2012年8月31日 星期五

Looking For Sensory Integration For Autism


For many children with autism sensory integration is an important tool. Parents can use sensory integration to enhance some of the skills they want their children to use. We will explore how a parent can locate professionals who are skilled in sensory integration.

Usually an Occupational Therapist (OT) is the person to look for when you are interested in sensory integration for your child with autism. One of the first places to look for someone knowledge about it would be the school system.

Of course you can get services through the school system. I am always looking for inexpensive ways to get the services that children with autism need.

One of the less known ideas is that many school system Occupational Therapists also have a private practice. You may be able to get more hands on this type of therapy in this manner.

Another way to find an Occupational Therapist that can do sensory integration is to look for Hippo therapy or Horse Riding Therapy. This type of therapy is widely considered sensory integration and even children with autism seem to love it. Something about the rhythm of the horse seems to calm our children down.

Do not be scared that your child might be afraid of the horse as the Occupational Therapists have specific training to do this kind of therapy. In my experience the OT was able to go very slowly if needed and still provide activities that helped my child

When looking for sensory integration you can also ask other parents. You may also want to spend time with the OT. Many of the activities an OT uses can be replicated when you are trying to get your child to focus. Of course you want to be taught by the OT exactly what they are doing and why to get the most benefit.




Would you like more free information? Please register here: http://autismonabudget.blogspot.com/2009/12/free-information.html

Mylinda Elliott is the parent of five children. The third of the five has Autism which was diagnosed early on. The fourth of the five children has Aspergers. She is a self taught expert on Autism Spectrum Disorders. Mylinda Elliott has also worked professionally in the disability world for the past fifteen years. She is considered the "Go To" woman for advice or resources on disabilities.





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ADHD Natural Treatment - Sensory Integration


Did you know that hyperactivity, inattention, and impulsivity are not the only problems experienced by children with ADHD? These three symptoms are just the tip of the iceberg of a whole series of brain and bodily dysfunctions. Many children with ADHD also experience problems with sensory integration - the manner by which our brain sorts out the information received from the five senses. We understand the five senses as separate entities that give different kinds of information, but they actually work together to give us a comprehensive picture of the world we move in, the events happening around us, and our position in relation to our environment.

Children with ADHD often have problems with sensory integration, meaning that their brains confuse one kind of sensation for another, preventing the children from understand what is happening in their environment. When this happens, they seek out more of the sensation to try to understand it, or avoid the confusing sensation out of fear. If you look at the symptoms of sensory integration dysfunction, you'll notice that they are similar to those of ADHD:

Over-sensitivity to sensory stimuli like sight, sound, touch, or movement. When these children encounter unfamiliar sensations, they are either easily distracted (to explore the sensation further) or behave aggressively (out of fear or confusion).
Tendency to under-react to stimuli. Instead of avoiding unfamiliar stimuli, they seek out intense sensory experiences like spinning in circles or crashing into people. Children with this symptom are usually thought to be hyperactive.
Unusually low or high activity levels. They are either constantly on the go or easily tired.
Problems with motor coordination. They may have poor motor coordination and encounter difficulty learning tasks that require balance or other coordination skills.
Difficulty with daily tasks. Despite having average or above average intelligence, they may experience problems accomplishing mundane activities like tying shoelaces.

If your child experiences any of these problems along with the core symptoms of ADHD, he or she may benefit from sensory integration therapy. This natural, non-invasive treatment aims to correct abnormalities with sensory information processing so the child can perform daily tasks or encounter new stimuli without difficulty. During sensory integration therapy, a child will be placed in what looks like a normal playroom. With the help of a licensed therapist, the child will perform certain activities that combine sensory input and motion, like swinging in a hammock, balancing on a beam, or doing crafts that involve glue, sand, and other textures. The sensory integration sessions are based on these four principles:

a) Just Right Challenge - The child should be able to accomplish the tasks presented as play.

b) Adaptive Response - Using certain strategies, the child should learn to change his or her behavior in response to challenges.

c) Active Engagement - The child should show active participation and enthusiasm when performing the tasks.

d) Child Direction - The tasks and activities during the sessions should follow the child's preferences.

Consult a qualified occupational therapist for a thorough evaluation and ask their advice to see if sensory integration therapy is the right treatment for your child.




Dr. Yannick Pauli is an expert on natural approaches to ADHD and the author of the popular self-help home-program The Unritalin Solution. He is Director of the Centre Neurofit in Lausanne, Switzerland and has a passion taking care of children with ADHD. Click on the link for more great information about adhd natural treatments.





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Bean Bag Chairs for Autism Sensory Integration Therapy


Beanbag chairs have been a casual alternative for comfortable, stylish seating since the 1960s. They come in different sizes and colors, and sometimes different shapes, too, so that they mold themselves to whatever shape you sit in for maximum comfort. For many years, furniture manufacturers made bean bag chairs with small polystyrene beads, but because they posed a choking hazard for young children, manufacturers now make bean bag chairs with shredded polyurethane, the same material that lines car cushions. As a result, bean bag chairs are more comfortable than ever, and with a growing array of fabrics and materials for colors, they've experienced something of a resurgence as a viable choice for informal interior decor. However, bag chairs aren't just stylish and comfortable. Many therapists use them in different ways to help people on the autism spectrum cope with sensory processing issues.

Many individuals affected by autism have neurological issues that affect their ability to process and organize sensory information. They may experience delays in acknowledging what they see, hear or feel, or they may feel sensory input more or less intensely than neurotypical people. This can be very unsettling, and may trigger upset, restlessness and even anxiety in an autistic person. Bean bags are a safe, gentle way to help a person with autism organize their sensory input and have a greater awareness of their bodies in their immediate surroundings. Many physical therapists use beanbag chairs as part of a comprehensive treatment plan for sensory integration issues in autistic kids.

As seating, beanbag chairs provide immediate sensory feedback to the child about every subtle shift in his movements. The child can feel the countless small pieces of shredded polyurethane adjusting beneath the chair's cover. This can also help a child learn more about his body's responses and how to better monitor what feels comfortable to him and what doesn't. Learning to pay attention to his body's sensory cues is an important part of helping a child cope with sensory processing issues. Children can easily take bean bag chairs with them in a therapy session, if a session of therapeutic services require the child to move from room to room.

Many kids on the autism spectrum who also struggle with sensory processing difficulties benefit from deep sensory pressure massage and feeling weighted objects around their torsos. Bean bag chairs are an inexpensive option for providing this purpose. Placing a child on a beanbag, and then placing a second bean bag over the child's torso is a safe method to provide some weighted pressure evenly distributed across the torso. Many autistic kids find this extremely relaxing and comforting.

Bean bag chairs are a safe, gentle option for physical therapy that must involve gentle weight-lifting to improve coordination and muscle tone, both common problems for young children on the spectrum. Children can lift the chairs easily with little coordination necessary, and a dropped bean bag chair, unlike a traditional weight set, won't cause any injury or damage.




With the many features and benefits of bean chairs, buying one which provides the comfort and affordability necessary to meet your needs is crucial. Comfy Sacks has bean bags in a wide variety of sizes and colors. Instead of being filled with beans, they are filled with a proprietary blend of shredded polyurethane foam. This guarantees that it will be soft, and durable for years to come.





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Sensory Activities for Autistic Children


Autism, a disorder that creates behavioral, social, and communication challenges, exists within the Autism Spectrum group of disorders. Autism can affect the child's ability to integrate input coming from different senses. Sensory integration therapy can help a child by stimulating and challenging all of his or her senses. Some sensory activities for autistic children can also help a child learn to tolerate different tactile experiences. In addition, the children can learn to have fun while being creative.

Some autistic kids are overly sensitive to touch; some prefer touching and stroking soft, smooth items for hours. Many children with ASD cannot tolerate the feel of new clothes, or scratchy textiles. Still others pat and explore the faces of their caregivers.

Some sensory activities for autistic children include rubbing or stroking their skin with different textures. Use firm pressure to stimulate the deep pressure receptors and to avoid exciting the nervous system. Other ways of encouraging building tolerance to rough or scratchy textiles can include play with sandpaper shapes and letters, or plastic or wooden blocks with raised letters. Create a sensory board with clippings of all different types of fabric and other materials that are made up of different textures: sandpaper, string, smooth glass, corduroy, aluminum foil that's been crinkled up and then straightened out, and cardboard.

Another sensory activity to have the child perform is to play with colored rice. This project is both tactile and artistic; the goal is to help build tolerance to different textures while creating a work of art, which makes it a favorite of many sensory activities for autistic children. Take one cup of dry white rice, one teaspoon of rubbing alcohol, a medium-sized bowl and a spoon, aluminum foil or waxed paper, and three to four drops of food coloring. Use the rice:rubbing alcohol:food coloring ratio for each color you'd like. Put the rice in the bowl, add the rubbing alcohol, and drip on the food coloring, making sure to stir well between each drop. When the rice is the intensity you like, spread it onto the foil or waxed paper and allow it to dry. Repeat it with the other colors. To make art with the rice, have the child draw a picture or word onto card stock or bristol board, then trace the image or word with white glue, one section at a time. The child can drizzle the colored rice onto the glue. As with many sensory activities for autistic children, some kids may become overwhelmed if they have too much colored rice at once. Try placing a small amount of rice into a small paper cup and refill as necessary.




