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:
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 =>
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 =>
9% It is challenging for those who focus on the clearly visible impairments to imagine that some of these hand-flapping, string-waving children might understand normal speech and think internally.
Fortunately, the communicative potential in non-verbal autistic people is getting harder and harder to refute. There are ever more non-verbal autistic people learning to communicate by pointing to letters and by typing, and some like Ido, are going public.
< My Thoughts > “…the communicative potential in non-verbal autistic people…”
Sicile-Kira (2014) says… “Some or all of their senses are one hundred times more sensitive than others, and therefore they process the environment differently from neurotypicals (i.e., individuals considered to be ‘normal’). Secondly, more and more it is being recognized that many with autism have challenges with the ‘output’ that is, they may hear and understand what is being said (the ‘input’), but they are unable to respond verbally. Providing alternative means of communicating can be life changing for many.”
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.
24% As Ido’s letter board skills progressed, it became harder and harder to deny that he was communicating.
26% …a psychologist Ido worked with asked him to share with her what ‘stims’ meant to him. Ido sat down and analyzed his self stimulatory behavior. He realized that he could explain autism from the inside out, describing his symptoms and puzzling behaviors one by one. As he did, he began to understand himself better.
27% Many times Ido reacted emotionally to the topic. Sometimes he hopped up, flapped his hands, or paced the room, but he always came back to complete his essay.
It was emotionally difficult for him to revisit the pain and frustration of his early years when he felt so trapped and terrified that his true intelligence might never be discovered.
At the same time, the writing helped him to work through the trauma of this experience.
REFERENCES used here are:
Mukhopadhyay, S. (2013). Developing Communication for Autism Using Rapid Prompting Method: Guide for Effective Language; Outskirts Press, Austin, TX.
Sicile-Kira, C. (2014). Autism Spectrum Disorder (revised): The Complete Guide to Understanding Autism; New York, New York: Penguin Random House Company.
==================
Note: NEXT BLOG #5H Sensory Categories
3. SIRS-ACTIVITY
a. Sensory Interests & a.1. Self-Injurious Behavior (SIBS).
==================
< 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.
Spinning In Circles & Learning from Myself: A Collection of Stories by Tsara Shelton, eBook 2015; with < My Thoughts > by Sara Luker
(86% indicates location in the Kindle version of the book, instead of page numbers.)
86% I grew up the oldest of eight children. My mom adopted six wild and wonderful, abused and challenged kids. My four adopted brothers had labels that ranged from autistic to angry.
I rolled my eyes when my mom would insist that the boys were able to feel the same feelings as me but that their challenges meant the feelings would show up in different places and would probably looked different.
< My Thoughts > “….feelings would show up in different places.”
In the study described by Shalom, et al. (2006), the participants with autism who could express themselves about feelings stated the following – “They mostly only had ‘conscious’ feelings about things which were ‘pleasant’ versus ‘unpleasant’ or, ‘interesting’ versus ‘boring’.
86% What I say was one brother rocking, stimming, growling and hitting himself, another staring blankly in whatever direction he was facing, forever needing to pull up his socks, another threatening to beat up whoever was nearest, avoiding eye contact like the plague, and the little one repeating whatever you said while climbing the walls and putting his lips on heaters.
Even the professionals in our world kept trying to tell my mom to stop getting her hopes up with these kids…
< My Thoughts > “…stop getting her hopes up…”
Some of the best advice I’ve heard out there is that parents should remain hopeful, educate themselves in order to become empowered, and to find professionals who are willing to ‘partner’ with them in the planning and interventions ahead. While most parents tend to seek out others who have had successes, vigilantly researching is not to be ignored, in my opinion.
REFERENCES used here are:
Shalom, B., Mostofsky, S. Haxlett, R., Goldberg, M. (2006). Normal Physiological Emotions but Differences in Expression of Conscious Feelings in Children with High-Functioning Autism. Journal of Autism & Developmental Disorders; V 36:3, p395-400.
