Dear Readers,
Many of the UNIT Chapters in my book, KNOW AUTISM, KNOW YOUR CHILD with < My Thoughts > by Sara Luker, have an added APPENDIX with more pertinent information for you. Therefore, the next few BLOGS will introduce you to them.
UNIT 4 – When Is It Sensory? (Cont.)
CHAPTER 3 – Sensory Integration
PART 2. Sensory Profile APPENDIX F – Sensory Processing Scale (SPS)
PART 3. Sensory Diet, a. Brushing Techniques, APPENDIX G – Sample Sensory Diet,
PART 4. Sensory Room, APPENDIX H – Sensory Categories.
Many of the UNIT Chapters in my book, KNOW AUTISM, KNOW YOUR CHILD with < My Thoughts > by Sara Luker, have an added APPENDIX with more pertinent information for you. Therefore, the next few BLOGS will introduce you to them.
UNIT 4 – When Is It Sensory? (Cont.)
CHAPTER 3 – Sensory Integration
PART 2. Sensory Profile APPENDIX F – Sensory Processing Scale (SPS)
PART 3. Sensory Diet, a. Brushing Techniques, APPENDIX G – Sample Sensory Diet,
PART 4. Sensory Room, APPENDIX H – Sensory Categories.
UNIT 4 When Is It Sensory? CHAPTER 3 Sensory Integration
APPENDIX F – Sensory Processing Scale (SPS)
The Sensory Processing Scale Assessment (SPS) is described by Tavassoli, T. (2015) as fifteen structured games which participants play and clinicians observe and note the behavior displayed as they perform these tasks. (Described there in five categories).
These games are said to address each sensory domain – vision, hearing, and touch. The Sensory Reactivity is determined by clinicians; for instance –
Balance sensory behavior was identified when participants completed each task within a reasonable time frame and appeared comfortable.
REFERENCE:
Tavassoli, T. (2015). The Sensory Processing Scale Assessment (SPS).Journal of Autism Developmental Disorders; Vol. 46 (1); pgs. 287-293.
End of APPENDIX F – Sensory Processing Scale (SPS)
APPENDIX F – Sensory Processing Scale (SPS)
The Sensory Processing Scale Assessment (SPS) is described by Tavassoli, T. (2015) as fifteen structured games which participants play and clinicians observe and note the behavior displayed as they perform these tasks. (Described there in five categories).
- The ‘paint your arm’ game – participants paint their arm with a feather, a brush, & rough sponge
- The ‘goo’ game – participants remove two plastic animals from goo.
- The ’sparkle’ game – participants observe a spinning sparkle wheel for 20 seconds.
- The ‘round & round’ game – participants observe a black & white spinning wheel for 20 seconds.
- The ‘orchestra’ game – participants play along to music, making noise with certain instruments.
These games are said to address each sensory domain – vision, hearing, and touch. The Sensory Reactivity is determined by clinicians; for instance –
- Hyper-reactivity was identified by an adverse response, discomfort, worries and/or avoidance.
- Hypo-reactivity was identified when participants did not respond, or were slow to respond.
- Sensory seeking behavior was identified when the participant continued to use items after tasks were completed.
Balance sensory behavior was identified when participants completed each task within a reasonable time frame and appeared comfortable.
REFERENCE:
Tavassoli, T. (2015). The Sensory Processing Scale Assessment (SPS).Journal of Autism Developmental Disorders; Vol. 46 (1); pgs. 287-293.
End of APPENDIX F – Sensory Processing Scale (SPS)
UNIT 4 – When Is It Sensory? (Cont.)
APPENDIX G – Sample Sensory Diet
In their definitive handbook, Raising a Sensory Smart Child, Lindsey Biel, OTR/L & Nancy Penske give parents an idea of what a Sample Sensory Diet may look like. Retrieved online from: https://www.sensorysmarts.com/index.html/
Sample Sensory Diet –
Here is a sample sensory diet, created for a second-grade child with sensory processing disorder. Activities must be individualized for each child and modified frequently to meet changing needs. A separate program was worked out for this child with the school, including frequent movement breaks, an inflatable seat cushion for wiggling while remaining seated, and providing crunchy/chewy oral comfort snacks during seated time.
