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page 96
Some Symptoms
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c
toms of sensory integration dyyfunction can include:
over- or under-responsive to touch, movement, sounds, smells and
l~ ri uli.
g difficulties despite normal or above intellect.
kw
sy, aW ard movements, poor balance.
s eems sluggish, tires easily, "mushy" muscle tone, unusually low activity
level.
• Unusually high activity level, always moving, need for excitement.
• Unfocused, distractible, low impulse control.
Careless, inattentive, not cueing into others' gestures.
►or self-concept, overly emotional, easily frustrated, seems immature.
catty with social interaction and transitions, unable to calm self.
nexplained developmental delays in speech, gross or fine motor skills,
emic achievement.
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I've seen kids be more focused, less
irritable, do better at relating and tol-
erate higher levels of stimulation
without getting upset."
Spokojny and Kranowitz say sen-
sory integration is the neurological
process of organizing the information
you get from your body and from the
world around you. Every minute,
countless bits of sensory information
enter the brain, not only from the
eyes and ears, but from every part of
the body. When your brain efficiently
processes sensory information, you
respond appropriately and automati-
cally.
No part of the central nervous sys-
tem works alone. Messages must go
back and forth from one part to
another, so that touch can aid vision,
vision can aid balance, balance can
aid movement, movement can aid
learning, and so forth. When this
exchange is synchronized, you can do
what you need to do.
The development of sensory inte-
gration begins at conception and con-
tinues throughout childhood. When
these building blocks are not in place,
dysfunction occurs and sensory infor-
mation is not processed efficiently.
Ayres called it a "traffic jam in the
brain."
Somewhere in the circuitry of an
out-of-sync child's sensory processing
machine, there is a "short" that can
cause learning problems, hyperactivi-
ty, distractibility, poor coordination,
poor balance, behavior problems and
difficulties at home, school and at
play.
Some children have SI dysfunction
only; some have the dysfunction and
ADD/ADHD (attention deficit disor-
der and attention deficit hyperactivity
disorder); some have the dysfunction
and learning disabilities; and some
have a combination of all three.
The warning flags of SI dysfunc-
tion are a child's unusual responses to
touching and being touched, and/or
to moving or being moved.
"Children don't intentionally act
out. Something's going on," Spokojny
says. In therapy, we first recognize
the dysfunction, then determine
which message is coming in wrong so
we can give the system what it craves
in another way."
If a child is having vestibular
(inner ear, sense of balance) prob-
lems, their systems are craving that
sense of movement. At The Abilities
Center, a therapist lets the child
move, but in a more appropriate way.
They also might offer the child
chewing gum because chewing calms
the system and can help a child's
attention.
"The idea is to come up with a
compensatory strategy that allows a
child to deal with problems more eas-
ily," Spokojny says. "In therapy, we
work to desensitize, one baby-step at
a time. Through proper intervention,
we are helping kids deal with the
world better by finding ways to bring
our their abilities and build on them
functionally."
Parental involvement in therapy is
essential. So every Wednesday for
more than a year, Tracey X. has
watched as her son Jarad, 4, works
with his therapist, Kathy Dovey.
Today they focus on the tactile sense
by drawing with shaving cream, a soft
texture Jarad shunned at first, but
now plays with enthusiastically.
Dovey later offers practical sugges-
tions for Tracey and her husband
Dale to try at home.
Most are variations on activities
Jarad does at the center, like jumping
on and off a mini-trampoline to
improve gross motor skills. At home,
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