Understanding Sensory Integration

Understanding Sensory Integration

What is a “SENSORY” issue?

Children with difficulties in the areas of sensory processing and modulation exhibit certain behavioral symptoms that are often reported as challenging, stressful, and problematic. Difficulties in the areas of sensory processing may affect a child’s ability to participate in play activities, academics, self care, and social interactions.

What is sensory processing? Sensory processing is the way our brain perceives sensory input. Sensory input includes:

·         What we see (vision)                         

·         What we taste (oral)

·         Balance and movement (vestibular)

·         What we hear (auditory)

·         What we smell (olfactory)

·         Touch, movement, and body position (proprioceptive)

When a child’s sensory processing is intact, he is able to take in sensory information, correctly interpret it in his brain, and make an appropriate response. However, when sensory processing is compromised, the child’s ability to correctly interpret a response is affected. In turn, he may exhibit a response to sensory input that seems either undersensitive or overly sensitive. It is important to note that a child may be undersensitive to one kind of input and overly sensitive to another. A child who is undersensitive may seek out more sensory experiences. He may be described as constantly touching everything, can’t sit still, pushes and bumps into everyone and everything, and runs all over constantly. An overly sensitive child may withdraw, or actively avoid, certain experiences. This child may dislike hugging, seem scared to step down the stairs or curbs, become very overwhelmed in busy or noisy places, and hates having her hair washed.

Behavioral symptoms need to be exhibited with frequency, intensity, and duration for it to be considered sensory integrative dysfunction. Frequency means these behaviors happen several times in a day. Intensity implies that the child either actively avoids sensory stimulation or that he throws his whole body into getting the stimulation he needs. Duration means that the behaviors persist for several minutes or longer.

What kinds of behaviors may be a sign that a child has “sensory issues” or sensory processing dysfunction?

·         Avoids touching or being touched                         

·         Uncoordinated or clumsy

·         Constantly moving and fidgeting

·         Shows a decreased safety awareness; is a “daredevil”

·         Seems to ignore voices or has difficulty following directions

·         Is particular about what she touches or wears

·         Seems stiff and rigid in movements

·         Impulsive and distractible

·         Unusually high or low activity level

·         Trouble using markers, crayons, doing puzzles, building with blocks, manipulating toys

·         Insecure with movement or anxious when feet leave the ground

·         Unaware of pain or temperature

·         Chews or licks non-food objects, such as shirt sleeves or playdough

·         Overly sensitive to bright lights and noises, covers his eyes and/or ears

·         Complains of odors or sounds that most others don’t seem to notice

·         Avoids playground equipment and other activities that most kids seem to like

·         Gags when eating certain foods

·         Difficulty learning new motor skills, such as clapping rhythms, using utensils, and climbing stairs

·         Resistance to novel situations, frequent “meltdowns” or temper tantrums

·         Easily frustrated

Resources:

These books are parent friendly and offer good explanations and suggestions.

1.       The Out-of-Sync Child: Recognizing and Coping with Sensory Integrative Dysfunction by Carol Stock Kranowitz

2.       Raising a Sensory Smart Child: The Definitive Handbook for Helping Your Child With Sensory Integrative Issues by Lindsey Biel

3.       Sensational Kids: Hope and Help for Children with Sensory Processing Disorder by Lucy Jane Miller

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