 | Our bodies takes in information from the outside environment through our
hands, nose, ears, eyes, skin and mouth |
| The body also processes internal information through head positions,
muscles and organs |
| These external and internal senses work in concert with one another to
provide information about our bodies, where we are in the environment, where
our body parts are in relation to one another and to the physical aspects of
the environment and on what is happening around us |
|
When
the information is processed in the brain a feedback operation lets us
adjust and respond to our world |
|
When
everything is working properly with sensory processing, it is said to be
integrated |
|
This
is critical for completing daily activities, play and work; for
interacting with others; and for teaching us to react emotionally and
behaviorally to the world around us |
|
It
also provides a crucial foundation for development of complex learning and
behavioral responses |
|
For
most people this sensory integration develops through participation in
everyday activities and experiences |
|
When
a sensation is not processed efficiently motor control and skill diminish |
|
When
dysfunction occurs in the way information is registered, processed or
modulated the individual may not detect information (under-responsive) or
they may overreact to information (over-responsive) or information that
comes in may not make sense (processing disorders) |
|
The
person will have difficulty with organization and execution of a response
(motor, verbal, cognitive, emotional) |
|
The
person may show signs of high anxiety, clumsiness, fear, impulsivity,
constant movement, poor attention span, falling, crashing bodies and head
banging along with other behaviors |
|
The
regulatory aspects of a relationship such as protection from over or under
stimulation can help children stay calm and alert for new
learning. |
|
Individuals
with low neurological thresholds for sensation are aware of any small change
in sensation and they may overreact to the slightest change |
|
Individuals
with high neurological thresholds for sensation need more sensation to
register a change and they may engage in sensory seeking behaviors |
|
Thresholds
can be affected by stress, anxiety, fatigue, hunger and previous sensory or
emotional experiences |
|
Sensory
overload can occur when the person cannot modulate incoming sensory input
and higher level skills of impulse control, planning, problem solving and
language become inaccessible to the person |
|
Sensory
modulation occurs when a person can ignore unnecessary sensory input to
focus on relevant input; it is necessary for a person to have a calm nervous
system and to be able to maintain arousal levels and avoid misinterpretation
of sensory information |
| Over or under responsive to touch or textures, movements, sights or sounds |
| Easily distracted |
| Unusually high or low arousal levels |
| Emotional and/or social problems |
| Impulsivity; poor self control |
| Clumsiness or carelessness |
| Can't calm self or unwind very well |
| Delays in speech, language or motor skills |
| Poor transitions |
| Tightly squeezing objects or people |
| Trailing arms along wall when walking |
| Falling asleep in crowded or chaotic environments (shut-down) |
| Keeping hands fisted, closed or in pockets to avoid contact with items |
| Inability to sit still, always needing to move or fidget |
| Becoming overwhelmed when balance is challenged |
| Transient skills - having to keep relearning previously acquired skills |
| High anxiety levels |
| Refusal to eat certain foods, wear certain clothes, take baths, wash, or
cut hair |
| Limited ability to make and keep friendships |
| Evaluation by an occupational therapist specializing in sensory processing
dysfunction |
| Early intervention can prevent sensory processing dysfunction from
escalating into more severe problems |
| Treatment involves a complete approach that considers the environment, the
interactions and teaching specific activities to perform daily as in a
sensory diet |
| Minimizing hard-to-process sensation and maximizing the easy-to-process
sensations during interactions |
| Identification of ways to minimize disorganizing environments and promote
calming sensory experiences throughout the day will often improve family
life, community involvement and school participation |
| Teaching a person ways to recognize signs of disorganization and
activities that will help regain organization when possible |
| Treatment is based on neurodevelopment, neuropsychology, and child
development and focuses on improving sensory processing skills and teaching
ways to adapt for a dysfunctional sensory system |