Register for your FREE webinar training with a child autistic behavioural specalist now and discover the key to unlocking childhood Autism VISIT.
autismininfants.org





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2012年8月30日 星期四

Advice For Parents of Children With Sensory Integration Disorder


Some children can overreact when exposed to too much environmental stimuli. This disorder involving the senses is called sensory integration disorder. If your child has difficulty in high stimulation situations and has a high level of anxiety or stress he may be suffering from this disorder. Sensory integration disorder can effect your child's learning development and behavior. It also causes difficulties with processing information from the five classic senses, the sense of movement , and/or the positional sense (proprioception).

This condition is usually diagnosed by an occupational therapist. There is no known cure but many treatments are available. One common sensitivity is to the sense of touch. If your child shows signs of sensitivity to his sense of touch here are some things you can do to make life a little easier for both of you.

1. Choose the fabric for your child's clothing carefully.

Children with SID will find fabrics like wool too scratchy and irritating. Purchase 100% cotton fabrics instead.

2. Be careful when choosing the style of your child's clothing.

Remove any irritating tags on the collar and look for loose fitting clothes.

3. Choose grooming products wisely.

Don't purchase soaps or shampoos with extra additives or dyes. These may be irritating and harsh to your child.

Disorders that may be related to SID

Autism spectrum disorders

Attention-Deficit/Hyperactivity Disorder (ADHD)

Temper Tantrums

Don't worry this disorder is more common than you might think. It's okay. With the right treatment and attention your child will be able to manage herself with this disorder and life can be more peaceful at home.




Ms. Talbert is a mother of three and editor of Healthy Moms - Parenting, Pregnancy, Health and Women's Issues.

She lives in Sacramento, CA with her family.





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Educating Your Child's Teachers When He Has Sensory Integration Disorder


My 5 year old child Jeremy was diagnosed with Sensory Integration Disorder this year. Learning to deal with a child with SID has been a challenge. Even more challenging has been teaching his teachers how to work with Jeremy and getting us both to the point where we were bound and determined to help this child who was clearly different. It has been somewhat of a struggle at times, but over the months we've developed into a team. One who works with Jeremy during the day, and me, the mom who parents him in the afternoons, evenings and on the weekends. Now, we share our discoveries with each other. But it wasn't always that way.

We discovered that he might have this disorder one night last summer while going out with some friends to dinner. The lady we dined with is a children's occupational therapist and listened to me and my husband discuss our child and how challenging he is.

She listened intently and didn't make a diagnosis but encouraged us to buy the book "The Out of Sync Child". Even though my husband was clearly skeptical, he went home that night and bought the book on line.

Our lives have been different ever since.

We started reading about SID and realized that we weren't alone. There are literally thousands of other parents who were also suffering without the knowledge or the support like we were. We knew we had a child who was challenging. We just didn't know that it wasn't a personality problem. What we learned, was that it was a difference in the way his brain operated.

There was about a 6 week gap in between the time where we self diagnosed Jeremy because of the book and getting the real evaluation. I would have had him diagnosed the next day but there are so few resources and we had to wait until an opening occurred and we could get into see the Occupational Therapists. During that time, Jeremy was getting in trouble at school every day and I was receiving bad notes home regarding Jeremy.

The notes mostly were about his lack of attention, focus and his constant talking. He was punished daily because he couldn't finish his work on time and was forced to sit out for 10 minutes during the 15-20 minute recess. Many days he was taken out of recess for the whole time and forced to sit on the sidelines while the other kids played or had to sit at a table to finish his work.

Other punishments have been that they took away his crayons for months on end because he broke 2 crayons. He's been sent to the principal's office several times for acting up and many days Jeremy was physically restrained when he had complete melt downs when either Mommy or Daddy left him behind.

Over the past several months we've gotten the diagnosis and have entered occupational therapy once a week. We've noticed remarkable changes in our son, but still know we have a long way to go. One of the hardest things is to know whether the problems are because of discipline, or SID. After reading, speaking with other parents and trying different therapies, I've gotten better at solving the problems.

When dealing with the teachers, I have never taken a "me versus you" approach. I have written notes to the teacher several times a week explaining what I do at home to correct a problem. I threw a complete and nasty fit I must admit when I discovered quite by accident that Jeremy was taken out of recess every day for bad behavior. Activity, running and jumping is the ONE thing that should NEVER be taken away from a kid with SIDS. It's a complete set up for failure. I marched right to the principals office and got a meeting.

Since then, we've scheduled regular meetings to discuss Jeremy and his progress. Our principal saw how completely frustrated, fried and upset I was over the whole thing. She had great wisdom when she told me, "Mary, don't do anything rash. It's going to take some time but lets keep working on it.". Somehow, I got off my personal high horse and listened to her encouraging words. I also opened up and started telling everyone who would listen that my kid had SID. The mothers were sympathetic and started introducing me to OTHER moms who had kids with the same problem.

The frustrating thing is that the other mom's kids didn't have the exact same issues as my kid, yet they were all diagnosed with the same problem. That is when educating yourself is so important. There are so many different characteristics of SID and it's helpful to know that your child's brain is different. And it's helpful for you to help remind the teacher of that as well.

Because I've been open about our struggles, our teacher has been so willing to learn about it too. She is now working with the counselor to arrange some different things in the classroom that will help all of the kids, not just Jeremy. Our counselor has grabbed the bull by the horns and is pushing the teachers to embrace these differences and she's becoming a resource for other counselors at other schools. She's recommending on line resources to parents and has just been a God send to so many of the parents who suffer daily with this issue.

I'd love to say that our issues with the teachers are completely resolved. But, as issues arise, we have to look patiently for a solution to the problem. As recently as 2 weeks ago I went to the principal and showed her Jeremy's journal that they work on every day. He used to be clearly one of the most gifted artists in the class and now is only allowed to work with pencils and is scribbling in frustration. One look at those journals by the counselor and she had him using crayons the next week. I had mentioned this to the teacher in writing a few times via my notes and still she didn't change her mind. It did take me going to the counselor to get a change. Yet, we maintained our solidly good relationship. I know she understands that I'm trying to do the best for my child.

The relationship between the teacher and the parent can absolutely make it or break it for the child. If the teacher hates the parent, then how effective will he really be in dealing with the kid if the child is a complete challenge to everyone? I wish there was a program in every school to help the parents know how to deal with the counselors. It does take patience and wisdom and the knowledge that it's going to be bad for a while, until everyone gets educated and finds a way to work together.

Supporting each other is the first step. I'm now hearing from other mom's who are out there struggling all alone. I encourage them to speak up in their communities and support the other moms, to get educated, to educate their families and to educate their teachers.

One day, Sensory Integration Disorder won't be such a mystery. Every class will have the ability to integrate these challenging children and will be set up with quiet corners, have balls for the kids to sit on, bean bags to lay on during reading time, heavy weights to sit on their laps, gum will be allowed to be chewed for the kids who need something to help them keep quiet, and the other children will understand and accept the differences. Once we educate our own kids how to manage their brains, their bodies and teach them all how they can learn best, then we'll be at a much better place in education.

We have to dream before it can happen. Then, we can get to work together to make it happen!




Mary Gardner, The Charisma Coach! is an executive communications consultant and coach. She's appeared on many national TV shows and travels the country as a trend reporter on local TV stations around the country. Mary is married and has a son with Sensory Integration Disorder and she welcomes other parents to write to her about their children. Her website is http://www.marygardner.com





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Autistic Journey Down Sensory Lane


Often we seem to get so caught up in the everyday caring for the basic needs of autistic children that we forget they like to just have fun. There are some wonderful activities and games that serve the purpose of providing therapeutic value, improving motor skills, developing sensory stimulation and encouraging social interaction. Playing selective games with autistic children can provide all of these important benefits, and at the same time add a happy outlook toward life. Parents gain a better understanding of their child's needs through these activities. This is not a scientific observation, but a personal insight into my experiences in Ryan's world. You see, Ryan has sensory integration dysfunction. I appreciate the value of the places we sought to take him in order to seek stimulation for his sensory system and encourage the development of social skills. Children with autism can play selective games that can provide all of these important benefits and at the same time add to a happy outlook for child and parent. Ryan's condition includes weak muscles and it gets a bit tricky to stimulate, but not over stimulate his sensory system to the point of being detrimental.

