Red Flags for Sensory Processing Disorder

May 21, 2013

What is sensory processing?

Sensory processing refers to how individuals process the information provided by all the sensations coming internally from the body from the environment. These senses work together to give us a sense of the world and our place in it. The brain organizes the information about the different smell, sounds, textures, sights, tastes, and movements that surround us. This organization of sensory information allows us to put meaning to the world around us and gives us a sense of how to respond and behave appropriately. When the organization of sensory information is impaired, it can affect the way in which we live our everyday lives.  Impairments with sensory processing have been found to have a great impact on activities such as play, work, learning, social interactions, and everyday activities.

You might have wondered, “Do I or Does my child/loved one have a sensory processing disorder?” There is an excellent resource for people with sensory processing difficulties at the Sensory Processing Disorder (SPD) Foundation website: http://www.spdfoundation.net/index.html.

They have a checklist (see below) describing symptoms that may fit someone you know with sensory processing difficulties. Please note that this checklist cannot diagnose someone with SPD. It can be help determine if additional testing should be done. When filling out this checklist, think about the individual’s behavior during the past six months. When more than a few symptoms are found in an individual, we recommend that you talk with your doctor/pediatrician or occupational therapist.

Sensory Processing Disorder Checklist

Many of the symptoms listed in the following categories are common to that particular age group.

Infant/ Toddler Checklist:
____ My infant/toddler has problems eating.
____ My infant/toddler refused to go to anyone but me.
____ My infant/toddler has trouble falling asleep or staying asleep
____ My infant/toddler is extremely irritable when I dress him/her; seems to be uncomfortable in clothes.
____ My infant/toddler rarely plays with toys, especially those requiring dexterity.
____ My infant/toddler has difficulty shifting focus from one object/activity to another.
____ My infant/toddler does not notice pain or is slow to respond when hurt.
____ My infant/toddler resists cuddling, arches back away from the person holding him.
____ My infant/toddler cannot calm self by sucking on a pacifier, looking at toys, or listening to my voice.
____ My infant/toddler has a “floppy” body, bumps into things and has poor balance.
____ My infant/toddler does little or no babbling, vocalizing.
____ My infant/toddler is easily startled.
____ My infant/toddler is extremely active and is constantly moving body/limbs or runs endlessly.
____ My infant/toddler seems to be delayed in crawling, standing, walking or running.

 

Pre-School Checklist:
____ My child has difficulty being toilet trained.
____ My child is overly sensitive to stimulation, overreacts to or does not like touch, noise, smells, etc.
____ My child is unaware of being touched/bumped unless done with extreme force/intensity.
____ My child has difficulty learning and/or avoids performing fine motor tasks such as using crayons and fasteners on clothing.
____ My child seems unsure how to move his/her body in space, is clumsy and awkward.
____ My child has difficulty learning new motor tasks.
____ My child is in constant motion.
____ My child gets in everyone else’s space and/or touches everything around him.
____ My child has difficulty making friends (overly aggressive or passive/ withdrawn).
____ My child is intense, demanding or hard to calm and has difficulty with transitions.
____ My child has sudden mood changes and temper tantrums that are unexpected.
____ My child seems weak, slumps when sitting/standing; prefers sedentary activities.
____ It is hard to understand my child’s speech.
____ My child does not seem to understand verbal instructions.

 

School Age:
___ My child is overly sensitive to stimulation, overreacts to or does not like touch, noise, smells, etc.
___ My child is easily distracted in the classroom, often out of his/her seat, fidgety.
___ My child is easily overwhelmed at the playground, during recess and in class.
___ My child is slow to perform tasks.
___ My child has difficulty performing or avoids fine motor tasks such as handwriting.
___ My child appears clumsy and stumbles often, slouches in chair.
___ My child craves rough housing, tackling/wrestling games.
___ My child is slow to learn new activities.
___ My child is in constant motion.
___ My child has difficulty learning new motor tasks and prefers sedentary activities.
___ My child has difficulty making friends (overly aggressive or passive/ withdrawn).
___ My child ïgets stuck’ on tasks and has difficulty changing to another task.
___ My child confuses similar sounding words, misinterprets questions or requests.
___ My child has difficulty reading, especially aloud.
___ My child stumbles over words; speech lacks fluency, and rhythm is hesitant.

 

Adolescent/Adult:
___ I am over-sensitive to environmental stimulation: I do not like being touched.
___ I avoid visually stimulating environments and/or I am sensitive to sounds.
___ I often feel lethargic and slow in starting my day.
___ I often begin new tasks simultaneously and leave many of them uncompleted.
___ I use an inappropriate amount of force when handling objects.
___ I often bump into things or develop bruises that I cannot recall.
___ I have difficulty learning new motor tasks, or sequencing steps of a task.
___ I need physical activities to help me maintain my focus throughout the day.
___ I have difficulty staying focused at work and in meetings.
___ I misinterpret questions and requests, requiring more clarification than usual.
___ I have difficulty reading, especially aloud.
___ My speech lacks fluency, I stumble over words.
___ I must read material several times to absorb the content.
___ I have trouble forming thoughts and ideas in oral presentations.

For more information the SPD Foundation website recommends checking out the SPD Foundation’s Treatment Directory (http://www.spdfoundation.net/directory/index.html) for a professional experienced with treating Sensory Processing Disorder.

 

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Social Groups for Older Individuals

February 28, 2012

According to Worrell & Hickson (1991), “there will be an increasing number of older population requiring audiology and speech-language pathology services, and the majority of these clients will be living alone.” Effects of normal aging include age-related impairments of the auditory and vocal systems, word retrieval impairments, language comprehension (including a decrease in literacy skills), and conversational discourse skills. Rave & Kahn (1998) define successful aging as “maintaining physical health, avoiding disease, sustaining good cognitive function, and having engagement with other people and productive activities.” Activities such as socializing helps senior citizens feel competent and improves their self-esteem. Social networks include neighbors, family, and volunteer or social organizations. According to Kastenbaum (1987) a prevention activity is a form of environmental modification to reduce levels of loneliness and to increase social usefulness, while at the same time providing help to maintain and improve older adult coping abilities. Prevention activities can be group therapy that is community centered, or family centered. Communicative benefits of group therapy include: appropriate topic maintenance, rate of speech, number of words per utterance, pitch, and vocal quality. Cognitive benefits of group therapy include psychological support, generalization of communication skills, aiding individuals to cope with feelings of loneliness, depression, and hopelessness as well as increase their sense of worth and belonging (Zarit & Zarit, 2002).  Adult social groups for aging individuals allows for preventative care in a functional and peer-supportive setting.

-Sarah Peters, MA, CF-SLP