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Sensory Dysfunction and Impact on Behavior and Learning

Sensory Dysfunction and Impact on Behavior and Learning. Debbie Shatrowsky OT Jenn Jensen OT. What is sensory integration?. Every day, we receive a great deal of information from our senses. We use this information to organize our behavior and successfully interact with the world.

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Sensory Dysfunction and Impact on Behavior and Learning

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  1. Sensory Dysfunction and Impact on Behavior and Learning Debbie Shatrowsky OT Jenn Jensen OT

  2. What is sensory integration? Every day, we receive a great deal of information from our senses. We use this information to organize our behavior and successfully interact with the world. Example: Putting on Jacket http://www.incrediblehorizons.com

  3. What happens if our senses are not being interpreted properly? A child with hazy feedback about his sense of touch, body position and movement is in a world totally foreign to ours. Imagine a world where something as basic as another child’s touch is perceived as something unreliable, inconsistent or even THREATENING! Would you feel secure and safe?

  4. Sensory Processing Systems • Tactile/touch • Vestibular/movement • Proprioceptive/deep pressure

  5. When we have trouble with Sensory Input • Hyper-reactive…. • Sensory Avoiders…. • Hypo-reactive… • Sensory Seekers………

  6. Hyper-reactive • Easily overwhelmed • Reactive/impulsive • Negative affect • Unable to focus & attend • Pulls away when being touched • May over react to stimuli: smells, food/materials (textures or consistency), unexpected touch, sound

  7. Sensory Avoiders • Actively Withdraws • Doesn’t interact with others • Wants to control everything • Limits exposure to sensory input, movement, food, clothing, etc. • Explosive when control is lost • Affect is fearful or anxious

  8. Hypo-reactive • “Wall Flowers” • Need a ‘jump start’ • Don’t notice details • Misses sensory information • Tend to have low tone • Flat Affect • Action is passive

  9. Sensory Seekers • Enjoys sensation • Creates sensations in the environment • Risk Takers, Action is impulsive • “Crash and Bang”, bouncers, climbers • Spins or rocks desk or chair incessantly • Touches, smells, moves constantly • may use others to meet sensory needs

  10. We may use sensory for the following Reasons • Increase focus and attention to task • Calming • To decrease self injurious behavior • To replace disruptive behaviors • To rev up an under responsive system • To increase a child’s ability to motor plan unfamiliar motor tasks

  11. Preferred Sensory Input • Some children need less stimulation. Dim the lights and play soft soothing music. Comfort with deep pressure bear hugs. Provide a retreat. • Some children require more sensory stimulation. Take frequent walks, trampoline, bouncing on ball, engage in gentle roughhousing.

  12. How do we help? • Determine child’s preferred sensory intake • Consult with OT on child’s needs/ appropriate activities • Come into the sensory room with a plan (understanding of what the child needs, why he needs these activities, and knowledge of which activities will meet these needs. • Follow up with the OT on how activities are working.

  13. Precautions and Contraindications

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