To the autistic child, and probably any child, SAND AND WATER are their best friends. Of course, the place that comes to mind right now is the beach. Don't forget the sun screen, a swimsuit, an umbrella, a small shovel, a pail and toys to bury and dig up. It's amazing what can be accomplished with these natural elements. In the back yard, fill a sand box half full of sand and add water until it forms little puddles and let them play in it. Look for a playground with deep sand around each of the slides, merry-go-rounds and springy rides. It's fun to burrow in the sand and enjoy the sensation. The therapist pointed out to us that it was good for him to get in the swing and have us twist the swing and let it go. The spinning motion was a wonderful experience for him. The merry-go-round gave him more of the spinning motion which he needed. Also another benefit of the merry-go-round was the pushing and pulling of a heavy object. The slide gave his skin a good brushing as he slid down it. Of course he would have to climb back up to the top in order to go down again ,which strengthened his muscles. The bouncing and rocking motion on the springy animals gave him another beneficial reward. The benefits just go on and on and the best part was that he was having fun. Later treats were enjoyed at the picnic table.

A different source for sensory therapy is a discount dollar store. We visited there on a regular basis. It is the type of store that encourages handling, touching and choosing. Sometimes we would spend two hours there. To teach Ryan the value of money and the ability to choose, I would give him a dollar. As we shopped, he could put anything that interested him into the basket but the rule was that he could only purchase one thing with the dollar I gave him. Since everything was a dollar, the only difficult thing was to learn to make choices. He soon began to think not only of himself, but he would think of things his sister would like to have.

Fast food places with playgrounds inside are perfect places for autistic children to go and play. The first time we took Ryan, he had just begun his year of therapy and was very cautious about going up so high. He did not like for his feet to leave the ground. However, he was brave and climbed to the very top and froze and could not come down. My husband had to climb through all that maze and bring him down. We thought he would never want to go back, however, we were wrong. The next visit he climbed all the way to the top and finally slid down the tunnel to the floor. He would repeat this many times. It gave him much needed confidence and provided sensory therapy. Observing the other children in action encouraged him to participate. Another benefit was totally unexpected. Ryan did not like to be touched by others. It was very threatening to him. Soon, during all the activity with the children he began to get accustomed to being touched and soon began to be more comfortable around others. A word of caution, close supervision is a must here, because some children may play a little rough. We always took time out to eat something and enjoy the social aspect of the trip.

Please feel free to visit my blog and watch the video on autism. http://aboutautismandmore.blogspot.com




Meredith is a retired small business owner and has enjoyed retirement for a few years. She recently came out of retirement to develop an on-line affiliate business to earn money for a special project to help restore old historical cemeteries that are in ruin. The Data Connection will provide the monetary funds needed for this worthy endeavor. On-line affiliate marketing fits right into her stay-at-home lifestyle. While she enjoys writing, the rest of the business will not come so easy. The article marketing concept is strongly emphasized in the approach she is taking. She believes strongly that this will result in establishing a business with a firm foundation. She invites you to visit her Blog at: http://aboutautismandmore.blogspot.com





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2012年8月29日 星期三

Sensory Integration and Autism Does it Work?


Not all children with autism have sensory problems among their symptoms, but when present they are among the first to become noticeable. Sensory issues can range from being hypersensitive or, at the other end of the scale, having a lack of response to many types of stimulation. However by employing sensory integration and autism therapy these issues can be managed.

The range of sensory integration (SI) issues children with autism face varies dramatically from child to child. Some children are unable to tolerate any loud or unusual noise. Textures of foods and fabrics may be extremely irritating. Something as simple as a clothing label can feel to an autistic child like insects crawling over their skin. For these hypersensitive children anything remotely out of the ordinary, such as a loud family gathering with lots of hugging and kissing, can be too much for senses to manage.

On the other end of the spectrum, some autistic children show practically no response to anything at all. Loud noises are ignored, events or actions that might have an impact on anyone else will pass seemingly unnoticed.

Though it is not always the case, some classic autistic behaviors can be attributed to the sensory issues themselves.

Some children will deal with feelings of over-stimulation by flapping hands, rocking their bodies, and even walking in different ways. Those behaviors may seem odd, however when you consider that their senses are overloaded, those actions make a great deal more sense.

It is somewhat logical if an autistic child is over-stimulated, he or she might alter how they do things in order to try to deal with whatever it is that is proving to be overwhelming. These same actions might also be carried out in order to seek sensations that are desired, but not present.

The main objective of sensory integration and autism therapy is to make their environment tolerable and even pleasant for the child if at all possible. Most sensory integration therapy is incorporated within occupational therapy.

There are many types of activities that are integrated into the therapy to expose the child to sensations of all types; including brushing the skin, motions and movements, music or other auditory stimuli.

The child is exposed over and over again in a controlled environment in the hope that this exposure will help them learn to process the information without becoming startled or overwhelmed. If ST therapy is successful, the child usually becomes calmer and more in control of their actions and other problems, such as tantrums, may also be diminished.

There is debate over how effective SI therapy can be. There are several studies that demonstrate the therapy works well and just as many have illustrated that the therapy has no positive impact and in some case a negative effect.

Some of the controversy with this therapy may lie with unspecialized health care professionals attempting to provide the therapy without enough experience or training. Another point to bear in mind that as each child and each case of autism is different, so the outcome will never be the same for any two children, therefore it is very hard to compare outcomes between two or more children.

When considering sensory integration and autism therapy for your child it is important to speak to a qualified doctor about the potential benefits and setbacks that may occur. Some children with autism simply don't need this form of therapy, while others will not respond to it at all. It is the individual situation that will dictate the final result.




Grab your free copy of Rachel Evans' brand new Autism Newsletter - Overflowing with easy to implement methods to help you and your family find out about diagnosing autism and for information on autism strategies please visit The Essential Guide To Autism.





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Halloween Fun For Children With Sensory Processing Issues


Halloween parties, costumes, masks, and treats--you can't count on any of these being fun for the child with sensory issues! No wonder October 25-31 was chosen to be National Sensory Awareness Week, drawing attention to the 1 in 20 children who have the hidden disability of sensory processing disorder, also known as SPD, or sensory integration dysfunction. Fortunately, you can make Halloween more enjoyable for the child who struggles with sensory issues.

Costumes and masks often involve new sensations against the skin and body that a child may find repulsive. Experiment beforehand with any make-up, masks, wigs, or hats and see if the child can truly tolerate them for a few hours. For a costume, consider working from the basic pieces of a soft, cotton top and bottom, such as a sweatsuit or pieces of clothing purchased at a used clothing store or pulled from his play clothes pile. Add elements and props that he can hold or wear comfortably. Start looking for a costume early, when the selection is best. Purchase a used costume or costume elements through eBay, second hand shops, and Craigs List to keep your costs down because after trying a costume for a few minutes, your child may realize it is too tight, scratchy, or uncomfortable in some other way.

Treats with plenty of sugar and artificial colors and flavors should be limited for all children, but kids with sensory issues are often more sensitive to these substances. Let her gather all her loot post trick or treating and choose the favorites, then have the rest mysteriously disappear overnight (maybe after using them as math counters!). Or hoard it to use a piece at a time as rewards for overcoming challenges, doing extra chores, or use in therapy. If your child has an occupational therapist or speech therapist, speak to this professional about the possibilities. For example, sour candies in particular can be good for helping a child with poor self-regulation who is stuck in the "loose and floppy" mode to become more alert so she can focus and attend to homework or school work.

If your child has food allergies and intolerances, skip the highly processed, sugary treats altogether. Have a party instead of going Trick or Treating, and provide healthy, fun snacks and nonfood items such as stickers, pencils, and small toys.

Offer opportunities to escape from the noise and bustle of a party or trick or treating. A quieter street to walk down or an empty bathroom or bedroom where she can regroup will help her avoid sensory overload. Let her know what to expect from the occasion, from kids jostling her in doorways and running past her on the street to scary sounds and lighting changes like strobe lights at a Halloween party. And consider celebrating Halloween at a nature center, zoo, or cultural center with a quieter, more structured program, or having a small party at home.

You may want to use this opportunity to talk about fears and how to manage them. Books such as Go Away Big Green Monster by Ed Emberley, featuring a monster the younger child constructs then deconstructs as he turns the pages, can help ease anxiety about monsters and other scary creatures.

And if you do not celebrate Halloween, or your child finds it too scary, consider creating an occasion to give her the "just right" challenge of dressing in unfamiliar clothing and using her imagination to pretend she is someone else for a short time. Costumes and dress-up play encourage young children to break out of cause-and-effect, parallel play and graduate to cooperative, imaginative play, which are important developmental skills. Whatever you do on October 31, please be sensory smart and understanding of your child with sensory issues.

Copyright © 2009 Nancy Peske




Nancy Peske is an author and editor and the parent of a child who at age 2 was diagnosed with sensory processing disorder and multiple developmental delays. Coauthor of the award-winning Raising a Sensory Smart Child: The Definitive Handbook for Helping Your Child with Sensory Processing Issues, available from Penguin Books, Nancy offers information and support on her blog and website at http://www.sensorysmartparent.com She has been active in the SPD community since 2002.





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Autism Sensory Integration - Why Are Small Tools Needed?


If you have young children with Autism, you may have noticed they shy away from you and others. Part of the reason for this is the sensory problems that a child with Autism can have. Many children with Autism do not like to be touched.