In the Morning
After school
during seated activities
At dinnertime
At night
Note: Creating a Sensory Diet: The Ingredients. It is strongly recommended that you work with an occupational therapist who has a solid understanding of sensory processing issues. One of the trickiest aspects of sensory difficulty is recognizing when a child is over-reactive or under-reactive in any given moment, and then calibrating sensory input to meet him where he is and provide a “just right challenge” to help him move forward into a “just right” state of being.
REFERENCES:
Biel, L, & Penske, N. (2018). Raising a Sensory Smart Child; Retrieved online from: https://www.sensorysmarts.com/index.html/
End of APPENDIX G, excerpt from – Sample Sensory Diet by Biel & Penske
APPENDIX G – Sample Sensory Diet
In their definitive handbook, Raising a Sensory Smart Child, Lindsey Biel, OTR/L & Nancy Penske give parents an idea of what a Sample Sensory Diet may look like. Retrieved online from: https://www.sensorysmarts.com/index.html/
Sample Sensory Diet –
Here is a sample sensory diet, created for a second-grade child with sensory processing disorder. Activities must be individualized for each child and modified frequently to meet changing needs. A separate program was worked out for this child with the school, including frequent movement breaks, an inflatable seat cushion for wiggling while remaining seated, and providing crunchy/chewy oral comfort snacks during seated time.
In the Morning
- Massage feet and back to help wake up
- Listen to recommended therapeutic music CD
- Use vibrating toothbrush &/or vibrating hairbrush
- Eat crunchy cereal with fruit and some protein
- Spin on disc, as directed by OT / PT
- Jump on mini-trampoline as directed by OT / PT
After school
- Go to playground for at least 30 minutes
- Push grocery cart or stroller
- Spinning as directed by OT / PT
- Mini-trampoline. Add variety: have him play catch or
- Massage feet to “reorganize,” use therapy putty, make
- Do ball exercises as directed by OT / PT
- Listen to therapeutic music CD
- Oral work — suck thick liquids through a straw, eat
during seated activities
At dinnertime
- Help with cooking, mixing, chopping, etc.
- Help set table, using two hands to carry and balance a tray
- Provide crunchy and chewy foods
At night
- Family time: clay molding projects, painting projects, etc.
- Warm bath with bubbles and calming essential oil
- Massage during reading time
Note: Creating a Sensory Diet: The Ingredients. It is strongly recommended that you work with an occupational therapist who has a solid understanding of sensory processing issues. One of the trickiest aspects of sensory difficulty is recognizing when a child is over-reactive or under-reactive in any given moment, and then calibrating sensory input to meet him where he is and provide a “just right challenge” to help him move forward into a “just right” state of being.
REFERENCES:
Biel, L, & Penske, N. (2018). Raising a Sensory Smart Child; Retrieved online from: https://www.sensorysmarts.com/index.html/
End of APPENDIX G, excerpt from – Sample Sensory Diet by Biel & Penske
UNIT 4 – When Is It Sensory? (Cont.)
APPENDIX H Sensory Categories
Dr. Ayres sought out initially to identify how poor processing of sensory stimuli affected the child, resulting in atypical motor, social/emotional, and functional patterns of behavior. These behaviors were hypothesized to interfere with end product competencies in speech/language, attention, motor.
Dr. Ayres further established four categories in the 1960's to classify and refine specific sensory manifestations as seen by sensory modulation dysfunction (SMD), developmental dyspraxia, bilateral integration dysfunction, and generalized dysfunction (a combination of all areas). The SPD global umbrella identifies three primary diagnostic categories as sensory modulation disorder, sensory discrimination disorder, and sensory-based motor disorder.
Sensory modulation dysfunction (SMD) is the ability one has to take in sensory sensations be it auditory, visual, gustatory, olfactory, or tactile stimuli, by interpreting what it is and filtering what is important while ignoring what is not by inhibiting that sensation. Often, children with SMD are unable to process information, causing them to have ineffective sensory modulators.
