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Sensory Integration Disorder

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Helen Lovatsis

on 4 January 2013

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Transcript of Sensory Integration Disorder

Resources The Sensory Processing Disorder Foundation www.spdfoundation.net What is Sensory Integration Disorder? Sensory Integration Disorder • Sensory Integration Disorder (SID) or Sensory Processing Disorder is a
disorder that effects the interpretation of common sensory information,
such as touch, sound, and movement. • There are continual stimuli happening all the time in the
classroom (the noise of students talking, fans, clicking, the
brightness of lights, uncomfortable chairs, etc).

• Sensory stimuli is distracting and can cause children to react in a
number of negative ways. What are some accommodations a teacher could implement? What are the possible implications in the classroom? • Allow the child to wear sunglasses and provide subtler forms of light (desk
lamps, natural light through windows).

• Try to eliminate unnecessary background noise (white noise from speakers,
background music, fans, etc.) and warn child of loud noises that may occur.

• Allow the child to wear headphones and have these available to ALL children who
require some extra quiet time (reading, headaches, independent table work, etc).

• Have prearranged setting for each child to reinforce personal boundaries and
provide a quite space for child to go if over aroused. For the Hyposensitive child:

• Allow the child to fidget with objects such as a Koosh ball to keep a student’s
hands busy so they can focus better.

• Let the child that needs consistent stimulation use assistive devices (weighted
blankets/vests) and wobble chairs/ wobble balls .

• Prepare activities that involve tactile stimulation.

• Allow child to rock in rocking chair or sit at the back of the room so they can walk
around without disrupting the class. What are some accommodations a teacher could implement? What areas may need accommodating? • Test-taking
- Allow child to take tests in a separate room to reduce distractions and give
extended time if necessary.

• Alternate assignments when activity is messy or over stimulating.

• Environmental (lights and sounds)
- Be aware of the lighting in your classroom.
- Patterns and colours can be over stimulating. Use cool colours and simple patterns.

• Instruction Accommodations
- Verbal and visual instructions What are the possible implications in the classroom? • Children who are punished or scolded for these issues, will have
continually worsening problems and major learning obstacles such as
low self-esteem, depression and anxiety.

• Thinking about learning in the early years: we learn through our senses
and if these senses are not functioning the same as other children, this
may be difficult when presented with typical early childhood experiences.
- Playdough, cornstarch and water, finger painting, singing, etc. For the Hypersensitive child: Subtypes of Sensory Integration Disorder • Sensory Modulation Disorder: Sensory avoiders or seekers; senses are
under or over reactive (i.e. they avoid touch/sound or like to crash/move. • SID has been compared to a "traffic jam" in the brain that prevents the
brain from receiving information needed to interpret sensory stimuli
correctly. Ontario Teachers' Federation
www.teachspeced.ca ConnectABILITY
Sensory Processing Disorder Article
www.connectability.ca • Research suggests that heredity may be one cause of the disorder. What is Sensory Integration Disorder? • Students with SID are often over (hyper) or under (hypo) sensitive to
sensory stimuli. • A range of behaviours may be seen in a child as a way for them to either
block out over-stimulation or to get stimulation. • These behaviours could include plugging ears, screaming, repetitive
behaviours, aggressiveness, rocking, difficulty transitioning,
hitting/pinching, inability to concentrate. • SID is often misdiagnosed as ASD or ADHD • It is estimated that between 5—13 % of children entering school have
SPD and that 3 of 4 are boys. Treatment for SID • Occupational therapy: play-based intervention that takes place in a
sensory-rich environment. Forms of Sensory Integration Disorder • Hypersensitivity (Sensory-Avoiding Children): Child may feel pain from
clothing rubbing against skin, extreme sensitivity to normal lighting and
a dislike of being touched. Hypersensitive children will also be overly
sensitive to movement, sights, sounds and smells.

• Hyposensitivity: Child has unusually high tolerance for environmental
stimuli and may appear restless and seek sensory stimulation. The child
may be able to spin repeated without getting dizzy, may need to move
constantly and is under-responsive to touch, smell or sound. • Sensory-Based Motor Disorder:
Dyspraxia: Child may have poor motor coordination, timing, organizing
and sequencing.
Postural: Child may be clumsy and awkward or have issues with motor
skills and new activities. • Sensory Discrimination Disorder: Child's senses are confused. Body may
have trouble differentiating pain/pleasure, hot/cold and sensations may
be interpreted different then they are. • Listening therapy: improves sensory input by using specific sound
frequencies to stimulate the brain. • Complementary therapy: "Wilbarger protocol" (commonly called
"brushing"). Brushing with a soft plastic sensory brush to replicate
movements or stimulus that comes naturally to other children. Anna Kiiskinen & Helen Lovatsis True or False:

All children with SID are sensory seekers. True or False:

SID is often misdiagnosed as ASD or ADHD True or False:

A child that is hypersensitive to stimulation would work better in a classroom with music playing in the background
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