2. Objectives:
Participants Will Learn About:
Normal Sensory Systems
Sensory Processing Disorders (SPD)
How To Identify SPD
How To Interact With Individuals Who Have
SPD
3. How A Normal Sensory
System Works:
A normal sensory system takes in
information through the senses of
touch, movement, smell, taste, vision, a
nd hearing and combines the resulting
perceptions with prior
information, memories, and knowledge
already stored in the brain in order to
derive coherent meaning to be able to
effectively respond to our environment.
4. The Process Of Sensory
Integration:
Sensory
Systems
Begin in
Utero
Fetal Life is
Rich in
Sensations
5. Sensory Integration In
Infancy:
Baby Introduced
to Intense
Sensory
Experiences at
Birth
Depends on
Caregivers for
Regulation of
Systems
6. Sensory Integration In Early
Childhood:
Begin Self Regulation
Engage in Sensory Exploration
Learn how to Make Things
Happen
Improve Body Movement
7. What Happens When The
Sensory Processing System
Does Not Fully Mature?
8. Sensory Processing Disorder:
A neurological disorder causing
difficulties with processing information
from the five classic senses
(vision, auditory, touch, olfaction, and
taste), the sense of movement
(vestibular system), and or the
positional sense (proprioception).
9. Sensory Processing Disorder:
Sensory Information is Sensed
Normally, but Perceived Abnormally
May Cause Distress or Confusion
Affect Learning, Social
Interactions, Task
Performance, Everyday Activities
Can Lead to
Motor, Emotional, Psychological, Social,
Communication or Behavior Problems
13. Sensory Defensiveness:
Aversive or Defensive
Reactions to Non-Noxious
Stimuli Across One or
More Sensory Modalities
Characterized by
Overresponding to One
or More Sensory Systems
Has an Overriding
Negative Emotional
Response
15. Sensory Registration Disorder:
Process by Which
the CNS Attends to
Stimuli
Characterized by
Over, Under, or
Inconsistent
Response to Stimuli
May Appear
Lethargic
16. Sensory Integrative Disorder:
Difficulty
Responding as a
Result of Cortical
Organization
Characterized by
Fight, Flight, or
Fright
Impaired
Agility, Coordination,
Visual Motor
Skills, and
19. Hearing:
Inconsistent/Unable to
Localize Sounds,
Delayed Response, Startles to Sound, Intolerant
to Certain Sounds, Vocalizes Loudly in Noisy
Environments, Upset by Loud Noises, Distracted
by Background Noise, Doesn’t Tolerate Loud
Environments, Covers Ears, Hits Side of Head
20. Touch:
Inconsistent Response, Stereotypical Behaviors,
Self-Abuse, Avoidance or Fixation on Oral
Stimulation, Limited Acceptance of Food
Textures, Avoids Hand Use, Allows Touch by
Certain People, Toe Walks, Strips/Completely
Covered, Brief Grasp of Objects
21. Vestibular (Movement):
Lacks Protective Reactions,
Fearful of Movement,
Resists Imposed Position Changes, Becomes Motion
Sick, Aggressive/Upset if Balance is Disturbed, Avoids
Change in Head Position, Avoids Playground
Equipment, Seeks Certain Movements
22. Taste/Smell:
Sensitive to Many Odors
Limited Range of Foods/Fluids
Accepted
May Act as if All Food Tastes
the Same
Strong Preference for Spicy
Foods
23. Four Principles For
Intervention
Just Right Challenge
Adaptive Response
Active Engagement
Child Directed
24. Just Right Challenge
The Child Must be Able to Successfully
Meet the Challenges That Are Presented
Through Playful Activities
25. Adaptive Response:
The Child Adapts His Behavior With New
and Useful Strategies in Response to the
Challenges Presented
28. Sensory Intervention:
Designed to Stimulate and Challenge All
of the Senses by Engaging the Child in
Activities That Provide Vestibular
(Movement), Proprioceptive (Sense of
Position), and Tactile (Touch)