They can draw their hands back if you try to touch them like something is hot. One of the ways to combat this is by using small tools that a children with Autism might like to touch.

The tool might be as simple as a small tub with sand or water in it. It could also be something like a koosh ball. A koosh ball is a plastic ball with things that look like hair or spines coming out of it. There are soft one and hard ones. Parents can find them at dollar stores.

Being able to carry as small sensory toy or tool is ideal. At first you can play with it and let your child watch. Eventually you can let your child touch it or guide your child to touch it. Very slowly your child will take over the tool. Then it is time to find a new one with a new feel.

Using tools like this help lead to the ability for a parent and later a teacher to be able to touch a child's hands. Touching their hands is important to teaching other skills. Some parents also notice that the small tool has also become a tool to help with behaviors like waiting or calming down.

Small tools are also wonderful for another reason. Many times it is difficult to teach a child with Autism to cross midline with a toy. 'Crossing midline' means they can move a toy across their body to the other hand. Part of the reason a child will not do that can be the sensory defenses in their hands.

Crossing midline is considered a milestone for children with disabilities. If your child participates in physical therapy or occupational therapy this is one of the early goals. Parents can start some of this work, gently of course, early on.




Would you like more free information? Please register here: http://autismonabudget.blogspot.com/2009/12/free-information.html

Mylinda Elliott is the parent of five children. The third of the five has Autism which was diagnosed early on. The fourth of the five children has Aspergers. She is a self taught expert on Autism Spectrum Disorders. Mylinda Elliott has also worked professionally in the disability world for the past fifteen years. She is considered the "Go To" woman for advice or resources on disabilities.





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Asperger Syndrome and Sensory Overload


When my son had reached the age of 3 he was nearly impossible to handle. He would never go outside, refused to play with toys or go with me into the playground to play with the equipment there. He was scared when he was lifted off the ground and was terrified of swings and other equipment that would move. He was the only kid on the block who would never go on a kiddy-ride. He was unable to take a shower because he could not stand the water in his face, let alone go to the pool and swim! He was unable to get his hands dirty so playing with water and sand was impossible. He refused to put on new clothes due to the tags inside and was not able to eat solid food until the age of 3 and a half. I thought all three year old were this difficult to handle!

Apart from him being inside the house all day I was inside the house all day too. I was not allowed to sing, hum or whistle let along turn on a radio. He could not stand bright light or loud noises so he walked around all day with his ears covered with his hands. Even a simple thing as flushing the toilet was impossible due to the loud sound the water produces. I was unable to go out with him or visit friends with other kids. They were too loud. He would faint when the crowd on a birthday party would burst out in singing Happy Birthday.

For him this noise came out of the blue. A visit to the supermarket was a disaster due to all the loud noises and background music. On top of that he fainted about 6 times a day due to sensory overload. His nails and lips would go blue and he stopped breathing in, just out until his body went into complete shut down. He started this when he was a 3 month old baby. We are not talking about kids with breath holding spell who will faint whenever they don't get their way or want more candy. This was different and it was obvious to us it was related to sensory issues.

For us help started in the form of an ORT who visited us at home. She had specialized in Sensory Integration Therapy and explained me all about it. Since we felt we had noting to loose we started right away. It turned out the best thing that had happened to all of us! Even though the therapy is relatively easy to do and so much fun to participate in with your child, the results I have seen in my son were amazing. His therapy involved brushing, joint compression and sensory stimulation which have led to him calming down, being able to relax, eat solid foods and communicate with us in a much better way. He had so much fun doing it and it was never boring. After an initial 4 months of therapy at home he was able to go over to the practice of the ORT. She had a huge swing set up for him, tunnels to crawl in, lost of soft materials to play with, music and all other fun stuff to keep my active toddler entertained. The results were amazing:

He started using different kinds of words and more words then ever before, we could go out, visit other families and go to the playground. The first time he asked if he could go on a kiddy ride I cried. He took swimming classes and now goes to the pool once a week. But the best reward of all is: he has not fainted anymore from the day the therapy started. I strongly believe all kids with oversensitive senses can benefit from this therapy, specially those with autism.




Author is the mother of two children with Asperger Syndrome and has a degree in Social Sience. She has worked as a pedagogue educator for the past years to educate teachers, social workers and other parents on what children with Asperger Syndrome need in school or at home. For more information on Asperger Syndrome go to http://www.Asperger-Advice.com





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2012年8月28日 星期二

Parenting Tips On Sensory Diet For Sensory Integration Disorder


Does your child with autism become sensitive to sounds, smells and is a picky eater? Does your child with another disability become hyperactive, when asked to sit for a long period of time? These are all signs of sensory integration disorder (SID). This article will discuss the sensory diet that is used for children with SID.

Sensory Integration Disorder is the inability of the brain to correctly process information brought in by the senses. SID can show itself in many different ways. A child with SID may be over or under sensitive to sounds, smells, may be a picky eater (does not like the way certain foods feel in their mouth), may not like the way certain clothes feel on their skin. Many children with autism and learning disabilities have sensory integration issues.

Children with SID may also have motor skill issues such as; difficulty with fine and gross motor skills, difficulty imitating movements, or has trouble with balance.

Treatment is usually carried out by a occupational therapist, with experience in treating children with sensory integration disorder. A sensory diet can also be put together, specifically for your child. The diet can be used at home as well as at school.

A sensory diet means that you are including sensory activities, within your child's day; at home and at school. Each child's sensory diet is different, depending on your child's specific SI needs. Ask your child's occupational therapist to help you set up a sensory diet, to meet your child's unique needs.

For Example: If your child becomes hyperactive on a regular basis, or perhaps prone to hitting or pinching, or being silly, or laughs for no reason a sensory diet may help. Giving your child sensory activities on a frequent regular basis, will help him to remain focused and in control more often.

A sample sensory diet is listed below:

At critical points during your child's day:

1. Swinging in a special swing or on a playground

2. Chase games such as tag, or running races

3. Jumping jacks, stretching, sit ups, balance beam

4. Trampoline, tire swing, exercise ball

5. Squeezables such as nerf balls, silly putty etc.

Every half hour if possible; to include the above:

6. Smelling scents game

7. Rubbing/or brushing with a specific type brush (Ask occupational therapist for type of brush to use, and how to do this technique), not to include the stomach.

8. Jump rope

Calming activities that you can use at home:

a. Morning: Bath, brushing, deep pressure.

b. After school: Child's choice (biking, running, skating).

c. Evening: Supper, bath, deep pressure.

Using a sensory diet on a child who has SID, can cause a dramatic improvement in their behavior and ability to focus. The items listed are easy to do at home and school. You may have to advocate for sensory breaks for your child, but remind special education personnel about how much it could benefit your child.




JoAnn Collins is the mother of two adults with disabilities, and has helped families navigate the special education system, as an advocate, for over 15 years. She is a presenter and author of the book "Disability Deception; Lies Disability Educators Tell and How Parents Can Beat Them at Their Own Game." The book has a lot of resources and information to help parents fight for an appropriate education for their child. For a free E newsletter entitled "The Special Education Spotlight" send an E mail to: JoAnn@disabilitydeception.com For more information on the book, testimonials about the book, and a link to more articles go to: http://www.disabilitydeception.com





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Helping the Child Who Has Sensory Processing Issues


There's something up with a child you know. He's clumsy, picky, always on the move, or flopped in a chair like a wet noodle. He's impulsive, intense, and quirky. Maybe he has a learning disability, ADHD, or autism, or maybe not, but his behavior and responses to everyday sensations are puzzling. Why does he withdraw or act out? Why are transitions so difficult? Can he really hear the fluorescent lights that he claims are distracting him?

It's very likely that this child you're concerned about has sensory processing disorder, also known as SPD or sensory integration dysfunction. An estimated 1 in 20 children and almost all children with autism have SPD.

The nervous system of a child with sensory processing disorder is wired atypically, causing her body to process everyday sensations differently. Unable to rely on her senses to give her an accurate picture of what is going on in her body and her world, she is prone to anxiety, distractibility, impulsivity, and frustration. A child with SPD will tune out or act out when overstimulated. The need for sensory input such as movement and touch can be so overpowering that the child truly can't control her need to seek it out. An everyday sound or sensation may be experienced as so intense that it sets off a primitive fear response, also known as a fight-or-flight response. Many of us have difficulty tuning out background noise, or prefer clothes that fit a certain way. These are sensory preferences. When a child's sensory issues interfere significantly with learning and playing, he needs the help of an occupational therapist and a sensory smart adult who can teach him how to feel more comfortable in his body and environment.

