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Sensory Processing Disorder

Sensory Processing Disorder. Target Audience : Parents Amy Zirbser. What is it?. Trouble responding to and receiving information through senses May affect multiple senses Hyper or hyposensitive to things in environment. Causes. Great Book!. No exact cause Abnormal brain activity

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Sensory Processing Disorder

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  1. Sensory Processing Disorder Target Audience : Parents Amy Zirbser

  2. What is it? • Trouble responding to and receiving information through senses • May affect multiple senses • Hyper or hyposensitive to things in environment

  3. Causes Great Book! • No exact cause • Abnormal brain activity • Genetic component • Maternal deprivation • Premature birth • Prenatal malnutrition

  4. Who does it affect? • 5 to 16% of children exhibit symptoms of SPD • Babies, toddlers, school-aged children and adults

  5. Comorbidity • Additional disorders co-existing with a primary disorder

  6. Co-Existing disorders • ADHD • Autism/Asperger’s Syndrome • Language Disorder • Learning Disability • Fragile X Syndrome • Anxiety • OCD

  7. Symtpoms • Over-responsive or under-responsive to things • Can not transition • Frequent tantrums and meltdowns • Exists on a spectrum

  8. What does this mean? • www.brainbalance Fear of sudden high pitched sound Poor Balance Fear of Climbing hypersensitive Fear of Crowds Background noise distracting Fearful of touch

  9. Doesn’t know own strength Clumsy, uncoordinated movement What does this mean? • www.brainbalance Constantly touching things Thrill seeker Can’t understand personal space Hypo sensitive Enjoys movement based play

  10. Diagnostic Process • Screening a. parent checklist b. developmental history • Needs to affect normal functional and disrupt everyday life • If warranted evaluation follows

  11. Diagnostic Tools • Sensory Integration and Praxis Test(children ages 4-8) • Sensory Profile, Sensory Processing Measure(Parents, Teachers) • Comprehensive OT evaluation • www.spdfoundation.net

  12. Benefits of early diagnosis • Leads to early intervention • Increase success of EI • Better school experiences • Prevent secondary problems • Correct labeling of unusual behaviors • Improve family life

  13. Treatment • Can be hard to get help • Isn’t recognized as a medical diagnosis • Depends on individual child’s need • Usually done by Occupational therapists

  14. Sensory Integration • Goal- challenge a child in a fun, playful way • Outcome-child responds appropriately, functions normally

  15. DIR Model • Developmental, Individual Difference, Relationship-Based Model • Developed by Stanley Greenspan, MD & Serena WeiderPh.D • “Floortime” method is major part • www.webmd.com

  16. “Floortime” method • Multiple sessions of play • 20 minutes each • First parents follow child’s lead • Then parents create challenges for child • Creating a “shared world” with the parent • Session are tailored to individual child’s needs

  17. Impact on me • My daughter has this diagnosis • This is her brief story

  18. Demographics • Four years old • In Pre-Kindergarten • Has two siblings • One with ADHD/ODD diagnosis • Highly Intelligent

  19. Initial Symptoms • Toe Walking • Aversion to certain food textures • Aversion to certain noises • Avoided over-stimulating things • Repetitive behaviors • Trouble with transitioning

  20. Treatments • Had Early intervention therapy • Private Occupational therapy • Private feeding therapy • Participates in many extracurricular activities

  21. Present Day • Struggles with eating certain things • Need for sameness • Doesn’t transition well • Struggles with certain textures • Struggles with certain environments • Some days good, some bad

  22. Lesson’s Learned • Be your child’s advocate • Listen to your heart, not other people • Be patient • Get your kids involved

  23. References • www.autismspeaks.org • www.spdfoundation.net

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