The Role of the Senses

1. The Role of the Senses Sensory Processing/Integration Disorder & Autism Jessica Nyberg, B.S.

2. The Senses at a Glance • Tactile- touch (cold, hard, dull, pain, hot) • Proprioceptive- where our body parts are in relation to each other and how they are moving • Vestibular- where our bodies are in space, whether we or our surroundings are moving, tells about speed and direction of moving • Auditory- sound • Visual- sight • Olfactory- smell

3. What is Sensory Processing? • The ability to receive sensory messages & organize them effortlessly into the “right” behavioral & physiological responses • Example: The smell of burning food from the kitchen • Automatic behavioral response: stop what we are presently doing to check food • Automatic physiological response: our heart rate increases & develop a fine sweat

4. What is Sensory Processing Disorder? • When sensory signals don’t get organized into appropriate responses and daily routines and activities are disrupted as a result • Example: At a playground, a child loses his balance and begins to fall • His nervous system doesn’t recognize the sensory input that he’s falling • He doesn’t put his arms out to break his fall • Possibility of resulting injury

5. Levels of Responsiveness • Under-Responsive, “hyposensitive”: • Exhibits less of a response to sensory information, takes longer to respond to sensory input, or requires more intense or long-lasting sensory input before they are moved to action • Over-Responsive, “hypersensitive”: • Respond more intensely, more quickly, and/or for a longer time to sensory information

6. Levels of Responsiveness • Sensory Seeking • Having a nearly insatiable craving for sensory experiences and actively seeking sensation, often in ways that are not socially acceptable • Easily confused with ADHD • If unable to seek out sensations, may become aggressive or angry

7. Mix ‘n Match • Can have a variety of senses affected • Mixture of hyposensitivity, hypersensitivity, and/or sensory seeking • Soooo… • Can be hypersensitive with some senses, hyposensitive with others, and/or sensory seeking with other senses

8. POP QUIZ!!!!! • What are the senses again…? • Tactile? • Vestibular? • Proprioception?

9. What’s the Big Deal? • Dysfunctioning senses lead to problems with… • Attention & Learning • Sleep • Eating • Social interaction • Health & Safety • Life in the Community • ANXIETY levels

10. Co-occurrence with Autism Spectrum Disorders

11. Signs & Symptoms: Proprioception • Hypersensitive • Does not like being upside down • Has trouble manipulating small objects • Avoids weight-bearing activities like running & jumping • Hyposensitive • unaware of bodily sensations (hunger, need for bathroom) • bumps into or leans on people/objects • Sensory Seeking • constantly moving • seeks out rough-housing

12. Signs & Symptoms: Vestibular • Hypersensitive • Does not enjoy playing on swings or slides • Has difficulty walking on unstable or uneven surfaces • Fearful of heights • Difficulty with stairs • Hyposensitive • May not notice when falling & not extend hands or feet to protect himself • Doesn’t get dizzy easily • Sensory Seeking • Seeks out swinging or sliding • Adventurous- climbers & jumpers • Partakes in body rocking • Has trouble sitting still

13. Signs & Symptoms: Tactile • Hypersensitive (Does NOT like): • Certain textures/clothing (wool, fur, jeans, carpet) • Having messy hands (glue, dirt, stickiness) • Having hair or nails cut • Certain food textures • Hugs or being touched • Hyposensitive • Doesn’t seem to notice getting hurt • Sensory Seeking • Constantly touching objects • Mouths objects • Prone to self-injury (hand biting, head banging) • Likes pressure & tight clothes • Enjoy hugs & roughhousing

14. Signs & Symptoms: Visual • Hypersensitive • Does not like bright lights • Distracted by irrelevant or small details • Avoids direct eye contact • Hyposensitive • Experience trouble figuring out what or where objects are • Sensory Seeking • Fixates (“stims”) on moving parts or fingers • Stare at bright lights or reflections

15. Signs & Symptoms: Auditory • Hypersensitive • Does not like loud noises (vacuum, malls) • Scared of unexpected noises (bells, sirens, alarms) • Distracted by background noise in a classroom • Will cover their ears • Make repetitive noises to cover other disturbing noises • Hyposensitive • doesn’t respond to name • Sensory Seeking • likes high TV and music volume • create sounds themselves for stimulation (tapping, banging, humming)

16. Hypersensitivity In Their Own Words • “There are certain things I touch that hurt my hands…There are times when I walk and the air brushing past my hands is a source of pain.” • “The fear and anticipation of noises that hurt the ears is often the cause of many bad behaviors and tantrums.” • “I hate to feel my own skin against itself. This means I have to wear pajamas to bed or put a sheet in between my legs so they do not come into direct contact with each other.”

17. Hypersensitivity: How we can help • PAY ATTENTION- ID disturbing stimuli & reduce, eliminate, or provide sensory aids • Desensitize by providing a sensory diet (small amounts of exposure) • Monitor the number of simultaneous stimuli & reduce irrelevant stimuli • If possible, warn or prime a child about upcoming situations (fire alarms, trip to the malls) • Self-calming: provide a “get away” space to retreat to when overwhelmed with calming activities available

18. Environmental Changes for the Hypersensitive Child • Tactile: select textures for clothing, bedding, towels, upholstery, and carpet that are not uncomfortable for the child • Proprioceptive: provide tools for heavy work • Jungle gym, trampoline, weighted vest • Vestibular: provide equipment for slow and rhythmic stimulation • Rocking chair, glider • Visual: soft lighting, muted colors, organized & uncluttered • Auditory: provide a background of “white noise” or calming music (headphones), prime a child before loud noises (fire alarm, vacuum)

19. Hyposensitivity in Their Own Words • “My senses would sometimes become dull to the point that I could not clearly see or hear, and the world around me would seemingly cease to exist.” • “Oftentimes, I would be aware that my body hurt somewhere, but I would be unable to pinpoint what was hurting.” • “I never knew my relative position in the surrounding or situation…I had no concept of my body. My hands were mere objects which I used to pick and throw.”

20. Environmental Changes for the Hyposensitive Child • Vestibular: provide equipment for fast/rotary movement • Self-spinning devices, swings, mini-trampoline • Tactile: use direct tactile stimulation throughout the day, used textured towels, different seating textures, noticeable textured clothing • Proprioceptive: heavy work, jungle gym, weighted vests, exercise bands, mini-trampoline • Visual: bright room colors, many & bright lights, visually stimulating décor • Auditory: changing background noise, avoid monotonous sounds • Self-alerting: gum chewing, sour candy, exercise ball instead of a chair

21. Environmental Changes for the Sensory Seeking Child • Tactile: deep pressure, provide items for stimulation- fidget toys, stress balls • Proprioceptive: heavy lifting, exercise bands, pushing, pulling, running, jumping, rope climbing, bike/tricycle riding, sitting on an exercise ball instead of a chair • Vestibular: swings, slides, jungle gym • Visual: order & organization, minimize clutter • Auditory: headphones with steady calm music

22. Paying Attention to Their Senses • Group Work!  • Each group will be given a sense: identify a potential trigger at: • Home • School • In the Community • Come up with at least one sensory intervention strategy to address the associated issues

23. Great Resources (References) • Consult with an Occupational Therapist • The Out-of-Sync Child, Carol Stock Kranowitz • The Out of Sync Child Has Fun, Carol Stock Kranowitz • Sensational Kids, Lucy Jane Miller