Fortunately, many of the accommodations that can make a huge difference in the life of a child who has sensory issues are simple and inexpensive. Here are just a few:


Cut out clothing tags, turn socks inside out or buy seamless ones, and avoid clothing with embroidery and elastic that will touch the skin and create distracting, irritating sensations.
To tolerate the intense sensation of having his teeth brushed, the child with SPD may need to use nonfoaming toothpaste and have his mouth and lips desensitized by using a vibrating toothbrush or even just gently pressing a hand-held vibrator against his cheek, jaws, and lips before attempting to brush.
To calm and focus a child with sensory issues, you can try applying deep pressure against the skin as you compress her joints. Hugging, or pressing pillows against her body or rolling her up in a blanket to play "burrito" are often enjoyable ways for a child to get input. Always pay close attention to what a child is telling you, in words or body language, about her response to sensory input. Do not upset her with unwanted touch.
In school or at home, allow him to sit on an exercise ball or an inflatable cushion, with a smooth or bumpy surface. This will meet the movement needs of a child who just has to be able to squirm and help the child with poor body awareness to better sense where his body is when he's seated. When these needs for movement and body awareness are met, the sensory child will focus better on listening, eating, or doing schoolwork.
Provide a quiet retreat when she's overwhelmed by the sensory onslaught of everyday life. Whether she sits alone with you in a car outside of a party or restaurant, or in a quiet, darkened room, listening to relaxing music on a personal music player with headphones, a sensory break can do wonders for a child's ability to tolerate her environment.

A pediatric occupational therapist who is both trained and experienced in helping children with sensory issues can work with parents and teachers to plan and carry out activities for the child that can help him or her function better at home, at school, and away. She can also help problem solve and discover accommodations that will ease the child's discomfort, and set up a "sensory diet" of activities that will help him. Whether working on a consultation basis, in a sensory gym nearby, at home or at school, the right sensory smart OT can make a huge difference for a child with sensory processing disorder.

copyright (c) 2012 Nancy Peske




Nancy Peske is an author and editor and the parent of a child who at age 2 was diagnosed with sensory processing disorder and multiple developmental delays. She is coauthor of the award-winning Raising a Sensory Smart Child: The Definitive Handbook for Helping Your Child with Sensory Processing Issues. You can learn more about sensory issues at http://www.sensorysmartparent.com





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Asperger's Syndrome Treatment - Six Therapies That Can Help Solve Your Child's Sensory Issues


Perhaps one of the most important kinds of treatment for kids diagnosed with Asperger's syndrome, a form of high functioning autism, is sensory integration therapy. What is sensory integration therapy? Well, kids with autism have a lot of sensory processing issues. This means that every kind of stimuli seems too extreme for them. While most people have some kind of filtering system, kids and adults with Asperger's syndrome have a very hard time filtering out extraneous sensory information.

What does a sensory overload look like?

Your child may not want to put on the clothes you laid out for him because they are too scratchy or there's a tag in the back. He may refuse to go into many public places because they are too noisy, or the lights are too bright. He may suddenly have a tantrum because the smell of someone's perfume is overwhelming him.

A Child Who Is Under-Sensitivity To His Surroundings May Also Have Problems

Conversely, there are also kids who are under-sensitive to sensory stimuli and are constantly seeking and craving it. They are the kids who will be tearing around your house, crashing into things and generally on the move all the time. They want to touch everything and experience everything, and can never seem to sit still.

What both of these categories have in common are deficits in the sensory processing system. And there are ways to treat them.

1. Auditory Integration Therapy

An occupational therapist who is trained in helping kids with sensory issues will have a number of tricks up their sleeve. One is auditory integration therapy (AIT). Studies have shown that listening to special CDs of music that have certain frequencies and pitches can actually change the way that the brain processes information. With this therapy, it's changing the way sounds are processed.

The person who is getting AIT listens to a CD made for them for two sessions of 30 minutes each per day, using headphones. Over a period of time, the music can actually change the way the brain hears the music, and make a person less over-reactive to loud noises, and more able to process sounds and language effectively.

2. The Wilbarger Brushing Protocol

The Wilbarger Brushing Protocol is a treatment for Asperger's syndrome when kids have tactile sensitivity issues. In other words, they have problems with touch. Kids with this problem often can't stand the feel of their clothes, can't stand to play outside because they might touch something weird, or jump if someone accidentally touches them.

This method of treatment involves using a surgical brush to brush the person's skin in a very specific way. This is done several times a day at preset intervals. It needs to be done with a trained therapist's supervision. When it is done correctly, it can reduce sensitivity to tactile stimuli.

3. Other Methods

There are many different tools that occupational therapists will use to help a child with Asperger's syndrome who has sensory issues. Many of these will be different for each child. A lot of them may look like playing, but it actually has specific goals and focuses on specific sensory systems in the body to change the way that system processes information.

Here are a few other techniques:

Weighted blankets: People with Asperger's often crave deep pressure, as it is calming to them. Weighted blankets provide this. This increases their ability to focus.
Trampolines, swing sets, and rocking toys: These can stimulate the vestibular system in a person with Asperger's. This can help either calm them down or stimulate them, depending on their sensitivities. Any activities involving movement can be helpful in this case.
Joint compression: This is a treatment an occupational therapist can teach you that can regulate a person's nervous system. It involves manipulating and pulling on joints in a certain way that acts to kind of reset the sensory system.
Sensory fidget bag: A sensory fidget bag can be useful to keep on hand. This should include anything that you can find to fill a bag with that your child can fidget with. Some examples are stress balls, koosh balls, feathers, slinkys, and so on. These sensations will give the child something to focus on, thus also having a calming effect.

As you can see, there are many ways that sensory integration issues can be treated. Sensory integration therapy can be a very useful treatment for children who exhibit specific symptoms of Asperger's syndrome.




Hopefully these tips can make life a little easier especially for children with Asperger's and their parents. In addition to these methods, there are many other tips and suggestions that can help your loved one live a fulfilling and happy life. A great site to find information to help children with Asperger's syndrome is the web site www.AspergersSociety.org. There you will be able to sign up for the FREE Asperger's Syndrome Newsletter as well as get additional information to help your loved one be happy and succeed in life.





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2012年8月27日 星期一

Functional Organization of the Central Nervous System III - The Sensory System


The sensations can be broadly divided into:

1. Superficial sensation (touch, pain and temperature)

2. Deep sensation (deep pain, pressure, sens of position, sense of movement, joint sensation and vibration); and

3. Cortical sensations (tactile localization, tactile discrimination and stereognosis).

At the periphery, there are receptors to appreciate different sensory modalities.

I. Touch receptors- Meissner's corpuscles, Merckel's discs and free nerve endings.

II. Pressure- Pacinian corpuscles

III. Heat- Ruffini's Corpuscles

IV. Cold- Krause's end bulbs

V. Pain- Free nerve endings.

The modern view is that the specificity of these receptors may not be absolute. The same receptor may be subserving different sensations under different conditions. When the receptors are stimulated, afferent impulses pass in the dendrites of the first sensory neuron into the spinal cord. This afferent neuron is situated in the posterior root ganglion. The axons of this cell pass through the posterior root into the spinal cord and ascend up as the sensory tracts. Fibers subserving different sensations take different paths.

Fibers subserving proprioception, vibration and a portion of touch column (colum of Goll and Burdach) to reach the lower part of the medulla, where they synapse with the cells in the gracile and cuneate nuclei. Lateral fibers of the posterior column carry sensation from the upper limbs whereas the medial fibers carry sensation from the lower limbs. From here the second order neurons corss the mid-line in the medulla and Pons and pass up in the medial lemniscus to reach the main sensory nucleus of the thalamus.

Fibers subserving the remaining part of touch, pain, heat and cold synapse with the cells in the posterior horn of the spinal cord soon after entry. The second order neurons arising from these cross to the opposite side at different levels (pain and temperature fibers more obliquely one or two segments above) and pass up on the other side as the anterior spinothalamic tract (touch) and lateral spinothalamic tract (pain and temperature). In the lateral spinothalamic tract fibers from the lower limbs are placed laterally and fibers from the upper limbs are medial. Some fibers do not cross and they pass up the ipsilaterla spinothalamic tracts. In the brainstem, the spinothalamic tracts pass up lateral to the medial lemniscus to reach the thalamus. Third order neurons arise from the thalamus. Third order neurons arise from the thalamus and fibers which maintain their functional specificity pass up through the internal capsule to be relayed to the sensory area of the ortex int he postcentral gyrus.

In the sensory cortex, the body image is arranged similar to that in the motor area from above downwards. From the postecentral gyrus fibers are projected to other cortical areas. In the pareital lobe, the sensory information derived from superficial and deep sensations is integrated to give the impression of size, shape, texture, weight and pattern of the objects (stereognosis). The mental picture of the body (body image) is obtained by integration of the sensory information with information obtained from the special senses. This function of "body image" is mainly carried out by the nondominant parietal lobe. The corresponding portion of the dominant hemisphere carries out the function of receptive and interpretative components of speech. This part of the parietal lobe has connection with the ipsilateral motor cortex. This arrangement helps in producing patterns of movements in the lips, tongue, fingers, and respiratory muscles which form motor symbols to represent speech (gesture speech).

