Understanding Sensory Processing Disorder
Transcription
Understanding Sensory Processing Disorder
[ PATIENT HANDOUT ] Understanding Sensory Processing Disorder E very day you react to stimuli, external and internal. For instance, when your child tries to get your attention she calls your name, touches your arm, and stands in front of you. Your senses absorb these stimuli, transmit them to the brain, and as a result, you know how to react – pick her up, feed her, change her if there is an accompanying aroma. This is sensory integration. It is how you function successfully and easily throughout the day. Your senses and brain work together to help you respond appropriately to even the smallest of stimuli. However, not every individual functions this way. Some have difficulty, so much so that this difficulty has been coined sensory processing disorder (SPD). THE SENSES To best understand SPD, you must first understand your senses. While the five (sight, sound, touch, taste, and smell) you were most likely taught in elementary school are correct and vital, they don’t comprise the whole picture. Here are a few added details about the senses: • Tactile – experienced through touch; broken into two systems • Protective/defensive system – alerts the body to harmful stimuli • Discriminative system – tells the body that it is touching something and enables an understanding of what is being touched/how and to what degree • Vestibular – orients the body to where it is in relation to the ground; rrelies on sight, as well as the ear to indicate movement and provide a sense of gravity gravity. • Propriocetive – indicate indicates how the parts of the body function and where they are; includes joint and muscle sensations and feelings of stretching or contracting; co allows for motor control/motor p planning. SPD ADVANCE Sensory processing proce disorder occurs whe when an individual’s senses o or sense systems dysfunction. Essendysf tial tially somewhere bet between processing a stimulus and actin acting in response, the signa signals get lost. This can result in extr extreme sensitivity to touch, sound, sm smell, and light. It can make it difficult for a child to master gross or fine motor skills. There are many ways in which SPD manifests – no individual indiv is the same. One or many parts of the sense sens system can be affected. Thus, there is no set mold for how a child with SPD acts or how he/she hee responds to stimuli. However, some responses resp p are more common or telltale than others, oth h such as: • Avoids certain textures texture e – rough cloths, rugs, stuffed animals • Dislikes kisses; prefers hugs • Overreacts to small bumps, scrapes and bruises • Self-abusing • Mouths objects continually, even after age two • Craves strong sensory input • Has difficulty using buttons, zippers, or fasteners • Is In constant motion • Has a limp, floppy body • Loves to jump, bump or crash • Falls down intentionally • Uses too much force with animals or other people; uses too much force in day to day activities • Distracted by low sounds • Fearful of sounds such as squeaky shoes or a flushing toilet • Does not respond to verbal cues • Loves excessively loud noises TREATMENT As evidence by the list above (a very short, incomplete list), SPD has many different faces. To truly determine if your child has SPD, he/ she should see a professional. If diagnosed, the occupational therapist will work with your child and provide you with exercises/activities that you can do throughout the day to make it a little easier to live with SPD. ■ Information for this handout was gathered from: • The Sensory Processing Disorder Resource Center: www.sensory-processing-disorder.com. • Sensory Processing Disorder Foundation: www.sinetwork .org NOTES: DISCLAIMER: Your doctor or therapist has given you this patient handout to further explain or remind you about an issue related to your health. This handout is a general guide only. If you have specific questions, discuss them with your doctor or therapist.