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2012年9月19日 星期三

What You Should Know About Tactile Defensiveness and Other Tactile System Disorders


One of the most common sensory disorders is Tactile Defensiveness.  With this condition, a child is over or "hyper" sensitive to different types of touch.  Light touch is one of the most upsetting types of touch to a child with SI dysfunction.  Depending on the intensity of their dysfunction, they may become anywhere from mildly annoyed to completely freaked out by having someone lightly touch them.  A gentle kiss on the cheek may feel like they are having coarse sandpaper rubbed on their face.  They also may dislike feeling sand, grass or dirt on their skin.  Getting dressed may be a struggle as different clothing textures, tags and seams may cause them great discomfort.

Often children with Tactile Defensiveness or touch hypersensitivity will avoid, become fearful of, or are irritated by:


The wind blowing on bare skin
Light touch
Vibrating toys
Barefoot touching of carpet, sand and/or grass
Clothing textures
Tags and seams on clothing
Touching of "messy" things
Changes in temperature

On the other side of the spectrum is a child with Tactile Undersensitivity or "Hyposensitivity".   A tactile undersensitive child need a lot of input to get the touch information he or she needs.  They will often seek out tactile input on their own in sometimes unsafe ways.

A child who is undersensitive to touch may have these difficulties:



Emotional and social  - Craves touch to the extent that friends, family, and even strangers become annoyed and upset.  This could be the baby who constantly needs to be held, or the toddler who is clingy, craving continual physical contact.

Sensory exploration - Makes excessive physical contact with people and objects. Touching other children too forcefully or inappropriately (such as biting or hitting).

Motor - To get more tactile sensory information, he may need to use more of his skin surface to feel he's made contact with an object.

Grooming and dressing - May choose clothing that is, in your opinion, unacceptably tight or loose. He may brush his teeth so hard that he injures his gums.

If you child shows signs of Tactile Defensiveness or Undersensitivity, it's important to get a proper screening by an Occupational Therapist, pediatrician or other licensed professional.  This sensory assessment will help you in seeking out the proper course of treatment and therapy.




Visit [http://www.SensorySmartKid.com] for more information and support regarding Sensory Integration, PDD and other Autism Spectrum Disorders.





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2012年7月2日 星期一

The Other Heroes


Most of us know about Autism. In 2007 a study confirmed that one child in 150 is diagnosed with autism and more recent studies show that it is on the rise. The cause at this time is unknown, but there much speculation. What is known is that studies suggest boys are more inclined to develop autism than girls; and the average age of diagnosis is 8 years. Hearing this diagnosis for a child can be devastating; and parents have a lot to endure once the particulars of their child's diagnosis is set forth. The costs involved could potentially cause financial ruin, but with research they will find that programs and financial aid are available to help.

But, what about the children? For them, their parents are their heroes. And, what happens when the parents aren't around, when these children are in school programs away from home? Who are those other heroes who step in to care for these children? Where do these heroes come from, and why do they give their time and effort to help implement the various programs?

There are select government programs available to help parents and children with autism find financial support and treatment. The objective of these programs is to educate and develop children so that some day they will be able to function and maintain a quality life for themselves. The state of Kansas requires that caregivers should hold at least a bachelors or masters in speech therapy, occupational therapy, psychology, applied behavioral sciences and social work programs. They are the other heroes. They look out for the children with autism. Being there for the kids is a labor of love.

In my search to learn why these individuals took it upon themselves to follow this path, I interviewed a few of these heroes.

My first interview was with Charla. She is a pediatric occupational therapist who works with autistic children in need of physical therapy, in their homes. The programs offered by her organization are occupational therapy, speech therapy, physical therapy, special instruction (for those birth to 3), and behavioral therapy. Charla is married with two small girls whom she loves to play games with. She recognizes that autism is a growing issue affecting children and can greatly impact a family's life. Her desire is to help the child, along with the family, learn physical therapy techniques to improve movement. Charla has a bachelor degree in psychology and a masters in occupational therapy, both included training with autism. In regards to her experiences with autistic children, she feels each child she encounters is an individual. She sees how differently autism has affected them and their lives. Most need work on social skills, sensory integration and motor skills. In her professional opinion, each child in unique and requires unique treatment. Some may have mild cases while others are more severe. The rewards for her personally are when she sees that a child has gained a new skill, and that the family is able to handle the situation. Charla feels the best advice for parents is to research and to enlist help from someone they trust. She feels that some of the options cost lots of money and are not always covered by insurance. In conclusion, Charla is very happy with her career choice.

I had an opportunity to speak with Elsie. She retired from the banking industry after 33 years of service. She took the initiative to go back to school and earned a degree in social work. She has been married for more than 35 years. She has 3 children and 4 grandchildren. I asked Elsie why she wanted to work with children who were autistic, she stated that she has always wanted to do it. Her career as a bank manager was great. After she retired, she decided to go back to school to earn a degree. She wanted to serve families and children with autism. She works in the local high school and loves what she does. Every day she encounters new successes with the kids. She looks forward to going in everyday to see them grow, change and become more independent. She is always ready and eager to answer questions the parents may have about their child's progress. She keeps informed of new funding that has become available, and any new services or programs. Her advice to parents is for them to get informed and connect with their doctors, state agencies, and their insurance carriers. She wants parents to be aware that having children with autism is costly, but the costs can be managed.

