The Role of the SensesSensory Processing/Integration Disorder & Autism

Jessica Nyberg, B.S.

The Senses at a Glance

• Tactile- touch (cold, hard, dull, pain, hot)

• Proprioceptive- where our body parts are in relation to

each other and how they are moving

• Vestibular- where our bodies are in space, whether we or

our surroundings are moving, tells about speed and

direction of moving

• Auditory- sound

• Visual- sight

• Olfactory- smell

What is Sensory Processing?

•The ability to receive sensory messages & organize them effortlessly into the “right” behavioral & physiological responses

•Example: The smell of burning food from the kitchen▫Automatic behavioral response: stop what

we are presently doing to check food▫Automatic physiological response: our

heart rate increases & develop a fine sweat

What is Sensory Processing Disorder?

•When sensory signals don’t get organized into appropriate responses and daily routines and activities are disrupted as a result

•Example: At a playground, a child loses his balance and begins to fall▫His nervous system doesn’t recognize the

sensory input that he’s falling▫He doesn’t put his arms out to break his

fall▫Possibility of resulting injury

Levels of Responsiveness

•Under-Responsive, “hyposensitive”:▫Exhibits less of a response to sensory

information, takes longer to respond to sensory input, or requires more intense or long-lasting sensory input before they are moved to action

•Over-Responsive, “hypersensitive”:▫Respond more intensely, more quickly,

and/or for a longer time to sensory information

Levels of Responsiveness

•Sensory Seeking▫Having a nearly insatiable craving for

sensory experiences and actively seeking sensation, often in ways that are not socially acceptable

▫Easily confused with ADHD▫If unable to seek out sensations, may

become aggressive or angry

Mix ‘n Match

•Can have a variety of senses affected

•Mixture of hyposensitivity, hypersensitivity, and/or sensory seeking

•Soooo…▫Can be hypersensitive with some senses, hyposensitive with others, and/or sensory seeking with other senses

POP QUIZ!!!!!

•What are the senses again…?▫Tactile?

▫Vestibular?

▫Proprioception?

What’s the Big Deal?

•Dysfunctioning senses lead to problems with…▫Attention & Learning▫Sleep▫Eating▫Social interaction▫Health & Safety▫Life in the Community ▫ANXIETY levels

Co-occurrence with Autism Spectrum Disorders

Autism Only- 22%Autsim with SPD- 78%

Signs & Symptoms: Proprioception• Hypersensitive

▫Does not like being upside down ▫Has trouble manipulating small objects ▫Avoids weight-bearing activities like running &

jumping• Hyposensitive

▫ unaware of bodily sensations (hunger, need for bathroom)

▫ bumps into or leans on people/objects• Sensory Seeking

▫constantly moving ▫seeks out rough-housing

Signs & Symptoms: Vestibular• Hypersensitive

▫ Does not enjoy playing on swings or slides ▫ Has difficulty walking on unstable or uneven surfaces▫ Fearful of heights▫ Difficulty with stairs

• Hyposensitive▫ May not notice when falling & not extend hands or feet to

protect himself▫ Doesn’t get dizzy easily

• Sensory Seeking▫ Seeks out swinging or sliding ▫ Adventurous- climbers & jumpers ▫ Partakes in body rocking▫ Has trouble sitting still

Signs & Symptoms: Tactile• Hypersensitive (Does NOT like):

▫ Certain textures/clothing (wool, fur, jeans, carpet)▫ Having messy hands (glue, dirt, stickiness) ▫ Having hair or nails cut ▫ Certain food textures ▫ Hugs or being touched

• Hyposensitive▫ Doesn’t seem to notice getting hurt

• Sensory Seeking▫ Constantly touching objects ▫ Mouths objects ▫ Prone to self-injury (hand biting, head banging)▫ Likes pressure & tight clothes▫ Enjoy hugs & roughhousing

Signs & Symptoms: Visual

•Hypersensitive▫Does not like bright lights ▫Distracted by irrelevant or small details▫Avoids direct eye contact