===============
Note: NEXT BLOG #5H Sensory Categories - SIRS ACTIVITY (a. sensory interests, b. repetitious behavior, & c. seeking behavior )
Fortunately, the communicative potential in non-verbal autistic people is getting harder and harder to refute. There are ever more non-verbal autistic people learning to communicate by pointing to letters and by typing, and some like Ido, are going public.
< My Thoughts > “…the communicative potential in non-verbal autistic people…”
Sicile-Kira (2014) says… “Some or all of their senses are one hundred times more sensitive than others, and therefore they process the environment differently from neurotypicals (i.e., individuals considered to be ‘normal’). Secondly, more and more it is being recognized that many with autism have challenges with the ‘output’ that is, they may hear and understand what is being said (the ‘input’), but they are unable to respond verbally. Providing alternative means of communicating can be life changing for many.”
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.
24% As Ido’s letter board skills progressed, it became harder and harder to deny that he was communicating.
26% …a psychologist Ido worked with asked him to share with her what ‘stims’ meant to him. Ido sat down and analyzed his self stimulatory behavior. He realized that he could explain autism from the inside out, describing his symptoms and puzzling behaviors one by one. As he did, he began to understand himself better.
27% Many times Ido reacted emotionally to the topic. Sometimes he hopped up, flapped his hands, or paced the room, but he always came back to complete his essay.
It was emotionally difficult for him to revisit the pain and frustration of his early years when he felt so trapped and terrified that his true intelligence might never be discovered.
At the same time, the writing helped him to work through the trauma of this experience.
REFERENCES used here are:
Mukhopadhyay, S. (2013). Developing Communication for Autism Using Rapid Prompting Method: Guide for Effective Language; Outskirts Press, Austin, TX.
Sicile-Kira, C. (2014). Autism Spectrum Disorder (revised): The Complete Guide to Understanding Autism; New York, New York: Penguin Random House Company.
==================
Note: NEXT BLOG #5H Sensory Categories
3. SIRS-ACTIVITY
a. Sensory Interests & a.1. Self-Injurious Behavior (SIBS).
==================
< 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.
Spinning In Circles & Learning from Myself: A Collection of Stories by Tsara Shelton, eBook 2015; with < My Thoughts > by Sara Luker
(86% indicates location in the Kindle version of the book, instead of page numbers.)
86% I grew up the oldest of eight children. My mom adopted six wild and wonderful, abused and challenged kids. My four adopted brothers had labels that ranged from autistic to angry.
I rolled my eyes when my mom would insist that the boys were able to feel the same feelings as me but that their challenges meant the feelings would show up in different places and would probably looked different.
< My Thoughts > “….feelings would show up in different places.”
In the study described by Shalom, et al. (2006), the participants with autism who could express themselves about feelings stated the following – “They mostly only had ‘conscious’ feelings about things which were ‘pleasant’ versus ‘unpleasant’ or, ‘interesting’ versus ‘boring’.
86% What I say was one brother rocking, stimming, growling and hitting himself, another staring blankly in whatever direction he was facing, forever needing to pull up his socks, another threatening to beat up whoever was nearest, avoiding eye contact like the plague, and the little one repeating whatever you said while climbing the walls and putting his lips on heaters.
Even the professionals in our world kept trying to tell my mom to stop getting her hopes up with these kids…
< My Thoughts > “…stop getting her hopes up…”
Some of the best advice I’ve heard out there is that parents should remain hopeful, educate themselves in order to become empowered, and to find professionals who are willing to ‘partner’ with them in the planning and interventions ahead. While most parents tend to seek out others who have had successes, vigilantly researching is not to be ignored, in my opinion.
REFERENCES used here are:
Shalom, B., Mostofsky, S. Haxlett, R., Goldberg, M. (2006). Normal Physiological Emotions but Differences in Expression of Conscious Feelings in Children with High-Functioning Autism. Journal of Autism & Developmental Disorders; V 36:3, p395-400.
===============
Note: NEXT BLOG #5H Sensory Categories - SIRS ACTIVITY (a. sensory interests, b. repetitious behavior, & c. seeking behavior )
RSS Feed