Tips for parents on sensory processing disorders posted on 12-12-12 :)


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It is a basic powerpoint to explain parents and para professionals about Sensory processing disorders.I shows better in full screen mode else some titles are not showing.

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Tips for parents on sensory processing disorders posted on 12-12-12 :)

  1. 1. Sensory processing disorders
  2. 2.  Visual  Lights  Sounds  Smells  Writing  Touch  Tags  Need to run
  3. 3.  SPD does not fall under DSM V so pediatricians are not aware of the problem.
  4. 4. According to SPD foundation  1 in 20 kids have SPD  5-10% of children have no associative diagnosis  40-80% of children have another diagnosed disability
  5. 5.  Kids with SPD are just as intelligent as other kids.  Many are intellectually gifted.  (Their brains are simply wired differently)
  6. 6.  Happens in Utero  Premature babies and carrying  Self regulation starts in early childhood  Babies depend on care givers for self regulation  Children engage in self exploration
  7. 7.  They have problems with motor skills and other skills needed for school success and childhood accomplishments.  So, they become socially isolated and suffer from low self esteem and other social/emotional issues.
  8. 8.  At risk for social, emotional and educational problems including ◦ the inability to make friends or being part of a group. ◦ They are labeled as clumsy, uncooperative, out of control ◦ they have poor self concept and ◦ also have academic failure.  Anxiety, depression,aggression or other behavior problems may follow.  Parents are often blamed for this “hidden disability”
  9. 9.  Preliminary research suggests that SPD is inherited.  Pre-natal exposure to chemicals, toxins, drugs, emotional stress, problems with placenta.  Multiple births such as twins, triplets or quadruplets  Birth trauma  Post natal exposure to environmental pollutants, insufficient stimulation, lengthy hospitalization or placement in orphanage.
  10. 10. 1. Touch 2. Smell 3. Taste 4. Vision 5. Auditory
  11. 11. 1. Vestibular system 2. Proprioception
  12. 12. 1. Tactile 2. Vestibular 3. Proprioception
  13. 13.  Questionnaire from parents and school teachers  Therapist observation  Tests to check for coordination
  14. 14.  Sensory modulation (most common)  Sensory motor  Sensory discrimination
  15. 15. 1. Under responsive 2. Over stimulation 3. Sensory seekers/cravers
  16. 16.  Baby child adult  Very low  Very quiet  take a lot of input to get excited,  don’t seem to be hearing you,  doesn’t respond to name,  don’t want to try new things.
  17. 17.  Fast swinging  Spicy food  Cold food  Fast rubbing
  18. 18. 1. Sensory defensive 2. Afraid of movement 3. Auditory sensitive 4. Anxious in general 5. Fight-flight response 6. Very rigid and want to control environment
  19. 19.  Calming inputs  Deep touch  Heavy weight activities  Put lights off  Noise reducing headphones
  20. 20.  Child can be over and under responsive on some days and times.  Depends on the stress factors  Auditory responsive does not change day to day but can be more or less  Child can also be over responsive in some systems and under responsive in some others.
  21. 21. 1. Need constant motion 2. Jumping all the time 3. Touching everything all the time 4. Bumping on the wall all the time 5. Constantly mouthing 6. Take excessive risk, no awareness of sense of danger 7. Difficult to take them to social situations 8. Usually turned away from school
  22. 22.  More organizing and calming activities  Need more proprioception  Need both alerting and calming  But mostly depends on their level of activity  Need a lot of regulation
  23. 23. 1. Dyspraxia (Motor planning difficulties) 2. Postural disorders  Low muscle tone  Poor postural control(fall off from the chair)  Balance poor
  24. 24.  Difficulty in understanding difference between b and d  Difficulty understanding body in space  Difficulty in knowing where the child is touched
  25. 25. 1. Social participation 2. Self regulation (gets too hyper or withdraws from the situation and cant get themselves to the just right level of arousal) 3. Self esteem (kids want to participate but they cant so self esteem goes down) 4. Motor skills (gross or fine motor )
