I came across an interesting article about sensory processing difficulties in the Fall 2011 issue of Autism Spectrum News. It describes the kinds of sensory issues that children with learning disabilities and developmental disorder sometimes struggle with. The website does not seem to provide a link for the article, only a downloadable PDF. I thought it was worth sharing, so it is copied below. You can visit the website at
www.mhnews-autism.org.
Sensory Processing
Difficulties - Dressing For Success
By Susan Donohoe, OTR/L
Founder
Prince’s
Sensory Delights
Many Children with
Aspergers experience sensory processing difficulties or
sensory processing disorder (SPD). Sensory Processing is the neurological processing and
interpretation of sensation within one’s own body and from the
environment.
In short, it is the brain’s
organization and interpretation of the sensory input from everyday use. This is
a complex interrelationship of processes, hence the term sensory integration.
Modulation is a term you may hear describing the neurological process which the
child’s central nervous system appropriately regulates (continually adjusts)
behavior responses to continually changing external and internal sensory
stimuli. If this modulation is not working well the child may seem under
responsive, over responsive (seeking stimuli), or both, or may be overwhelmed
to sensory stimuli. When this behavior interferes with a child’s “occupation”
in life (social, emotional, play, school, attention, body mechanics, self-care,
etc.), then it is termed a disorder, hence sensory processing/ integration
disorder. It is important to note that anyone and everyone has some sensory
processing or integration problems from time to time because any kind of
sensory stimuli can temporarily disrupt ones normal functioning. The three main
sensory systems we are referring to are tactile/ touch (influencing motor
control and emotional development), proprioception (sense obtain through one’s
own muscles, ligaments, deep pressure to the skin - therefore giving a sense of
body position, organization, and calibration of movement), and Vestibular
(sense of movement and gravity specifically postural control, muscle tone,
coordinated use of both sides of the body, coordinating eye movements, etc.).
Other sensory systems include olfactory (smell), auditory, visual, and
gustatory (taste).
Sensory processing disorder and sensory processing
difficulties are individual to each child. Some may be mildly affected while
others have greater difficulty functioning in life. It is important to note
that symptoms vary and not all are present.
Also it is a marker of neurological dysfunction that a child may show
symptoms one day or with one activity and not the next. The main type of
therapy for SPD, with a trained Sensory Certified Occupational Therapist,
includes a safe and challenging level of sensory stimulation encouraging
movement to focus the child on tolerating and integrating sensory input, which is
driven by the child’s interests and the “occupation” of play. Other therapy
focuses on making environmental adaptations (such as in the home and school).
Common symptoms of SPD include:
clumsiness (tripping, bumping, falling); poor fine motor
skills; delayed self-care skills; poor muscle tone; difficulty initiating
tasks; poor timing; poor posture; poor hand-eye coordination; learning
disabilities; poor handwriting; poor organization skills; becomes easily
frustrated; difficulty with social relations; constantly touching objects;
doesn’t like to be groomed (hair, teeth, etc.); difficulty with clothing seams,
socks, waistbands; seeks only soft clothes; likes tight clothing, small spaces,
weight of blankets; opposed to being touched, would rather be the one to touch;
hates being tickled or cuddled; often touches people or objects too hard;
difficulty with eye contact; often smells objects; poor attention skills; picky
eater; stuffing food or objects into mouth; difficulty with transitioning;
hypersensitive to noise (things are too loud); hyposensitive to noise (doesn’t
seem to notice); Hypersensitive to touch (certain fabrics, surfaces, etc.);
little awareness to pain and temperature; hyposensitive to touch (may not
notice when clothes are twisted or on improperly); hypersensitive to light;
movement produces an anxious reaction (swinging, roller coasters, bike riding,
spinning, rolling); over-seeks movement (swinging, spinning, rolling); takes
excessive risks in movement, extreme activity levels; walking on tiptoes.
Dressing for Success!
As mentioned above, making adaptations within the child’s
everyday life is also a part of understanding the child. Every child deserves
to feel comfortable and adorable in their clothing. What if that same clothing
could offer qualities that address sensory discomfort and therapeutic input?
The child’s image of themselves and how they feel in their environment can
enhance the social and emotional quality of life when that child feels
organized and calm. We all have sensory qualities that make us who we are.
However, when these neurological qualities interrupt our participation in life
in a negative way, it should be recognized and accommodated.
There are many children with an array of diagnoses that
are subject to sensory hyper or hypo-sensitivities, motor difficulties, and
social differences including Autism and Aspergers, ADHD, Sensory Processing
Disabilities, Anxiety, and many other Developmental Disabilities. Why not make
their clothing possess some of the very neuroscience qualities that could help
enhance their social and emotional well being? As a mother of a child who
suffered from sensory processing disorder and as a long time Sensory Pediatric
Occupational Therapist and advocate, I know firsthand it is not easy for our children. Parents, therapists, and educators often
express to me the benefits of weighed garments, chew objects, compression
garments, and a child’s desire for soft materials. However, they frequently state that what is
offered to them is too “therapeutic looking” and therefore stigmatizing. It’s
hard to use many of these garments throughout “normal” life.
When a garment is being constructed to address children
who suffer sensory processing difficulties, specific consideration should be
made to address ease of function, tactile sensitivity, relevant design, safety,
consistency in design for spatial orientation, and proprioceptive input (the
unconscious awareness of sensations coming from receptor’s in one’s joints,
muscles, tendons and ligaments).
This helps promote independence as well as organization,
alertness, and simplicity where quickness of dressing is often expected throughout the child’s
day. When choosing a weighted vest or blanket for instance, it is significant to
hear the child ask specifically for the “soft one,” the “cool one,” or the “nice one.” It is as
significant to give their parents beautiful, easy to use, and superior fabrics that are relevant
and stylish. It is the right of the child and their parents to have non-stigmatizing products.
Just as important is the idea of play, and accommodating products should express the darling
nature and playfulness inherent in children.
Respect, pleasure, playfulness, comfort, and a feeling of
security are aspects that can be inherent in children’s clothing. As the design of the child’s apparel and play
products are considered, it is important that as many of their personal
characteristics are taken into consideration, in addition to the ability for
children to take some therapeutic qualities along with them anywhere all day
long.
There are so many strategies that help a child with
Sensory Processing Difficulties.
Considering the aspects in their clothing is just another way a parent
can simply use a non-invasive strategy aimed at helping their child and letting
the child know that you understand and accept what they are feeling!
Susan Donohoe, OTR/L is a Pediatric Occupational
Therapist with certification in Sensory Integration and an advocate for children with special needs. Susan
graduated from the University
of Pennsylvania and has
been practicing O.T. for 30 years. Through many years of active practice and
working closely with educators ,therapists, manufacturers, and experts in
Design founded Prince’s Sensory Delights (www.princessensorydelights.com) in 2006 as a way to
incorporate Neuroscience Principles into relevant designed apparel for children
with special needs. With her passion and commitment, she developed the concept
for a line of adorable coordinated sportswear and products that offer
therapeutic value which are non-stigmatizing.