The thalamus appreciate crude (protopathic) sensation and pain. The fine sensations (epicritic) are appreciated in the cortex. Among the afferent impulses reaching the CNS, most do not reach consciousness. Some subseve spinal reflexes. These afferent fibers make contact either directly or through interneurosn with the spinal motor nuclei. Other fibers which carry muscle and joint sensations end in the base of the posterior horn of the spinal cord and synapse with the second order of neurons. These neurons form tracts which ascend up on the anterior and posterior spinocerebella tracts to reach the cerebellar cortex of the same side. Most of the fibers ascend on the same side but some fibers of tis tract cross to the opposite side to ascend in the anterior spinocerebellar tracts. These tracts carry propioceptive impulses which enable the cerebellum to coordinate activity.

Some other sensory fibres which do not bring sensation to consciousness and collateral branches of the main spinothalamic pathways and of the special sensory paths join the upper part of the reticular formation in the midbrain. In the reticular formation, there is an intercommunicating system of short neurons which also receive fibers from ost parts of the cerebral cortex. This system is important for maintaining consciousness.




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http://hubpages.com/hub/A-very-Unique-and-Unknown-strategy-to-make-money-through-article-networking

Good luck.





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Autism, Sensory Integration, and Everyone


Sensory integration, explained in a very simple way, is how we understand the events and people in our lives. The way you or I might perceive other people or events can be quite different than the way a child with Autism feels them. Basically our minds and our bodies take in the information we get from our senses. Everything we see, hear, smell, and taste goes through a process. Part of the process is a designation of what order or importance all of these thing are to a person,

We are receiving and feeling all of this information at once. Our brain is the system that takes all of this information and changes it into an order. In a child with Autism this process is quite different. This happens for many different reasons. One of these reasons can be a child with Autism may be hyperactive. The hyperactivity makes it hard for them to slow down and order the information they are receiving.

Another reason may be that the child with Autism is hypo-sensitive. This means the information they are getting is not being ordered because they are not excited enough or curious enough to do it. To further complicate matters the child may be receiving too much information at one time. When this happens the child can become overwhelmed. They could shut down or becoming defensive or aggressive.

No matter how you cut it this sensory integration is an all day everyday event. Sensory integration has many layers to it. No matter how it is perceived it will continue to happen, to everyone. Although shutting down, becoming defensive, and becoming aggressive seem to be strange ways to deal with the issue, it really is not. A typical person deals with sensory integration by walking away, getting angry, and verbally defending themselves.

Typical people are just better at the techniques they employ to walk away, get angry, etc. A child with autism may or may not be able to use the same techniques if they are properly taught how. Proper training is critical to the child who is aggressive or runs.




Would you like more free information? Please register here: http://autismonabudget.blogspot.com/2009/12/free-information.html. Mylinda Elliott is the parent of five children. The third of the five has Autism which was diagnosed early on. The fourth of the five children has Aspergers. She is a self taught expert on Autism Spectrum Disorders. Mylinda Elliott has also worked professionally in the disability world for the past fifteen years. She is considered the "Go To" woman for advice or resources on disabilities.





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Teenagers and Sensory Processing Disorder: The Special Challenges


Teens with sensory processing disorder have special challenges because of the stage of development they're in and the fact that until now, their sensory issues may have gone unaddressed.

1. Finding the right OT can be difficult. Few occupational therapists are trained or experienced in working with teenagers who have sensory processing disorder. Play-based SI therapy may seem silly and embarrassing to teens.

2. Poor self-esteem. Teenagers who have had sensory issues for years will have learned at least some accommodations to get around them and are less likely to experience the extreme behaviors and responses they did when they were younger. However, years of feeling different and not knowing why, and noticing that they have never been quite as mature and self-controlled as their peers, take their toll. Teens with sensory processing issues usually struggle with self-esteem. They need a lot of encouragement to admit they have sensory issues and need some help.

3. Need for independence. Teenagers need to have their independence respected, so being told, "You need to do X, Y, and Z to manage your sensory issues" usually doesn't go over very well!

4. Desire to fit in. Even teenagers who don't feel the need to have a lot of friends or be conformist want to have some friends they feel they fit in with. Sensory challenges can embarrass them and may make them feel isolated, and different in a negative way.

5. Changing hormones. Teenagers have ever-changing hormones that can exacerbate sensory issues by making them more sensitive to input than they were in the past. The normal changes of adolescence can also make them more moody and emotionally sensitive.

6. New expectations. People are less likely to see your teen as a young, immature person with a hidden disability and more likely to see him or her as a young adult whose behavior is willful.

What's a parent, teacher, or therapist to do?

1. Modify traditional SI therapy techniques to be more teen friendly. As a substitute for playing with a tray of shaving cream or finger-paints, encourage the teen to cook, garden, do art or arts and crafts, and engage in other activities that challenge his tactile issues. Work with a sensory-smart occupational therapist who is willing to alter her approach to helping your teenage son or daughter to reduce any embarrassment or defensiveness.

2. Talk about sensory issues positively. Reassure your teenager that sensory issues are simply a difference in brain wiring that can have advantages but that can also be controlled and addressed to make life a little easier. Explain what SPD is and why in some cases, it's good to be extra sensitive or to crave certain sensations, and that people with sensory issues often have other gifts as well, such as the ability to "think in pictures." Then explain that there are "tricks" you and/or an OT can teach them to "make their lives easier." Everyone wants his life to be a little easier! Acknowledge how hard your teen has to work to be organized or tolerate certain sensations and praise her for her efforts.

3. Offer accommodations and sensory diet ideas for him or her to choose from. Present accommodations and activities to teenagers and let them decide which they would like to use. Honor and respect their choices and encourage them to engage in collaborative problem solving with you. If they don't want to be seen doing a brushing protocol for tactile issues, can they do it discreetly in the bathroom at school? If all the kids are wearing loose clothes and they prefer them tight, can the teen wear tight clothing, such as bicycle shorts, underneath looser clothes that seem more stylish?

4.Help your teen with sensory issues to feel okay as he is and find a group of peers he's comfortable with. Practical solutions for grooming, picky eating, and dressing, and encouraging talks about the upside of being different, can help your teen with sensory issues feel more comfortable among his peers. However, he may also feel better about himself if he expands his group of friends. Encourage your teen to develop hobbies and engage in new activities from individualized sports that don't require high levels of skill and competitiveness to enjoy them to groups that engage in the arts, community service, spiritual growth, etc. Extracurricular activities can help kids find their "tribe" and feel the power to make a difference in the world as well.

5. Accept that your child may be more emotionally sensitive at this stage. Be alert to signs of increased anxiety and depression and consult a medical health professional with any concerns you have. Remember, addressing sensory issues will reduce overall anxiety that can lead to mild or moderate depression (when you feel you can't manage your discomfort, over time, you can develop depression). Don't forget some of the most effective treatments for mild or moderate anxiety and depression include physical exercise, time spent outdoors, meditation, and breathing exercises. Mindfulness practices from yoga and tai chi to tai kwan do and karate can help, too.

6. Focus on self-awareness and accountability for self-regulating. It's very difficult to get others to accept poor self-regulation in a teen, even if you educate them on hidden disabilities. Therefore, the sooner you collaborate with your teen in creating a workable sensory diet that prevents negative behaviors, the better. It will be easier for your teen to develop better self-regulation if she is trained in using specific self-calming and self-alerting techniques that she knows work for her. Hold her accountable for using her alerting music and gum, taking time out to sit in a quiet space and do breathing exercises or use a brushing protocol, etc. Have her participate in creating a sensory diet tailored to her needs to keep her sensory needs met and to prevent fight-or-flight behaviors. Let her experience the natural consequences if she refuses to use her calming, focusing, alerting techniques.

Above all, never forget that kids with sensory issues need a "just right" challenge, a balance of accommodations to make them more comfortable and challenges that take them out of their comfort zone. Sensory diet activities for teenagers help them to develop a higher tolerance for situations and activities they'll encounter in life, and over time, retrain their brains to process sensory information more typically. Be creative and encouraging in setting up a sensory diet for a teenager, and always be collaborative to respect the teen's need for independence.

Finally, if you're a parent frustrated by trying to get your teenager's sensory issues under control, consider joining an in-person or online support group or creating one. Knowing that you aren't alone, and having practical and emotional support from other parents going through the same experiences with their teen, can help you enormously at this stage of your child's development.




Nancy Peske is the coauthor of the book Raising a Sensory Smart Child: The Definitive Handbook for Helping Your Child with Sensory Processing Issues. Learn more about sensory issues at http://www.sensorysmartparent.com and visit Raising a Sensory Smart Child on Facebook.





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2012年8月26日 星期日

Autism Sensory Integration - How Do Sensory Diets Fit In?


One of the best solutions to some of the problems children with Autism experience is sensory integration techniques. Some children with Autism are so uncomfortable that occasional techniques are of little use.

Many people think that the children are really in pain. I do not know about you but if I am in pain it is almost impossible for me to learn anything.

One of the solutions is what is called a sensory diet. Basically a sensory diet is a plan to do a set variety of techniques. They are also done on a schedule.

A good sensory diet needs to be developed with the help of an occupational therapist or physical therapist. The therapist needs to be one with experience working with sensory diets and children with Autism.

