Sensory processing disorder affects how the brain processes sensory information from the environment. It can cause individuals to be over-responsive or under-responsive to sensory input like touch, sound, and movement. A sensory room is designed to help individuals with SPD by providing controlled sensory activities and equipment tailored to their needs, with the goal of improving their ability to regulate and respond to sensory stimulation.

1. by Heba Essawy

2.  our ability to take in information through our
senses (touch, movement, smell, taste, vision,
and hearing).
 organize and interpret that information, and make
a meaningful response.
 process is automatic

3.  SPD affects the way their brains interpret the
information that comes in.
 Affects how they respond to that information with
emotional, motor.
 some children are over-responsive or under-
responsive

4.  Focus on tactile, vestibular and proprioceptive
systems
 Normalize patients' reactions to touch.
 Become better aware of their body in space.
 Improve ability to manage their bodies more
appropriately .(run and jump , sit and focus).

5. - Fearful with light or unexpected touch
__ Not like to be held or cuddled; may arch back,
cry, and pull away
__ Distressed when diaper changed
__ Fearful in close proximity to other people or
peers (especially in lines)
__ becomes frightened when touched from back.

6. 
 _ Needs to touch everything and everyone
__ Not bothered by injuries, like cuts and bruises.
__ Not aware that hands or face are dirty or feel
his nose running
__ Self-abusive; pinching, biting, or banging his
own head
__ Mouths objects excessively

7. 
 __ Difficulty with fine motor tasks such as
buttoning, zipping, and fastening clothes
__ Not be able to identify which part of their body
was touched if they were not looking
__ may be afraid of the dark
__ Difficulty using scissors, crayons, or silverware

8. 
 1. Hypersensitivity To Movement (Over-
Responsive):
__ Avoids playground equipment.
__ Prefers sedentary tasks.
__ Avoids elevators and escalators; may prefer sitting
__ Appear terrified of falling even when there is no real risk
of it

9.
 __ in constant motion, can't seem to sit still
__ spinning or intense movement experiences
__ loves being tossed in the air
__ could spin for hours and never appear to be dizzy
__ always jumping on furniture, trampolines or getting
into upside down positions

10.  . Hypersensitivity To Sounds (Auditory
Defensiveness):

__ Distracted by sounds as refrigerators, fans,
heaters.
__ fearful of the sound of a flushing toilet or a dog
barking
__ Distracted by loud or unexpected sounds
__ Distracted by background environmental
sounds.

11. 1. does not respond to verbal cues or to name
being called
2. __ appears to "make noise for noise's sake"
3. __ loves excessively loud music or TV
4. __ seems to have difficulty what was said
5. __ appears oblivious to certain sounds
6. __ appears confused about where a sound is
coming from

12.  Social:
1. __ Difficulty getting along with peers
2. __ Prefers playing by self with objects or toys
rather than with people
3. __ Does not interact reciprocally with peers or
adults; hard to have a "meaningful" two-way
conversation
4. __ Self-abusive or abusive to others

13. 1. __ Difficulty accepting changes in routine
2. __ Gets easily frustrated
3. __ Impulsive
4. __ Functions best in small group or individually
5. __Quickly changing moods; prone to outbursts
6. __ Play away from groups, or just be an
observer
7. __ Avoids eye contact

14. Difficulty with imitative play (over 10 months).
__ wanders aimlessly without purposeful play
(over 15 months)
__ Difficulty playing independently (over 18
months)
__ participates in repetitive play for hours.

15. 1. __ Frequent constipation or diarrhea, or mixed during
the same day
2. __ Difficulty with potty training.
3. __ Unable to regulate thirst; always thirsty, never
thirsty.
4. __ Unable to regulate hunger; eats all the time,
5. __ Unable to regulate appetite; has little to no appetite

16.  a specific room, with specific sensory
equipment and activities, to benefit specific
sensory processing difficulties.
 The room must be tailored to one's
specific sensory needs
 Depending on how, when, and why the
equipment or activities are used

17.  Equipment including
1. Therapy balls, slides, ramps, a ball pit.
2. swinging
3. Deep pressure therapy, which may include squeezing,
rolling.
4. jumping on a mini or full-sized trampoline
5. Playing with a toy that vibrates, is squeezable.
6. Gross motor play such as wall climbing, balance
beam.
7. Brushing and joint compression
8.

18.  Have controllable light sources and light
therapy.
 Most importantly, make sure there are absolutely
no fluorescent lights.
 fiber optic light sources, rope light

19.  Equipment including
1. Therapy balls, slides, ramps, a ball pit.
2. swinging
3. Deep pressure therapy, which may include squeezing,
rolling.
4. jumping on a mini or full-sized trampoline
5. Playing with a toy that vibrates, is squeezable.
6. Gross motor play such as wall climbing, balance beam.
7. Brushing and joint compression
8.

29. 
THANK YOU