sense, gives us information about where our head and body are in space. Vestibular sense allows us to stay upright while we sit, stand, and walk.
Proprioception, or body awareness sense, tells us where our body parts are relative to each other. It also gives us information about how much force to use in certain activities, allowing us to crack open an egg without crushing it in our hands.
< My Thoughts > “…awareness sense…”
Elwin, et al. (2016) talk about interesting remarks from participants in a study they followed. Here are some of the remarks –
· I often feel great discomfort when other people touch me.
· I feel no pain at times when other people think I should
· When I look a certain patterns or colors or hear certain sounds or tones I find them extremely fascinating.
· In everyday situations, I feel clumsy because I drop things, and sometimes I spill a lot.
· I can sit for hours on end looking at speckled bits of quartz inside stones.
· I have problems with daily routines and sleep.
Take Sonny into a jewelry store and he can be mesmerized for hours. Twinkling jewels, shinny rings and trinkets, plus the lighted cases and the soft music… he’s set for hours. Smiles.
There is one more sense that can become important and that is – Interoception which involves the internal regulation responses in our body such as hunger, thirst, blood pressure, and even toileting urges.
Sicile-Kira (2014) says that some or all of senses can be one hundred times more sensitive than others. Therefore they process the environment differently than they were meant to. More and more it is being recognized that many with autism have challenges formally unrecognized. Providing alternative means of dealing with these can be life changing for many. The natural progression from here seems to be understanding Sensory Defensiveness.
The following about Sensory Defensiveness I thought may be of interest to you. Retrieved from: https://www.sensory-processing-disorder.com/sensory-defensiveness.html
Sensory Defensiveness – Each person with sensory defensiveness develops his own set of behaviors. Usually combinations of sensory avoidance and sensory seeking behaviors. The following is a partial list of common symptoms to each of the sensory systems. These symptoms may differ from mild, moderate, and severe levels.
Types Of Sensory Defensiveness:
Tactile Defensiveness
People with tactile defensiveness avoid letting others touch them, and may touch, grab, push others in an effort to control touching. They frequently resist hair washing and cutting, nail clipping, face washing. They may act like their life is being threatened when being bathed or dressed. Frequently irritated by clothing, waistbands, certain fabrics, labels, or new clothes.
They may avoid crowds and the unexpected touches that can occur. They may be agitated or even go into a flight/fight response when bumped by someone accidentally. They may be unnecessarily rough, bumping, crashing, and tackling on purpose as a way of seeking sensation. They may be very over responsive or very under responsive to pain. They often do not like to get their feet or hands dirty.
Oral Defensiveness
Some children dislike certain flavors, textures, or temperatures of food. May be under/or over sensitive to spicy foods. They may avoid putting any objects in their mouth, or may 'mouth' things, anything, constantly. They may intensely dislike tooth brushing, and may cry; "It hurts!"
Many children have had a variety of feeding problems since infancy. They may gag, overstuff, and choke. These are the children who will ‘eat anything’… or will only eat very few foods.
Gravitational Insecurity
An irrational fear of change in position or movement. These children are often fearful of having their feet leave the ground, or having their head tipped backward. They do not like swings, slides, or any movement that they are not firmly planted. While some children do not want to learn how to swim, exhibiting the same insecurity when in water. Even floating in water can be frightening for them.
Postural Insecurity
This is a fear and avoidance of certain movement activities due to poor postural mechanisms.
Visual Defensiveness
With this, children may be very oversensitive to light. They may avoid going outside on sunny days. Complain it hurts their eyes. They startle more easily and/or avert their eyes or seem to avoid eye contact. They may complain the TV is too bright. The lights in the house, too bright. Fluorescent lighting may agitate them.
Auditory Defensiveness
Over sensitivity to certain sounds, or frequencies. They may be fearful, or irritable when subjected to certain sounds. They may cover their ears and cry. Vacuums, motors, sirens, water running, toilets flushing, volume on the TV... many different sounds can trigger a fearful, or aggressive response. Children may even make excessively loud sounds to try to block out the offensive sounds.
Olfactory Defensiveness
Certain smells may make a child agitated. Smells may be heightened and acute. May turn away from certain toys, foods, clothing, or people due to the way they smell. May literally throw up, if subjected to smells that make them nauseous.
Okay! Now that we see that there is so much more to this sensory defensiveness... let's talk about what we can do to help our kids overcome this.