There is no one set of techniques that will make up all people's diet. Just the same way typical children respond to many different techniques, the child with Autism will.

Some people will need pressure point therapy. Some will need massage. Others might need scented markers. Children with Autism might get brushed or any combination of these techniques and others.

The occupational therapist or physical therapist will set up the variety of techniques and the timing. They will also train the family on the different techniques so they can be done the same way across settings and people. Having someone with specific training is important to finding a system that will help.

A parent's challenge will be to get all the people involved in their child's life to do the sensory diet. In addition we will still want to use various techniques when dealing with a meltdown or behavior issues.




Would you like more free information? Please register here: http://autismonabudget.blogspot.com/2009/12/free-information.html

Mylinda Elliott is the parent of five children. The third of the five has Autism which was diagnosed early on. The fourth of the five children has Aspergers. She is a self taught expert on Autism Spectrum Disorders. Mylinda Elliott has also worked professionally in the disability world for the past fifteen years. She is considered the "Go To" woman for advice or resources on disabilities.





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How to Treat Sensory Processing Disorder


The body is designed in a way wherein the different sense organs work with the brain for the interpretation of the different senses so that we can exhibit the appropriate responses, both behavioral and motor. However, there are instances when the responses are not proper because of misinterpretation of the senses. This condition is called sensory processing disorder.

Sensory processing disorder (SPD) was formerly known as sensory integration dysfunction was first described by A. Jean Ayres, a neuroscientist who said that this disorder is similar to a 'traffic jam' that occurs in the neurons, wherein some parts of the brain are prevented from receiving the correct information so that sensory information are interpreted correctly. For someone who has SPD, what happens is that sensory information is perceived differently from that which is normal to other people. This will then result in behavior or responses that are unusual, which makes it hard to accomplish some tasks.

The exact causes of sensory processing disorder are not yet known, and are still subject to research studies. There have been results however saying that this is an inherited disorder, but there can also be environmental factors that can contribute to it. When this is not properly managed while a child is still young, it can result to several problems involving the child's emotional, education and social state. Because of the problems with the child's motor skills, he can become isolated from his peers, suffering from low self-esteem. There can also be poor self-concept and failure with academics. Those who are unaware of this disorder will be labeling the child as clumsy, disruptive or even uncooperative. When this gets worse, it will lead to depression, anger problems, anxiety and aggression.

The treatment of sensory processing disorder will warrant the services of an occupational therapist. The occupational therapist will provide sensory integration therapy for the child, wherein sensory stimuli and experiences will be taught to the child. There will also be sensory diet, a therapy where the therapist will plan and schedule activities for the child to address the different needs of the nervous system. There will be different techniques that will be included in the therapy such as calming, alerting and organizing. The treatment for SPD can also include alternative therapies depending on what the doctor says. One of the common therapies is therapeutic body brushing which is ideal for children who are oversensitive to sensory experiences. This will help the SPD patient to learn how to adjust to certain sensory stimulations.

There is no definite cure for sensory processing disorder for the treatments that were mentioned will only help the affected person learn how to adapt and react properly to stimulations. If you are taking care of a child who is suffering from SPD, you have to be patient when dealing with him, since it is not just frustrating for you but it is more difficult to the child. It will take some time before the child can learn the appropriate responses so you will have to assist him and make sure that he learns properly. And of course, you will need to assist him with developing his mental, emotional and social skills.




For more information on Different Types of Diseases, Symptoms and Diagnoses, Please visit: Sensory Processing Disorder and Sensory Integration Disorder.





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Parenting a Child with Sensory Integration Disorder


After suffering another incredibly stressful morning trying to get my 5 ½ year old son dressed, I've come to the conclusion that there must be other families who go through the same frustration every morning. Most just wouldn't believe that we have it different than anyone else who has young kids. When I'm talking to someone about Jeremy, my stress shows but the explanation is too long so I don't usually elaborate. Their usual answer is "sounds like a typical 5 year old". I guess I've grown used to that. What is harder is to hear from other people who are trying to be helpful that we have a "discipline problem." They offer their typical advice of how to reign a child in and get them to behave.

The fact of the matter is, is that he is NOT a typical 5 year old! Oh, Jeremy loves to play instead of work, throw rocks and finds an empty box utterly fascinating, but the day to day events of our lives, the usually mundane things, are stressful and incredibly different.

This morning was supposed to be a lot of fun. We all woke up early to take a trip to Miami to see my husband's family. It's a 3 day weekend so we wanted to get an early start on Saturday morning so we could enjoy the afternoon in Miami. My husband got up and made coffee, I wrapped about 6 gifts that we're bringing and Jeremy started pulling out clothes and toys he wanted to bring.

I encouraged him to bring the clothes and toys into his room but instead more and more toys got dragged into our living room. When it was time to sit down and eat his breakfast, his favorite of 'waffles and cream', the battle started. Normally, a good tactic is to put a clock in front of him so he can see how much time he has. Today we didn't do that because we were not thinking about the exact moment we had to leave like we do every day for school. That was a BAD CHOICE on my part. I should have showed him the exact time he needed to have eaten and gotten dressed by. Then we should have marched out the door. Unfortunately, we had to pack our suitcases and pack the car.

When Jeremy got to the table ate a few strawberries and milk and got up. My insistence of him sitting and eating finally got ugly after about 15 minutes. While I was running around trying to get everyone ready to go out of town; I continued to put him back in his seat and demand that he eat. I sat with him for about 5 minutes and he didn't eat. I told him he could get a star for his chart if he ate, and got dressed. He started whining and crying so I took a star away from his chart that we've created. On one trip to the bedroom he started playing with a tractor. When I found him again ( I was now taking a shower) he wanted to bring the tractor to the table. I told him NO and to get back to eat. He was screaming and crying because now he wanted the tractor and then he said that "you are the only mommy in the world who is mean to me every day". That is when I told him that if he said that one more time he would get his mouth washed out with soap. (This works wonders for those awful things that kids tend to say sometimes but If I could live without ever doing anything drastic like this, I would!!!)

That stopped the complaining about how "mean" I am but the whining continued. I had to finish feeding him myself in between his tears. He finally finished eating after about 45 minutes. I had turned off the TV by this time of course. I've learned that having the TV on or light music can easily overwhelm Jeremy.

Next, getting him dressed was no easy feat. The first shirt I put on didn't feel comfortable. This was a brand new pre washed long sleeve t-shirt from Osh Kosh. It's darling, but unfortunately, new clothes rarely stay on my son. He prefers old and soft. Many of his very favorite clothes and shoes have spots and tears, but they are the only ones that I can get him to stay in. This morning was no different. I put on Gap underwear, Osh Kosh Jeans and the Osh Kosh t-shirt. After he was completely dressed, he started screaming and wailing about the shirt being too small and the pants being too big. So, off the clothes came! And it wasn't just a calm, "mommy I'm taking off these clothes", it was a screaming crying whining fit accompanied by throwing his clothes across the room which landed on my husband's face as he was walking across the room. At least today he didn't RUN when it was time to get him dressed. That is the typical scenario. He races across the room when it's time to take off his pajamas or time to get changed any time. I can't figure out why! I don't know if that is his body having an automatic reaction to change, or if it's a behavior issue. But it's something that we want to work on in occupational therapy.

Because I already know the drill, that nothing I can say or do will make him keep clothes on when he doesn't want to wear something, I went to the drawer and brought out the old favorites. The yellow long sleeve t-shirt with the #63 and the army looking pants that are soft and comfy. If you see Jeremy out of his school uniform, this is more than likely the outfit he'll be in.

I think of all of the hundreds of dollars that I've wasted by buying clothes that don't quite feel right. I think of the dozens of pairs of shoes that he has kicked and screamed about. I have thrown out piles of socks that just didn't have the seam in the right place. Getting Jeremy dressed to go anywhere, is a struggle nearly every single day.

Recently, the school had a second hand sale on uniforms. I felt like I struck gold by finding the oldest shirts in the school. To me, that means, the SOFTEST and that is perfect for my kid! He is 5 years old, and he wants to wear size 12 shirts. They are big and don't cling to him. Also, discovering the GAP undershirts has been a miracle in our lives. My friend Diane has a red head boy (I believe red heads are more sensitive) and they recommended the GAP undershirts.

I remember trying to get Jeremy dressed at age 2 was no different than now. He went to the Montessori school and because it was pre-school, they weren't particular on the time we arrived. Many, many mornings Jeremy would fight and scream when I had to get him dressed. He would have been perfectly happy staying at home watching TV all day. He would be completely happy just doing that every day of his life. But, fortunately for him, he has two incredibly active parents who rarely ever sit around and watch TV. We have our traditional "Friday night movie night" but we don't watch TV much during the week.

Jeremy does get to go to After Care at school if he's had good behavior the day before. There, they run around the fields, play ball, climb on the jungle gym, have snacks and play with their friends. He loves it! I find that it's the best place for him since he races the kids and exerts more energy there than anywhere else. The hardest part is when it's time to go. What else? He runs away! My mom has found it completely embarrassing because he doesn't pay attention when it's time to come. He just continues playing and then runs to the other side of the field where he can't even hear us yell for him.