Stimulation
29. Vestibular:
Input From Inner
Ear Receptors
Relationship to
Gravity
Can Alert or Calm
the Nervous System
Follow with Tactile
or Proprioceptive
Input
30. Proprioceptive:
Input From Major
Weight Bearing, Neck
and Jaw
Joints, Tendons, Muscle
s
Key Roll in Remediation
of Sensory Modulation
Problems
Provides Sense of Body
Contents, Mass, and
Presence
31. Tactile:
Input From Skin and
Internal Tissues
Provides Sense of
Boundaries and
Self/Non-Self
Establishes Body
Image in
Conjunction With
Proprioception
Better Accepted
When Self-Imposed
32. Hyposensitivity Vs.
Hypersensitivity
Hyposensitivity: Children With Lower
Sensitivity. May Be Exposed To Strong
Sensations.
Hypersensitivity: Children With
Heightened Sensitivity. May Be
Exposed To Peaceful Activities.
33. Examples Of Activities For
Hyposensitive Kids:
Land Activities: Stroking With Brush, Exercise Bikes,
Walking, Trotting/Running, Swinging, Jumping,
Resistive Pushing, Carrying Weights, Back/Shoulder
Rubs, Chores Using Large Muscles, Structured Rough
Housing, Self Applied Vibration, Resistive Sucking,
Chewing, Pressure Sandwiches, Modeling Clay
Manipulation, Finger Painting
34. Examples Of Activities For
Hyposensitive Kids:
Water Activities: Riding the Magic Carpet
(Rapid/Unpredictable), Kicking, Splashing,
Jumping Into Water, Toy Manipulation
(Textured), Squirt Toys
35.
36. Examples Of Activities For
Hypersensitive Kids:
Land Activities: Scents (Natural), Things To
Squeeze or Fidget With, Music, Comfort Sounds
(Birds/Running Water), Mild Vibration, Quiet
Rooms, Soft Colored Lights, Gentle Rocking,
Cover With Blanket, Deep Pressure Activities,
Slow/Deep Breathing, Low Toned Music Bars
37. Examples Of Activities For
Hypersensitive Kids:
Water Activities: Riding the Magic Carpet
(Slow/Rhythmical), Floating on Floatation
Device, Gentle Movement With Action Songs
Sung With Soft Voice, Self-Imposed Toy
Manipulation, Supported Movement Through
Water
42. Interpersonal Precautions:
Avoid Offending Sensory System
Follow Client’s Lead
Provide Sensation If It Helps
Monitor Non-Verbal Communication
Offer Choices
Provide Consistency
Individualize Proximity To Others
Be Aware Of Unfamiliar People
Use Appropriate Teaching Styles
Monitor Tone & Volume Of Voice
Be Conscious Of Body Language
Use Appropriate Touch
Be Predictable
Use Eye Contact, Facial Expression
Monitor Hair, Scent, Clothing
43. One Size Does Not Fit All:
Kids With Sensory Processing Disorder
Have Their Own Unique Set Of Sensory
Responses
You Must Accommodate Based On How
They Respond
44. Case Study:
Child With Sensory Registration
Disorder
CNS Under Responding to Sensory
Stimulation
Poor Body Awareness
Difficulty Discriminating Specific
Sensations
45. Activity:
Child Asked To Draw A Picture Of Herself (A)
One Week Later Asked To Draw Herself Again (B)
46. Intervention:
Done Immediately Following Her Drawing of
the Second Picture
5 Minutes in Duration
Intervention Included:
Heavy Muscle Work and Proprioception (Pushing
Against Staff Person)
Deep Pressure Strokes Down
Extremities, Back, and Head With Body Part
Labeling
More Pressure and Labeling Done on Left Side Due
47. Activity:
Asked to Draw Herself Again Immediately After
Intervention
48. Observations:
Detailed Outline of Self (Including Head, Hair,
Eyes, Mouth, Arms, Hand Fingers, Legs, Foot,
and Bones)
Colored-In Drawing Indicates Wholeness of
Self
More Awareness of Body Parts and Their
Position
Greater Detail On Side That Received Deep
Pressure and Labeling
49. Conclusion:
5 Minutes of Sensory Input
Improved Discrimination Between Senses
Improved Body Part Identification &
Position
Improved Sense of Self
Improved Alertness
Improved Function & Relationships