Certain smells may make a child agitated. Smells may be heightened and acute. May turn away from certain toys, foods, clothing, or people due to the way they smell. May literally throw up, if subjected to smells that make them nauseous.
Okay! Now that we see that there is so much more to this sensory defensiveness... let's talk about what we can do to help our kids overcome this.
< My Thoughts > “…what we can do to help our kids overcome this?”
This is where Sensory Integration may come in. Sensory Processing/Integration Therapy should look like and feel like play. In fact, it is sometimes called Play Therapy. It’s not really the stuff that Playdates are made of for the child who resists social activities, but goes something like this. The child who doesn’t like to touch messy, gooey things is playing with something messy and gooey in a game directed by an Occupation Therapist. Or, the child with no sense of balance is swinging in a swing to overcome gravitational insecurity, or wearing headphones to deal with upsetting environmental noises.
How can this be helpful in the scheme of things? Well, many say that after prescribed sessions, participants, focus better, learn more easily, and even sleep better at night. You may want to investigate what’s available in your area. Do your homework first. Make certain that the therapist is qualified, licensed, registered, and has a good track record. Just saying.
References used here are:
Ayres, J. (1989). Jean Ayres 1920–1988 Therapist, Scholar, Scientist, & Teacher; American Journal of Occupational Therapy, July 1989, V43, p479-480.
Doumas, M., McKenna, R., Murphy, B. (2915). Postural Control Deficits in ASD: The Role of Sensory Integration; Journal of Autism Developmental Disorders; V46, p853–861.
Elwin, M., Schroder, A., Ek, L., et al (2016). Sensory Clusters of Adults with and without AS Conditions; Journal of Autism Developmental Disorders; V47, p579–589.
Gay, E. & Baranek, G. (2008). Winnie Dunn, Living Sensationally: Understanding Your Senses; Kingsley Publishers, London.
Leong, H., Carter, M., Stephenson, J. (2014), Meta-analysis of Research on Sensory Integration Therapy for Individuals with Developmental and Learning Disabilities; Journal of Developmental Physical Disabilities; V27, p183-206.
Moore, K., Cividini-Motta, C., Clark, K., Ahearn, W. (2015). Sensory Integration as a Treatment for Automatically Maintained Stereotypy; Behavioral Interventions; V30, p95-111.
Sicile-Kira, C. (2014) Autism Spectrum Disorder (revised): The Complete Guide to Understanding Autism; New York, New York: Penguin Random House Company.
Thompson, T. (2012). Making Sense of Autism; Second Edition. Baltimore, Maryland: Brookes Publishing Company.
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Next BLOG is #5K a. SENSORY ROOM & b. SENSORY ACTIVITIES
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< 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. (Sensory integration)
Ido in Autismland: Climbing Out of Autism by Ido Kedar, eBook 2012 Edition; with < My Thoughts > by Sara Luker
Focused Excerpts from the book (29% indicates location in the Kindle version of the book, instead of page numbers.)
29% < Ido’s Essay Excerpt > “‘Stims’: I am so needy to escape reality and ‘stims’ take me to another world. I feel forces like waves of sensory energy. I am bombarded with silver lights and streams of color. It’s beautiful to watch. They mesmerize me, but sometimes they scare me.”
“It’s beautiful to watch. They mesmerize me…”
< My Thoughts > “…‘stims’ take me to another world.” “It’s beautiful to watch. They mesmerize me…”
As a parent and teacher, the child can look attentive, or may be staring into space, but possibly the child is combating the sensory stimulation (‘stims’) of lights and colors which no one else can see.
Note: Some students say they see colors emitting from the bodies of others, much like those with epilepsy see an aura of colors just before they experience a seizure.
Sensory excitement can trigger stimming (hand-flapping, head-hitting, hair pulling, scratching, or biting, or whatever seems to break the circuit). Remember that this stimming action is a physiological response, not a thoughtful action.
What it looks like in the General Education Classroom – Especially sensitive students may need the computer screen or white board dimmed to help them stay with a task longer. They should also be encouraged to look away from the screen/board frequently. At home that would apply to any screens the child is using…TV, computer, iPad.