  26. 26.  Co-regulation is when a person feeds off of the state of regulation of those around them. And our children are like regulating sponges!  They sense it all and they feel the stress of others.  Even too much excitement and praise can be overwhelming and create a state of sensory be aware of this side of things as well. Most children do NOT do well in a rushed, intense, loud, multi-sensory environment...even the sensory seekers. Remember that a child is co-regulating from those around him minute by minute.  A child with sensory differences often relies on those around them to help "co-anchor and co-regulate" and to help achieve and maintain a state of self-regulation. .
  27. 27.  Clinic based enriched environment  Home based environment
  28. 28.  Just right challenge  Adaptive response  Active engagement  Child directed.
  29. 29.  A - Antecedent  B - Behavior  C - Consequence
  30. 30.  Interactive metronome (can be done at 4-5yrs) - Child listens to a headphone(computer generated beep) and performs a motor response (whole body based).  Therapeutic listening (can be done by 2yrs) –Child listens to a piece of music tailored to his needs which would either calm him or alert him. Along with this the child has to perform a task to work on sensory processing.  Integrated listening systems :Visual and balance activities that go with it while the child listens to the music.
  31. 31.  They can be done on an ongoing basis  Or depends on how the child is reacting to it.  Accelerates the progress in a child with SPD  But all the music has to be individualized.
  32. 32. Vestibular • Fast moving and quick activities • Rolling, swinging,running, twirling • Ropes,tyre swings,merry go rounds,slides • Trampoline, • Spin on the office chair • Sit on movable surfaces like air pillows etc Tactile • Koosh balls • Socks with beans,rice and other grains • Play with shaving cream • Vibrating toys • Finger painting
  33. 33. • Visual • Bright stimulating lights • Computer activities • I pad activities • Bubbles • Ball games • Painting on aluminum foil Taste and smell • sour, spicy, sweet, foods • mixed textures • scents - mint, menthol, citrus, eucalyptus
  34. 34. Vestibular • Slow and low activities • Slow rocking, swinging and rhythmic walking • Respect the child’s fear • For car sickness give chewy tube, try ginger, give deep pressure to the head Tactile • Signal the child before you touch • Give firm pressure to the head, shoulders and fingers when cutting hair and nails
  35. 35. Visual • Eliminate unnecessary light • Use natural light • Eliminate visual distractions • Use sun glasses Auditory • Eliminate auditory distractions • Use noise reducing ear phones • Use ear plugs • Speak in soft voice • Use calming music Taste and smell • Use ice before eating • Eat crunchy foods • Refrain from using air fresheners, shampoos,markers
  36. 36. 1. Carrying heavy weights 2. Heavy lap pads/weighted blankets 3. Pushing a very heavy trolley 4. Sweeping the floor 5. Massage 6. Deep hugs 7. Deep squeezes 8. Squeeze machine 9. Tug of war 10. Wear compression garments like a tight lycra vest 11. Chewing on chewy toys
  37. 37.  Kids learn about arousal levels like how they understand how engine runs  Kids learn to be aware of their arousal states  Also learn how to keep themselves in the optimal state of arousal  Also explains how to self regulate by chewing onto a hard thing, squeeze onto a koosh ball or give themselves the necessary input.  E.g. your engine is running like Lightening Macqueen, please make it slow etc.
  38. 38.  Child should be able to self regulate  We all have sensory challenges but we self regulate so it is not important to get rid of all the sensory issues but learn to SELF REGULATE
  39. 39. 1. Take care of joint instability, postural instability, misaligned joints, painful joints, fragile bones, poor protective response and diminished sensation. 2. Avoid offending sensory systems 3. Provide sensation if it helps. 4. Offer choices. 5. Avoid getting angry or using pressure. 6. Monitor tone of voice and volume of speech. 7. Catch them being good 8. Be specific and avoid using ambiguous language. 9. Gentle persuasion. 10. Be predicatable. ◦ Use schedules and reinforcers ◦ Non-punitive breaks