I was very excited that I had the opportunity to interview these ladies. In my opinion, they are the other heroes. They work with and for the kids. If I had a child with special needs, I would want to know that my child is safe and receiving the same love, respect and attention as if I were there. I would like to offer a special thanks to all of the other heroes who take the time to give and care for the children who need them.




I love to write. I come from a very artistic family of musicians, artists and writers. Other hobbies include, painting, needlepoint, quilting and working with clay.

I graduated from Wichita State University with a Bachelor of Arts in English, with minors in Education and Minority Studies.

I aspire to write picture books covering topics that feature historical people of color, and subjects on famous women to empower young girls. I also love the art of the interview and create articles that capture the essence of human kind as well as provide important information for the reader.

To help me achieve my goal of becoming a better writer I am a member of the Society of Children's Book Writers and Illustrators (SCBWI), the Association of Children's Authors and Illustrators of Color (ACAIC) the Children's Writers Coaching Club (CWCC), the Kansas City Writers Meetup Group and I am currently enrolled in The Institute of Children's Literature.

Please visit my site to see what books I have reviewed.

http://kristisbooknook.blogspot.com





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2012年5月17日 星期四

Brain Training for Functional Disconnect Syndrome and Other Disabilities on the Autism Spectrum


We have discussed the way nerves communicate and how they decide when they are going to send impulses to other nerve cells. We know that groups of nerves collect information and fire together in pathways that stimulate distant parts of the brain. We also know that it is essential for different areas of the brain to communicate well with each other for us to be able to do the amazing complicated things we do with our brains.

The brain is divided into the left and right hemispheres. In these hemispheres the vast array of jobs that must be done are divided up and organized. Each hemisphere is also separated into special sections or lobes. These are the frontal, parietal, temporal and occipital lobes. The parietal lobe is mostly concerned with sensation of the body and locating where things happen. There is a map of the opposite side of the body inside each parietal lobe. So the left parietal lobe of the brain feels everything on the right side of the body and vice versa. The same type of thing happens for the occipital lobes sensing vision, the temporal lobes sensing hearing and the frontal lobes controlling muscle movements on the opposite side of the body. The frontal lobe is also what we call the executive center because it is responsible for making decisions and carrying out actions.

Now, imagine you are in a toy store. A train on its track is making its way around the store chugging and whistling. You turn your head to see where it is. As it comes into view you see an egg on one of the cars and you want to pick it up. It sounds like a simple thing but when you really think about it, it involves the whole brain and is quite complex. First, the ears are stimulated, changing the sound vibrations in the air to electrical impulses traveling along nerves. The impulses are sent to the temporal lobe so we can know what we are hearing and to the parietal lobe so we can know from where we are hearing it. The temporal lobes compare all the different frequencies in the sounds and their relative volumes and figure out what that whistling sound is. At the same time both parietal lobes take information from the ears and compare between the two sides which one hears the sound louder and if the volumes are changing to figure out where the sound is coming from.

The temporal and parietal lobes then send their perceptions forward to the frontal lobe so it can decide what they are, what they are doing, whether the sounds are dangerous or not and what to do about it. The frontal lobe then fires the muscles in the neck and moves the muscles in the eyes in perfect sequence to pinpoint the position of the toy train and then track its trajectory. In order to do this, it needs the occipital lobe which is now receiving visual stimulation from the eyes and forwarding it to the frontal lobe. The sound from each ear, the sight from both eyes, and the position sense in all the muscles involved must be synchronized by an internal timer so that differences in lengths of nerves and processing times do not confuse the frontal lobe like watching a movie where the sound is delayed so you see the lips moving but the words don't make sense. I haven't even started to talk about what it's going to take to judge the speed of this train, time the movement of the arm, sequence the firing of the muscles in the arm and hand, and judge and re-judge the pressure on the egg so we don't break it.

Without communication, timing and sequencing within the brain we simply can not operate smoothly in the world. As we know many of our children are experiencing functional disconnections of these different parts of their brains that we may have previously described as "sensory integration problems", clumsiness, poor eye contact, unusually high pain threshold, difficulty following directions or so many other things. The Listening Program, the Integrative Metronome, the other therapies we do in our office and the exercises we have patients do at home are intended to connect or reconnect the different areas of the brain in the proper sequence so our kids can perform the majestic complexity that we all take for granted.




Dr. Martin Rukeyser DC, is a Chiropractor who lives and practices in Port Saint Lucie, FL. He maintains a solo chiropractic office called Life Chiropractic http://www.lifechiropracticpsl.com and is also one of the co-founders of the Brain Training Center of the Treasure Coast http://www.flbraintraining.com - a practice dedicated to improving the lives of children and adults with Autism, ADD, ADHD, Dyslexia, Aspergers, and other neurodevelopmental disorders. Dr. Marty has long held a personal and professional interest in brain function and development and the connection between a healthy body and brain.