Examples which are often reported may be being unable to tolerate smells from the lunch room, or intolerance for noise such as that of other children or fireworks/vacuum cleaners, being unable to move without fear or feeling nauseous, clothes that are intolerable. Or, perhaps the opposite is observed where the child does not seem cuddly or recognize when they are hurt, does not seem to hear auditory information, or will not sit still. Often one may hear this being described as being over-reactive or under-reactive.
Developmental Dyspraxia is reflected when a child has a coordination disorder being unable to execute new skilled movements. These children often are unable to visualize mentally a plan (ideation), or know how to complete novel tasks (affordances). Dr. Ayres' later work on dyspraxia identified these children to have underlying sensory processing issues resulting in difficulties with detection, organization, discrimination of sensory information from the tactile (skin), proprioceptive (joints and muscles) and/or vestibular (movement) systems. These children sometimes are moving very quickly but when asked to grade their movements they fall or look clumsy.
School age children who may exhibit this are often delayed in learning how to formulate handwriting skills, eat with their fingers because they are unable to negotiate utensils, demonstrate delays cutting, or cannot ride a bike, skate, or perform large muscle actions as they are unable to have the ideation and/or if they do, do not have the affordances. Dr. Ayres believed that intervention addressing the underlying sensory processing issues rather then using and educational process of teaching was more successful. For that reason, rather then working on handwriting (as an example), therapy is focused on the integration of the sensory systems as the primary goal.
Postural-Bilateral Integration Dysfunction is due largely to the immature developmental integration of primitive reflexes and core muscle patterns. This results in an inability to use two sides of the body together, lack of lateral dominance (switches hand use where parents say their child is ambidextrous), and inability to cross the body midline. Often this translates to observing the child to have difficulty with directionality, inability knowing where their body is in space. They may have difficulty alternating limb movements, show poor conjugate eye movements, or extreme gravitational insecurity. Some have an unusual fear of certain positions (being on their tummies, moving backwards, going downstairs, etc.). Others have difficulty executing activities of daily living skills; that of self-dressing, as they are unable to button or zip, and/or reverse motions. Retrieved online from – http://senseablekids.com/sensInt.html
Prosopagnosia people, Stantic, M., Ichijo, E., et al. (2022) say, that remembering and/or recognizing faces in everyday life can be difficult for many people with autism. Problems may be wide-ranged and contradictory. Some autistic persons can recognize a familiar face, but not match it to an identical picture in a test setting. Test subjects, it was noted, may also have been influenced and/or distracted; or, have other issues like test anxiety, or poor attention-span.
Remember that even if your child hasn’t been diagnosed, s/he may still be eligible for Early Intervention Services. Under the IDEA Law says that children under the age of 3-years-old who are at-risk for having developmental delays may be eligible for services. Most literature recommends that parents clarify and prioritize what concerns you the most.
Some of you will have mild concerns, while others are living in a state of high situational stress and hyper-vigilance because of your child’s actions. Both need to be addressed. This is NOT a phase which will pass; these are serious concerns which can be dealt with through ‘intervention’.
< My Thoughts > “…serious concerns…”
The severity of a child’s behavior, the amount of support available, the temperament of the child and the parents will all contribute to the family either becoming isolated or seeking help. Help may come from local, private, county, state, and federal programs; and sometimes at no cost at all. Look for ‘FREE’ first.
My intention here is informational and educational only. The sooner you act the better, but NOT before you check things out thoroughly. Remember too, that most programs and therapies require ‘follow-up’ and possibly some sort of ‘tune-up’ after the ‘intervention’ has been in place for a period of time. Or, there are changes which impact behavior, such as medication or other therapy. Don’t sign-up for anything you cannot easily STOP if it’s not working for you and/or your child. You know, like that gym/spa contract you couldn’t get out of!
Note: For further information on ‘Temperament/Personality’ go to MENU for Know Autism, Know Your Child with < My Thoughts > by Sara Luker. Read online here, under UNIT 3 What Is Most Concerning? CHAPTER 3 Cognition & Temperament/Personality.
REFERENCES: UNIT 4 – When Is It Sensory? (Cont.), CHAPTER 3, PART 3 SENSORY CATEGORIES.
Ayres, J. (1989). Jean Ayres 1920–1988 Therapist, Scholar, Scientist, & Teacher; American Journal of Occupational Therapy, July 1989, V43, p479-480.
