Transcript of "Sensory processing disorders ppt with voice"
IMPLICATIONS AND TREATMENT OF SENSORY PROCESSING DISORDERS Sandy Droster, OTR
Objectives:Participants Will Learn About: Normal Sensory Systems Sensory Processing Disorders (SPD) How To Identify SPD How To Interact With Individuals Who Have SPD
How A Normal SensorySystem Works: A normal sensory system takes in information through the senses of touch, movement, smell, taste, vision, a nd hearing and combines the resulting perceptions with prior information, memories, and knowledge already stored in the brain in order to derive coherent meaning to be able to effectively respond to our environment.
The Process Of Sensory Integration: Sensory Systems Begin in Utero Fetal Life is Rich in Sensations
Sensory Integration In Infancy: Baby Introduced to Intense Sensory Experiences at Birth Depends on Caregivers for Regulation of Systems
Sensory Integration In Early Childhood: Begin Self Regulation Engage in Sensory Exploration Learn how to Make Things Happen Improve Body Movement
What Happens When The Sensory Processing System Does Not Fully Mature?
Sensory Processing Disorder: A neurological disorder causing difficulties with processing information from the five classic senses (vision, auditory, touch, olfaction, and taste), the sense of movement (vestibular system), and or the positional sense (proprioception).
Sensory Processing Disorder: Sensory Information is Sensed Normally, but Perceived Abnormally May Cause Distress or Confusion Affect Learning, Social Interactions, Task Performance, Everyday Activities Can Lead to Motor, Emotional, Psychological, Social, Communication or Behavior Problems
Sensory Defensiveness: Aversive or Defensive Reactions to Non-Noxious Stimuli Across One or More Sensory Modalities Characterized by Overresponding to One or More Sensory Systems Has an Overriding Negative Emotional Response
Hearing:Inconsistent/Unable toLocalize Sounds,Delayed Response, Startles to Sound, Intolerantto Certain Sounds, Vocalizes Loudly in NoisyEnvironments, Upset by Loud Noises, Distractedby Background Noise, Doesn’t Tolerate LoudEnvironments, Covers Ears, Hits Side of Head
Touch:Inconsistent Response, Stereotypical Behaviors,Self-Abuse, Avoidance or Fixation on OralStimulation, Limited Acceptance of FoodTextures, Avoids Hand Use, Allows Touch byCertain People, Toe Walks, Strips/CompletelyCovered, Brief Grasp of Objects
Vestibular (Movement):Lacks Protective Reactions,Fearful of Movement,Resists Imposed Position Changes, Becomes MotionSick, Aggressive/Upset if Balance is Disturbed, AvoidsChange in Head Position, Avoids PlaygroundEquipment, Seeks Certain Movements
Taste/Smell: Sensitive to Many Odors Limited Range of Foods/Fluids Accepted May Act as if All Food Tastes the Same Strong Preference for Spicy Foods
Four Principles For Intervention Just Right Challenge Adaptive Response Active Engagement Child Directed
Just Right ChallengeThe Child Must be Able to SuccessfullyMeet the Challenges That Are PresentedThrough Playful Activities
Adaptive Response:The Child Adapts His Behavior With Newand Useful Strategies in Response to theChallenges Presented
Active Engagement:The Child Will Want to ParticipateBecause the Activities are Fun
Child Directed:The Child’s Preferences Are Used toInitiate Therapeutic Experiences Withinthe Session
Sensory Intervention: Designed to Stimulate and Challenge All of the Senses by Engaging the Child in Activities That Provide Vestibular (Movement), Proprioceptive (Sense of Position), and Tactile (Touch) Stimulation
Vestibular: Input From Inner Ear Receptors Relationship to Gravity Can Alert or Calm the Nervous System Follow with Tactile or Proprioceptive Input
Proprioceptive: Input From Major Weight Bearing, Neck and Jaw Joints, Tendons, Muscle s Key Roll in Remediation of Sensory Modulation Problems Provides Sense of Body Contents, Mass, and Presence
Tactile: Input From Skin and Internal Tissues Provides Sense of Boundaries and Self/Non-Self Establishes Body Image in Conjunction With Proprioception Better Accepted When Self-Imposed
Hyposensitivity Vs. Hypersensitivity Hyposensitivity: Children With Lower Sensitivity. May Be Exposed To Strong Sensations. Hypersensitivity: Children With Heightened Sensitivity. May Be Exposed To Peaceful Activities.
Examples Of Activities For Hyposensitive Kids:Land Activities: Stroking With Brush, Exercise Bikes,Walking, Trotting/Running, Swinging, Jumping,Resistive Pushing, Carrying Weights, Back/ShoulderRubs, Chores Using Large Muscles, Structured RoughHousing, Self Applied Vibration, Resistive Sucking,Chewing, Pressure Sandwiches, Modeling ClayManipulation, Finger Painting
Examples Of Activities For Hyposensitive Kids:Water Activities: Riding the Magic Carpet(Rapid/Unpredictable), Kicking, Splashing,Jumping Into Water, Toy Manipulation(Textured), Squirt Toys
Examples Of Activities For Hypersensitive Kids:Land Activities: Scents (Natural), Things ToSqueeze or Fidget With, Music, Comfort Sounds(Birds/Running Water), Mild Vibration, QuietRooms, Soft Colored Lights, Gentle Rocking,Cover With Blanket, Deep Pressure Activities,Slow/Deep Breathing, Low Toned Music Bars
Examples Of Activities For Hypersensitive Kids:Water Activities: Riding the Magic Carpet(Slow/Rhythmical), Floating on FloatationDevice, Gentle Movement With Action SongsSung With Soft Voice, Self-Imposed ToyManipulation, Supported Movement ThroughWater
Interpersonal Precautions: Avoid Offending Sensory System Follow Client’s Lead Provide Sensation If It Helps Monitor Non-Verbal Communication Offer Choices Provide Consistency Individualize Proximity To Others Be Aware Of Unfamiliar People Use Appropriate Teaching Styles Monitor Tone & Volume Of Voice Be Conscious Of Body Language Use Appropriate Touch Be Predictable Use Eye Contact, Facial Expression Monitor Hair, Scent, Clothing
One Size Does Not Fit All: Kids With Sensory Processing Disorder Have Their Own Unique Set Of Sensory Responses You Must Accommodate Based On How They Respond
Case Study: Child With Sensory Registration Disorder CNS Under Responding to Sensory Stimulation Poor Body Awareness Difficulty Discriminating Specific Sensations
Activity: Child Asked To Draw A Picture Of Herself (A) One Week Later Asked To Draw Herself Again (B)
Intervention: Done Immediately Following Her Drawing of the Second Picture 5 Minutes in Duration Intervention Included: Heavy Muscle Work and Proprioception (Pushing Against Staff Person) Deep Pressure Strokes Down Extremities, Back, and Head With Body Part Labeling More Pressure and Labeling Done on Left Side Due
Activity: Asked to Draw Herself Again Immediately After Intervention
Observations: Detailed Outline of Self (Including Head, Hair, Eyes, Mouth, Arms, Hand Fingers, Legs, Foot, and Bones) Colored-In Drawing Indicates Wholeness of Self More Awareness of Body Parts and Their Position Greater Detail On Side That Received Deep Pressure and Labeling
Conclusion: 5 Minutes of Sensory Input Improved Discrimination Between Senses Improved Body Part Identification & Position Improved Sense of Self Improved Alertness Improved Function & Relationships