•Hyposensitive▫Experience trouble figuring out what or

where objects are•Sensory Seeking

▫Fixates (“stims”) on moving parts or fingers▫Stare at bright lights or reflections

Signs & Symptoms: Auditory• Hypersensitive

▫Does not like loud noises (vacuum, malls) ▫Scared of unexpected noises (bells, sirens, alarms)▫Distracted by background noise in a classroom▫Will cover their ears ▫Make repetitive noises to cover other disturbing noises

• Hyposensitive▫doesn’t respond to name

• Sensory Seeking▫ likes high TV and music volume ▫create sounds themselves for stimulation (tapping,

banging, humming)

Hypersensitivity In Their Own Words

•“There are certain things I touch that hurt my hands…There are times when I walk and the air brushing past my hands is a source of pain.”

•“The fear and anticipation of noises that hurt the ears is often the cause of many bad behaviors and tantrums.”

•“I hate to feel my own skin against itself. This means I have to wear pajamas to bed or put a sheet in between my legs so they do not come into direct contact with each other.”

Hypersensitivity: How we can help• PAY ATTENTION- ID disturbing stimuli & reduce,

eliminate, or provide sensory aids • Desensitize by providing a sensory diet (small

amounts of exposure)• Monitor the number of simultaneous stimuli &

reduce irrelevant stimuli• If possible, warn or prime a child about upcoming

situations (fire alarms, trip to the malls)• Self-calming: provide a “get away” space to

retreat to when overwhelmed with calming activities available

Environmental Changes for the Hypersensitive Child• Tactile: select textures for clothing, bedding, towels,

upholstery, and carpet that are not uncomfortable for the child

• Proprioceptive: provide tools for heavy work▫ Jungle gym, trampoline, weighted vest

• Vestibular: provide equipment for slow and rhythmic stimulation▫ Rocking chair, glider

• Visual: soft lighting, muted colors, organized & uncluttered

• Auditory: provide a background of “white noise” or calming music (headphones), prime a child before loud noises (fire alarm, vacuum)

Hyposensitivity in Their Own Words• “My senses would sometimes become dull to

the point that I could not clearly see or hear, and the world around me would seemingly cease to exist.”

• “Oftentimes, I would be aware that my body hurt somewhere, but I would be unable to pinpoint what was hurting.”

• “I never knew my relative position in the surrounding or situation…I had no concept of my body. My hands were mere objects which I used to pick and throw.”

Environmental Changes for the Hyposensitive Child• Vestibular: provide equipment for fast/rotary movement

▫ Self-spinning devices, swings, mini-trampoline• Tactile: use direct tactile stimulation throughout the

day, used textured towels, different seating textures, noticeable textured clothing

• Proprioceptive: heavy work, jungle gym, weighted vests, exercise bands, mini-trampoline

• Visual: bright room colors, many & bright lights, visually stimulating décor

• Auditory: changing background noise, avoid monotonous sounds

• Self-alerting: gum chewing, sour candy, exercise ball instead of a chair

Environmental Changes for the Sensory Seeking Child•Tactile: deep pressure, provide items for

stimulation- fidget toys, stress balls•Proprioceptive: heavy lifting, exercise

bands, pushing, pulling, running, jumping, rope climbing, bike/tricycle riding, sitting on an exercise ball instead of a chair

•Vestibular: swings, slides, jungle gym•Visual: order & organization, minimize

clutter•Auditory: headphones with steady calm

music

Paying Attention to Their Senses•Group Work!

•Each group will be given a sense: identify a potential trigger at:▫Home▫School▫In the Community

•Come up with at least one sensory intervention strategy to address the associated issues

Great Resources (References)

•Consult with an Occupational Therapist

•The Out-of-Sync Child, Carol Stock Kranowitz

•The Out of Sync Child Has Fun, Carol Stock Kranowitz

•Sensational Kids, Lucy Jane Miller