Stantic, M., Ichijo, E., et al. (2022). Face Memory & Face Perception in Autism. Retrieved from – https://pubmed.ncbi.nlm.nih.gov/34160282/
End of APPENDIX H Sensory Categories
Thank you so much for sharing, commenting, and 'liking' on Facebook!
Regards,
Sara Luker
DISCLAIMER Know Autism – Know Your Child: with < My Thoughts > by Sara Luker
Just to let you know that I, Sara Hayden Luker, have put forth my best efforts in presenting what I have learned about autism, by sharing the stories and studies of those who have gone before us. Any author’s mention of products, services, treatments, and interventions or actions are not to be considered an endorsement, thereof. Know that to some, autism is an ‘unregulated business’. The content of this website material, digital or in any other form does not represent medical advice; nor does it constitute medical suggestions in any way. The material, including any downloadable parts, is for informational and/or educational purposes only. Your download and/or use of any of this material indicates your acceptance of this disclaimer.
This is a Personal Use Electronic Download. By downloading, you hereby agree and acknowledge that you are not acquiring any right, title or interest in, or to, the material; nor any associated copyrights, other than the right to possess, hold and use for personal, non-commercial purposes. Furthermore, you agree that you will: (i) not scan, copy, duplicate, distribute or otherwise reproduce the material(s) to resell, (ii) not use the material(s) for any commercial purposes. By purchasing/downloading you agree to these terms unconditionally. No ‘rights’ are given or transferred.
APPENDIX H Sensory Categories
Dr. Ayres sought out initially to identify how poor processing of sensory stimuli affected the child, resulting in atypical motor, social/emotional, and functional patterns of behavior. These behaviors were hypothesized to interfere with end product competencies in speech/language, attention, motor.
Dr. Ayres further established four categories in the 1960's to classify and refine specific sensory manifestations as seen by sensory modulation dysfunction (SMD), developmental dyspraxia, bilateral integration dysfunction, and generalized dysfunction (a combination of all areas). The SPD global umbrella identifies three primary diagnostic categories as sensory modulation disorder, sensory discrimination disorder, and sensory-based motor disorder.
Sensory modulation dysfunction (SMD) is the ability one has to take in sensory sensations be it auditory, visual, gustatory, olfactory, or tactile stimuli, by interpreting what it is and filtering what is important while ignoring what is not by inhibiting that sensation. Often, children with SMD are unable to process information, causing them to have ineffective sensory modulators.
Examples which are often reported may be being unable to tolerate smells from the lunch room, or intolerance for noise such as that of other children or fireworks/vacuum cleaners, being unable to move without fear or feeling nauseous, clothes that are intolerable. Or, perhaps the opposite is observed where the child does not seem cuddly or recognize when they are hurt, does not seem to hear auditory information, or will not sit still. Often one may hear this being described as being over-reactive or under-reactive.
Developmental Dyspraxia is reflected when a child has a coordination disorder being unable to execute new skilled movements. These children often are unable to visualize mentally a plan (ideation), or know how to complete novel tasks (affordances). Dr. Ayres' later work on dyspraxia identified these children to have underlying sensory processing issues resulting in difficulties with detection, organization, discrimination of sensory information from the tactile (skin), proprioceptive (joints and muscles) and/or vestibular (movement) systems. These children sometimes are moving very quickly but when asked to grade their movements they fall or look clumsy.
School age children who may exhibit this are often delayed in learning how to formulate handwriting skills, eat with their fingers because they are unable to negotiate utensils, demonstrate delays cutting, or cannot ride a bike, skate, or perform large muscle actions as they are unable to have the ideation and/or if they do, do not have the affordances. Dr. Ayres believed that intervention addressing the underlying sensory processing issues rather then using and educational process of teaching was more successful. For that reason, rather then working on handwriting (as an example), therapy is focused on the integration of the sensory systems as the primary goal.