30% < Ido’s Essay Excerpt > “I hope that writing my feelings to others will let me free myself from flapping’s hold over my response to strong feelings. People often guess that I’m uncomfortable physically and it’s really not that at all, I flap more from irritation. The “experts” mostly never get it right. They assume we are some autistic, retarded stim-machine, not a trapped thinking person who has a neurological illness. They need to limit our behaviors and stop the impulsive acts, I know. Still, it would be so nice if they realized how intact our minds were.”
7% When you turn to repetitive behaviors, or ‘stims’, you create a sensory drug-like experience that takes you away from the pain but makes the situation so much worse by pulling you farther from reality.
17% One of Ido’s treatments, Occupational Therapy (OT), worked on sensory integration to help him with his sensory processing and body issues. He went from one swing to another – a fast spinning swing he clung to, a tight hammock, or a swing in which he could stand up, all with the goal of settling his vestibular system. The theory was that after swinging he would be focused and ready to learn.
Though he enjoyed swinging a lot, these sessions did not appear to help his attention at all. Much later we realized that in spite of all the OT, Ido was in terrible physical condition. Therapists spoke to me of his ‘soft muscle tone’ but none worked on strengthening him.
Moreover, his regulatory system had not improved.
Years later, we came to realize that we had to concentrate on physical fitness, coordination, and body brain communication rather than on swings. This is when I began working with him, mastering his body in space.
68% I love being in nature. Noisy environments drive me mad inside. I can only tolerate baseball games and restaurants with headphones on. In nature it’s just soothing sounds like birds or wind in the trees, or ocean waves.
72% Sensory integration – this theory used in occupational therapy that hopes to help organize our senses through swings and other movements. Sensory integration and swings don’t help me if I can’t do anything bilateral. If I have trouble crossing my midline in exercise I can’t do much, right? Why did my mom have to figure that out and not any of the professionals.
Well, at least she saw it, so I’m learning to triumph over my body thanks to my getting the greatest trainer ever.
81% < Ido’s Essay Excerpt > “I can’t deal with the one-hundred plus degree temperature… Lunch, nutrition, and P.E. are like saunas. I try to imagine swimming in an icy lake. It doesn’t help.”
< My Thoughts > “I can’t deal with the one-hundred plus degree temperature…”
Some children with autism are very sensitive to temperature, temperature change, and the sound of an air conditioner or heater going on and off can distract them terribly or send them into sensory stress overload. This is also a very hard one to catch on to and often the child doesn’t really know what is annoying them.
6% Ido tells us the main problem he struggles with is that of ‘output’. Surely he has other problems and difficulties, such as working memory attention, sensory sensitivity, and control of arousal and urges.
7% At times your body charges forward impulsively, snatching things, or dashing you into the street.
You are bored, frustrated, angry, misunderstood and more than a little hopeless. You turn to repetitive behaviors, or ‘stims’, which create a sensory drug-like experience that takes you away from the pain but makes the situation so much worse by pulling you farther from reality.
You are lonely, though surrounded by people, and you know that this will be you entire life if you do not gain a means to communicate more than your basic needs. But no one is teaching you how.
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< 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. (Sensory integration)
The Journey to Normal: Our Family’s Life with Autism by I.D. Johnson; eBook 2014 Edition, with < My Thoughts > by Sara Luker
Focused Excerpts from the book (27% indicates location in the Kindle version of the book, instead of page numbers.)
27% …our current district has no autism unit so Sophie would be placed in a general education classroom with special education support for kindergarten. This is exactly what I had been hoping for her all along.
I wanted Sophie to have the opportunity to demonstrate what she was capable of to be given the chance to learn from her non-disabled peers and to have the same experiences any other child is given. If she couldn’t do it, then we would weigh our options. But I wholeheartedly believed that Sophie would be successful in kindergarten.
28% Sophie started off by “tasting” a few of her friends. However, it was determined pretty quickly by the school psychologist that this was a sensory issue, not Sophie intentionally harming others. There seemed to be a lot of evidence pointing toward a sensory integration disorder, which may have actually been a major issue all along. In fact, some of the experts on her team thought that it could be sensory integration disorder and not autism causing Sophie’s differences.
< My Thoughts > “Sophie started off by “tasting” a few of her friends.”