Dr. Rukeyser graduated Magna Cum Laude from Life University Chiropractic College in 1998. Prior to coming to Florida, he directed two clinics in a medically under-served community in in rural Mississippi. Dr. Marty, was raised in Long Island, NY and met his wife Ashley while in Mississippi. They have two sons, Ben and Jonah.





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2012年3月6日 星期二

ADHD Tip - You Won't Believe What Other Problems Can Mimic Symptoms Of ADHD


ADHD seems to be the popular flavor to explain why our children, and often times adults too, are having a difficult time performing at work, in school, or with their peers or colleagues.

It constantly amazes me how many other reasons there could be to explain what is happening. Whereas ADHD has become so popular, and part of mainstream culture, we can quickly overlook or not fully understand what else might be happening to affect the individual who is struggling.

Let's take a look at three distinct groups. Some of these factors are more relevant to children, yet there are many that apply to both children and adults alike.

Category 1: Health problems

There are general health and medical problems that can mimic symptoms of ADHD. It is now more important than ever to really consider the implications of a balanced diet and how not following suggested guidelines can impact how we feel and behave.

The following is a list of possible health related issues that share similar symptoms with attention deficit disorder:

Allergies


Diet


Sugar


Thyroid disorder


Other medical

Category 2: Psychological

In young children and adolescents, there are many diagnoses that can mirror symptoms of ADHD. In many cases, particularly in children, it can be difficult to differentiate the symptoms for a clear diagnosis.

Anxiety


Depression


Sensory Integration


Normal child development


Bipolar disorder


Non-verbal learning disability


Asperger syndrome


Sensory-integration problems


Trauma response


Substance abuse

Category 3: Stress

When I worked as a therapist, I saw a lot of adults and children who were diagnosed with ADHD, but were clearly more impacted in their lives by some of the following stressors:

Divorce


Financial trouble


Single parenting


Unemployment


Bankruptcy


Unhappiness

It is often difficult to really focus and interact with the world when we are so preoccupied and concerned with what many people might take for granted.

The biggest problem with trying to figure out what is really going on is that most people need time to build trust and to feel comfortable revealing exactly what is going on. So what might first look like ADHD, could in fact eventually turn out to be anything but that.

Don't get me wrong. In many of these cases, if this is the issue you are struggling with, then you or your child clearly does not have ADHD. At the same time, there is also the distinct possibility that any number of these issues can be present in addition to attention deficit disorder.




And now I would like to invite you to download an almost 60-minute audio interview available at http://www.adhdsuccessaudio.com where one successful professional reveals his personal struggle and success managing his symptoms of ADHD over the last 15 years.

You are also invited to keep up with constantly updated information on ADHD at http://www.thetruthbehindadhd.com.





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2011年12月9日 星期五

What You Should Know About Tactile Defensiveness and Other Tactile System Disorders


One of the most common sensory disorders is Tactile Defensiveness.  With this condition, a child is over or "hyper" sensitive to different types of touch.  Light touch is one of the most upsetting types of touch to a child with SI dysfunction.  Depending on the intensity of their dysfunction, they may become anywhere from mildly annoyed to completely freaked out by having someone lightly touch them.  A gentle kiss on the cheek may feel like they are having coarse sandpaper rubbed on their face.  They also may dislike feeling sand, grass or dirt on their skin.  Getting dressed may be a struggle as different clothing textures, tags and seams may cause them great discomfort.

Often children with Tactile Defensiveness or touch hypersensitivity will avoid, become fearful of, or are irritated by:


The wind blowing on bare skin
Light touch
Vibrating toys
Barefoot touching of carpet, sand and/or grass
Clothing textures
Tags and seams on clothing
Touching of "messy" things
Changes in temperature

On the other side of the spectrum is a child with Tactile Undersensitivity or "Hyposensitivity".   A tactile undersensitive child need a lot of input to get the touch information he or she needs.  They will often seek out tactile input on their own in sometimes unsafe ways.

A child who is undersensitive to touch may have these difficulties:



Emotional and social  - Craves touch to the extent that friends, family, and even strangers become annoyed and upset.  This could be the baby who constantly needs to be held, or the toddler who is clingy, craving continual physical contact.

Sensory exploration - Makes excessive physical contact with people and objects. Touching other children too forcefully or inappropriately (such as biting or hitting).

Motor - To get more tactile sensory information, he may need to use more of his skin surface to feel he's made contact with an object.

Grooming and dressing - May choose clothing that is, in your opinion, unacceptably tight or loose. He may brush his teeth so hard that he injures his gums.

If you child shows signs of Tactile Defensiveness or Undersensitivity, it's important to get a proper screening by an Occupational Therapist, pediatrician or other licensed professional.  This sensory assessment will help you in seeking out the proper course of treatment and therapy.




Visit [http://www.SensorySmartKid.com] for more information and support regarding Sensory Integration, PDD and other Autism Spectrum Disorders.





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