Postural-Bilateral Integration Dysfunction is due largely to the immature developmental integration of primitive reflexes and core muscle patterns. This results in an inability to use two sides of the body together, lack of lateral dominance (switches hand use where parents say their child is ambidextrous), and inability to cross the body midline. Often this translates to observing the child to have difficulty with directionality, inability knowing where their body is in space. They may have difficulty alternating limb movements, show poor conjugate eye movements, or extreme gravitational insecurity. Some have an unusual fear of certain positions (being on their tummies, moving backwards, going downstairs, etc.). Others have difficulty executing activities of daily living skills; that of self-dressing, as they are unable to button or zip, and/or reverse motions. Retrieved online from – http://senseablekids.com/sensInt.html
Prosopagnosia people, Stantic, M., Ichijo, E., et al. (2022) say, that remembering and/or recognizing faces in everyday life can be difficult for many people with autism. Problems may be wide-ranged and contradictory. Some autistic persons can recognize a familiar face, but not match it to an identical picture in a test setting. Test subjects, it was noted, may also have been influenced and/or distracted; or, have other issues like test anxiety, or poor attention-span.
Remember that even if your child hasn’t been diagnosed, s/he may still be eligible for Early Intervention Services. Under the IDEA Law says that children under the age of 3-years-old who are at-risk for having developmental delays may be eligible for services. Most literature recommends that parents clarify and prioritize what concerns you the most.
Some of you will have mild concerns, while others are living in a state of high situational stress and hyper-vigilance because of your child’s actions. Both need to be addressed. This is NOT a phase which will pass; these are serious concerns which can be dealt with through ‘intervention’.
< My Thoughts > “…serious concerns…”
The severity of a child’s behavior, the amount of support available, the temperament of the child and the parents will all contribute to the family either becoming isolated or seeking help. Help may come from local, private, county, state, and federal programs; and sometimes at no cost at all. Look for ‘FREE’ first.
My intention here is informational and educational only. The sooner you act the better, but NOT before you check things out thoroughly. Remember too, that most programs and therapies require ‘follow-up’ and possibly some sort of ‘tune-up’ after the ‘intervention’ has been in place for a period of time. Or, there are changes which impact behavior, such as medication or other therapy. Don’t sign-up for anything you cannot easily STOP if it’s not working for you and/or your child. You know, like that gym/spa contract you couldn’t get out of!
Note: For further information on ‘Temperament/Personality’ go to MENU for Know Autism, Know Your Child with < My Thoughts > by Sara Luker. Read online here, under UNIT 3 What Is Most Concerning? CHAPTER 3 Cognition & Temperament/Personality.
REFERENCES: UNIT 4 – When Is It Sensory? (Cont.), CHAPTER 3, PART 3 SENSORY CATEGORIES.
Ayres, J. (1989). Jean Ayres 1920–1988 Therapist, Scholar, Scientist, & Teacher; American Journal of Occupational Therapy, July 1989, V43, p479-480.
Stantic, M., Ichijo, E., et al. (2022). Face Memory & Face Perception in Autism. Retrieved from – https://pubmed.ncbi.nlm.nih.gov/34160282/
End of APPENDIX H Sensory Categories
Thank you so much for sharing, commenting, and 'liking' on Facebook!
Regards,
Sara Luker
DISCLAIMER Know Autism – Know Your Child: with < My Thoughts > by Sara Luker
Just to let you know that I, Sara Hayden Luker, have put forth my best efforts in presenting what I have learned about autism, by sharing the stories and studies of those who have gone before us. Any author’s mention of products, services, treatments, and interventions or actions are not to be considered an endorsement, thereof. Know that to some, autism is an ‘unregulated business’. The content of this website material, digital or in any other form does not represent medical advice; nor does it constitute medical suggestions in any way. The material, including any downloadable parts, is for informational and/or educational purposes only. Your download and/or use of any of this material indicates your acceptance of this disclaimer.
This is a Personal Use Electronic Download. By downloading, you hereby agree and acknowledge that you are not acquiring any right, title or interest in, or to, the material; nor any associated copyrights, other than the right to possess, hold and use for personal, non-commercial purposes. Furthermore, you agree that you will: (i) not scan, copy, duplicate, distribute or otherwise reproduce the material(s) to resell, (ii) not use the material(s) for any commercial purposes. By purchasing/downloading you agree to these terms unconditionally. No ‘rights’ are given or transferred.
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