First, Reguero de Atiles, et al. (1997) caution parents that “Children biting other children is a common and difficult consequence of group child care.” They go on to say that there are four areas of represented research – Incidences of biting, reasons for biting, reactions to biting, and coping with biting behaviors. Some children, they believe appear to become overstimulated when other children are close. Incidences can be distinguished between basic immaturity and possible sensory integration dysfunction. Reasons for biting behavior can be due to frustration, lack of communication abilities, sensory reaction, a form of imitation, teething, or just curiosity. Some believe that it may be a natural response to frustration of demands, an attempt to make things happen more quickly, a reaction to discomfort or a simple lack of self-control.
As a teacher, in one of my first autism classes, I sat at a table with an eight-year-old student. I reached in front of him to pick up something from the table. As I did, he reached for me… pulling my underarm into his mouth. That bite mark was there for a month!
References used here are:
Reguero de Atiles, J., Stegelin, D., Long, J. (1997). Biting Behaviors Among Preshoolers: A Review of the Literature & Survey of Practitioners; Early Childhood Education Journal; V25:101-104.
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< 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. (Sensory integration)
Paula’s Journal: Surviving Autism by Stephanie R. Marks; eBooks 2012 Edition with < My Thoughts > by Sara Luker
Focused Excerpts from the book (19% indicates location in the Kindle version of the book, instead of page numbers.)
19% “What is Autism? Autism affects the way a person’s brain and body works. It is not a disease and it is not contagious. You cannot catch autism from a classmate or friend.” www.autismsocietyag.org/wp.
A Day –
Swing.
Swing way up high. Touch the sky.
Feel the cool breeze in my face.
Floating through the air.
Just feeling normal for a few minutes.
Swing up high, touch the sky.
Click clack. Click clack. Click clack.
< My Thoughts > “Swing. Swing way up high. Touch the sky.”
Lynn Moore at ( http://www.sensory-processing-disorder.com/sensory-integration-products.html offers some insight on how and why swinging offers many benefits as a part of an overall sensory integration regime. She writes: “Sensory integration is difficult for many autistic children. Swings offer help allow for better sensory integration.”
(So that students can swing, schools provide swings) “…students may have regular times that they utilize this avenue to sensory integration. Programs for autistic children may have a sensory integration room where swings and other vestibular activities are available rain or shine. Swinging for a child who is autistic is more than just play.”
“Parents of autistic children who wish to provide similar sensory integration to school programs may explore commercially made equipment through special needs equipment suppliers. Swinging provides essential vestibular movement to help children achieve normal developmental milestones, calming them and letting them have fun.”
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< 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. (Sensory integration)
Seeing Ezra: A Mother’s Story of Autism, Unconditional Love, and the Meaning of Normal, by Kerry Cohen, eBook 2011Edition; with < My Thoughts > by Sara Luker
Focused Excerpts from the book (11% indicates location in the Kindle version of the book, instead of page numbers.)
11% When Ezra first began to feed himself, he pinched Cheerios between his pointer finger and thumb and pressed the past his lips. But now he won’t eat anything. More accurately, he eats three things: cheese puffs (natural cheese puffs, I always add defensively); a very particular type of organic cookie; and pizza.
While he won’t put other food in his mouth, he seems happy to place dirty leaves in there. He eats sand, clay, and paper. (See more about Ezra’s Pica sensory seeking behavior, under SIRS-ACTIVITY, c. Seeking Behavior.)
20% I find a store that carries Ezra’s cheese puffs and cookies. Since the move from our former home, he won’t eat pizza, the one item he ate that seemed like food. I try not to fret about this, to let it pull me down. Surely, he will eat pizza again.
30% He’s so beautiful, my boy. Apple-round cheeks, shocking blue eyes, blond hair in the sun, chubby and pink, even without the food I so desperately need him to eat.
26% I find a doctor in a nearby town.
78% I make an appointment with a child behavioral psychologist at the university hospital. I settle down with a magazine until we’re called into the back. The psychologist says hello to Ezra and me.
She tells me he’s adorable. We talk about his history with food and his behavior around food now. She writes a plan with which we give Ezra a tiny piece of banana, wait for five minutes. During this time we play with a puppet who eats the banana piece and gets a reward.
79% When I take him back to the psychologist he squirms and complains and will only touch the very tip of his tongue to a tiny piece of banana. At home, he is the same way. This is typical of him. He is environment-specific with his behaviors. I tell her that the teacher at school is having some success at feeding him, and he is even taking small bites of macaroni and cheese.
Next BLOG is Sensory Integration a. Sensory Room & b. Sensory Activities.
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