By reading books like "The Out of Sync Child" and talking with other mom's I've found a few things that work in this situation. First of all, when you get there, allow the child 5 minutes or 10 minutes to play. Tell him/her that he has 5 minutes and then it's time to go. For Jeremy, he then gets time to transition to the next activity. And the expectation is set. Our new rule is that he is able to achieve a star for his chart at this point. If he comes immediately after the 5 minutes is up, he can get a star for that which when added up every day can determine whether or not he gets to go to after care the next day. He needs to get 5 stars a day - for getting out of bed quickly, for eating and taking his plate to the sink, for making his bed, for getting dressed (almost) by himself, brushing his teeth and hair, etc. He has the chance to earn 3 stars in the morning. Several of the above list is combined into one section for instance: putting dishes in sink and making bed = one star.

The chart system is working for us pretty well. He gets stars taken away for negative attitudes or whining. One day he ripped all of the bad and the good extra stars down. He didn't realize he also ripped the good ones down. Jeremy can earn EXTRA stars for having excellent behavior like the day he had such a great attitude one morning. I was so pleased and so proud of him that he got to go to After Care that day even though he didn't have enough stars the day before. The extra stars can accumulate to 20 and then he gets to go to Toys R Us to buy a toy. So far, he has only a couple of extra stars for good behavior.. and believe me.. I'm looking!

It's hard for Jeremy's self esteem to have these problems. He's gotten in trouble nearly every single day at school. He's come home many times saying, "I'm a bad kid, I'm a bad kid", which really rips out my heart! The system of putting their "apple or acorn" in the yellow, or red basket brings a reputation of "bad behavior". Jeremy has also had his apple on the teachers' desk many times. If he gets bad behavior like this, they take him out of recess. They'll take him out for 5-10 minutes or even the whole time! When I learned this, I freaked out! Jeremy NEEDS activity in order for his brain to FUNCTION correctly. By taking him out of free time outside, they're just hurting the situation. I caused a stink about that at the school and I think they've made some adjustments. The school counselor is now involved and helping to guide the teachers in working with Jeremy. It's truly been a collaborative effort.

Jeremy has also been slow to finish his work. We had him professionally evaluated and it was also discovered that he has auditory processing disorder. This doesn't allow him to process more than one thing at a time. He can hear well, but he can't focus on more than one thing at a time. It doesn't allow him to hear people calling his name if he is immersed in another activity. Next summer, he'll be doing a 10 day intensive program for auditory processing which includes 2 hours in the morning and 3 hours in the afternoon. He'll be listening to headphones which somehow reprogram his brain to hear more than one thing at a time. I am really looking forward to this time to see if we can correct some of the behavior that he has.

We've found a few things that can work for Jeremy in regards to his behavior at school. First of all, Jeremy is OFF of all sugar. He used to have waffles with syrup every morning and all of the sugar gave him too much energy and he was bouncing off the walls! We finally realized that sugar has adverse effects so he now gets little if any sugar in the morning. We even prefer milk over orange juice since fruit has sugar in it.

Next, Jeremy has to take time to exercise in the morning. We put a mini trampoline in our living room and he bounces a few hundred times in the morning before school. If we have time, my husband will take him out to ride his bike before school or run around the field and play Frisbee. On mornings that he doesn't get to exercise, he seems to be more talkative and figity at school.

I've had to explained to Jeremy that sugar is "poison" to his brain. It makes him react in such a negative way where he throws fits and disobeys. I seem to automatically know when he's had sugar! When he acts like this and I know he's not overtired, I automatically ask if he's had sugar!? Usually, the answer is yes and so then I require him to start bouncing on the trampoline to get the energy out.

Jeremy might also have ADHD, which is a possibility since he was a preemie and upwards of 40% of preemies have ADHD. I went to one doctor and within about 1 minute he was telling me that Jeremy had ADHD and would require medicine! That appalled my husband and I was quite put off myself. Even if Jeremy does have ADHD, we're not going to put him on medication without trying to find every other way to manage it first. Besides occupational therapy, we've heard of other therapies that families have used and have had great success. Besides monitoring diet, they've used biofeedback and also some sort of testing of the electrodes in the body to eliminate toxins. I may have those details wrong, but we haven't gone down that road yet. Right now, Jeremy is in Tae Kwan Do 2 times a week. There, they teach self discipline, self esteem, leadership and focus. These are all qualities that I want for Jeremy.

If anyone could have told us where we'd end up even 6 months after we started down this path, I wouldn't have been able to handle it all at once. When we first discovered it, people came out of the woodwork to tell us their discoveries and what they went through. A friend from high school confided in me about her family situation and how they dealt with it. It was hard on her husband to imagine that their kid, coming from two "over achiever " parents, would have developmental problems. I could relate to that of course, but when she started telling me that her child couldn't stand loud noises and would cover his ears and cry and scream, I couldn't relate to THAT. She also told me that it'd be best for Jeremy to repeat kindergarten and at the time, it was a thought that I couldn't bear. We've since determined that Jeremy will repeat kindergarten next year. Coming to that conclusion took a lot of time and was a result of visiting numerous pre schools, talking with our own principal, vice principal, other parents, his teacher and the counselor. It was our principal who encouraged us not to do anything rash. I trusted her and I kept him in school and made the decision early on to repeat next year.

Other parents of kids of SID children had other stories. One parent's child had low motor skills and didn't want to swing or play with other kids. That was completely OPPOSITE of Jeremy. I did meet one mom at a workshop for parents with kids of SID who is very similar to Jeremy. He's a "crasher" and needs just as much physical stimulation as Jeremy. We laugh over the fact that we TELL our kids to jump on the couch... instead of getting off of them. So, little by little, with more reading and more talking, I found we all had one thing in common: MAJOR FRUSTRATION!

My friend from high school also had some of the same issues I was facing at home. My husband, who is a complete overachiever, couldn't deal with the fact that it was recommended that Jeremy go on medication. He absolutely REFUSED to even consider the possibility and so this would create lots of tension. My resolve was to find a solution, whatever that was. I was dealing with the teachers and with Jeremy every day, not just in the morning or at bed time. When I took Jeremy to school, the stress stopped for my husband, but not for me or his teachers. After speaking with numerous wives, I've discovered that the husbands don't believe it, or WANT to believe it. It appears that because men feel that they must be strong in every situation and must handle many obstacles in life, and that having a son that is facing problems is just too much to bear. Most of the dads of the boys with SID are in denial at first. The wives tend to have to deal with finding out what the issues are all by themselves by researching, talking and finding solutions. Many of the husbands fight the wives to the end until the wife finally convinces her mate to "just speak with an expert". In one case I know, the father uses the excuse, "he's just like I was" so he assumes it is okay. Meanwhile, everyone including his wife is going crazy having to deal with his child. My friend is of the mindset that if there IS help available, then she's going to get it! In reality, many of these men are right, because the kid IS just like them... and if there would have been help for their own mothers way back when, then the moms more than likely would have taken it instead of suffering through it and of course it would have made everything easier on the child. They could have learned tactics that would have helped them manage their actions, their bodies and their behavior.

My husband finally came around when he was able to speak with the Occupational Therapist where we got Jeremy evaluated. They promised to do whatever possible to work with Jeremy to correct many of these issues. The whole topic of using medication to help Jeremy hasn't come around for a while, but I know that my husband will be open to it if we have to do it. He's had to deal with Jeremy while I've been out of town and it nearly put him over the edge.

We're really just starting on this journey to getting the help we need. I've discovered many successes through trial and error. I've found that having a chart that rewards Jeremy for his chores and responsibilities for the day motivates him better than punishment. Tae Kwan Do has been fantastic to improve his self esteem. Talking with the teacher on an almost daily basis alerting her with new research I've found or discoveries that have happened has really helped. Daily massages on his feet, legs, back and hands are helping the stimulation of his skin so he doesn't freak out quite as bad when putting on socks and shoes. Teaching him to breathe himself through frustrations is an ongoing process and educating him about what to feed his body to it works correctly has helped me just as much!

Had I known what it would take to parent a child with Sensory Integration Disorder, then I would have said that I didn't have what it took. And I probably would have been right. My stress level has been through the roof ever since I had Jeremy but in reality finding out that he had something that was actually diagnosed gave me the power back! I knew that if I educated myself, our situation would improve and indeed it has.

I'm now able to understand that I need to implement complete structure in order for him to function at his best. That structure does include plenty of free or down time, but when it's time to do something or go some where, I put on my "drill sergeant" hat to get him to perform. It goes against my nature to be that firm, but I've learned that in order for our family to function, then I have to do what I have to do.

Please feel free to share your stories with me or to reach out for support. Perhaps if several of us can reach out to others to help, then others will be able to educate their spouses, their teachers and their friends.




Mary Gardner is an executive communications consultant and lifestyle coach. She is the mommy of Jeremy, a precious and active 5 year old boy who has Sensory Integration issues. Mary can be reached at mary@marygardner.com





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