This document discusses sensory processing disorder and how it can lead to challenging behaviors in children. It defines sensory processing disorder as difficulty processing and responding to sensory information from the senses. Children with autism or developmental disabilities often have sensory issues. The causes are not fully known but may involve irregular brain function. The document describes how children can be either sensory seekers who crave stimulation or sensory avoiders who are overstimulated easily. It provides interventions for each type and tips for managing tantrums which may result from sensory overload.
1. “Sensory Storms”
Causing Challenging Behavior
Adapted from Becky Parker, M. Ed.
Early Childhood/Special Education
2. Types of Misbehavior
• Attention getting
• Aggressive (redirect with words)
• Non-Compliant (give choices)
• Sensory
3. Sensory Problems
• A child's learning and behavior
problems may be the result of
a neurological disorder (a
sensory dysfunction) that the
child cannot control.
5. Definition
• Children with sensory
processing disorder have
difficulty processing
information from the senses
(touch, movement, smell,
taste, vision, and hearing) and
responding normally to that
information.
6. Who Has Sensory
Processing Disorder?
• Children with Autism, Asperger's,
Cerebral Palsy and other
developmental disabilities often have
SID.
• However, it can also be associated
with premature birth, brain injury,
learning disorders, and other
conditions.
7. What Causes SDI?
• The exact cause is not known.
• Most research suggests it may be due
to irregular brain function.
• Some children experience small
absence seizures.
8. Typical Sensory Systems
• We all have a sensory system,
specific to OUR body
...Discussion...
• Bare foot vs. shoes
• Blankets on the bed
• Temperature
• Food Textures
9. Normal Thresholds
High Arousal – High Sensitivity
Normal (Optimal) Arousal Level
Low Arousal Level – Low Sensitivity
11. Low Sensory (Seekers)
• Active or fidgety
• Can't sit still
• Runs not walks
• Impulsive
• Jump, swing, and spin excessively
• Bumps into people or things
• Difficulty figuring out how to do new tasks
– Their little body system is on
overload
12. Interventions for Seekers
• Heavy Work – pushing
– Extra Stimulation - pushing grocery
cart
– Push/pull scooters
• Swinging (1, 2, 3)
• Jumping (Toddler Lab – jump-a-roo)
• Hippity Hop Balls (Yoga Balls)
• Climbing
• Sit on ball or disc
13. High Sensitivity
(Avoiders)
• Doesn't like crowds or being touched
by others
• Dislikes getting dirty or working with
messy supplies (glue, shaving cream,
finger paint, or soap)
• Oversensitive to odors or lights
• Refuses to eat certain food –
especially due to texture
14. High Sensitivity Cont.
• Withdraws when being touched
• Hypersensitive to certain fabrics and
usually likes clothes that are soft or
comforting
• Is uncomfortable with some
movements: swinging, sliding,
climbing, etc.
• Overly sensitive to sound: Vacuum
cleaners, lawn mowers, hair dryers,
etc.
15. Calming an OVER
stimulated child
• Deep pressure – hugs, cushions, vest, back
packs, bean bags, hands on shoulders
• Deep massage
• Joint compression
• Hot baths or warm water in sink
• Heavy work – pushing clothes in baskets,
crawling, pounding (playdough, drum, etc)
• Low lights, quiet place, wearing a hat or visor
• Calm, reassuring voices
• Running – wears off stress
16. Tantrums
• Manipulative vs. “Spill-over”
– Manipulative tantrums = to get what they want
vs.
– “Spill-over” or overload tantrums = can't hold it in.
• “Cry hard then sleep hard”
• Cannot stop them once they start
• Child is often “sorry” afterwards
17. What DOESN'T work
• Anger, force or pressure to do
something
– This only heightens anxiety
and fear, they may become
more stuck, really won't do it,
or cannot reason and think
clearly
18. Last things to Remember
• Realize sometime pressure heightens
fear
• You cannot reason with the unreasonable
• Consequences are meaningless
• Think “gentle persuasion” more often
than not
• Use a soft, caring voice
• Sometimes YOU are or will have to be
their emotional regulator
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