Last week we looked at what the senses were, and how we used them in everyday life. This week we will explore what sensory processing difficulties are.

I hope you find this information useful and if you have any questions please pop me an email at frances@connectability.ie

What are sensory processing issues?

The term refers to trouble managing information that comes in through the senses. These issues, sometimes called sensory processing disorder or sensory integration disorder, can have a big impact on learning and on everyday life.

In some people, the brain has trouble organising and responding to information from the senses. Certain sounds, sights, smells, textures, and tastes can create a feeling of “sensory overload”. Bright or flickering lights, loud noises, certain textures of food, and scratchy clothing are just some of the triggers that can make kids feel overwhelmed and upset.

There are two types of sensory processing challenges, and many kids experience a mix of the two. One is oversensitivity (hypersensitivity). This leads to sensory avoiding—children avoid sensory input because it’s too overwhelming. The other is under sensitivity (hyposensitivity). This causes children to be sensory seeking—they look for more sensory stimulation

The following behaviours may indicate difficulties with sensory processing:

MOVEMENT (THE VESTIBULAR SYSTEM)

• Seeking Behaviour: Rocking body, wagging head. Enjoys rough and tumble play more than expected. Rolls or moves arms and legs more than usual.

• Defensive/Avoidance Behaviour: Persistently sitting on the floor, resisting movement, holding onto people, irritable when position is changed. May be physically rough with people and objects and appears destructive with toys and objects.

BODY AWARENESS (PROPRIOCEPTION)

• Seeking Behaviour: Rolls and engages in movement more than expected, claps hands, jumps to an unusual degree, really enjoys rough and tumble play.

• Under registration (does not recognise sensory input): tends to be physically rough with people and objects.

TOUCH (THE TACTILE SYSTEM)

• Seeking Behaviour: Frequently sucks and mouths objects, hands and clothes. May scratch or pinch and seeks out different tactile experiences and persists with them for extended periods of time.

• Defensive/Avoidance Behaviour: Irritated by certain clothes or fabrics and avoids certain food, such as mixtures of smooth and lumpy textures. Dislikes being towel dried and having face washed, as well as resisting cuddling and touch, avoiding getting hands messy. Dislikes head being touched or nails being cut.

Often, kids with sensory processing issues are oversensitive. They try to avoid sensations they find intolerable.

But some kids seek more sensory input, not less. They may want to touch things and feel physical contact and pressure. They may also be under sensitive to pain and have an unusually high tolerance for it. That’s why they may prefer playing rough and not understand if they’re hurting someone.

Some kids may be both sensory avoiding and sensory seeking. They may be oversensitive to some sensations, and under sensitive to others. A child’s reactions can also change from one day to the next, or even throughout the day, depending on the environment or situation.

Sensory processing issues aren’t a specific learning disability. But they can still have a large impact on learning.

Sensory Avoiding

Kids who are sensory avoiding may react to a wide range of triggers. These can include loud sounds, uncomfortable clothing, crowded spaces, or certain food smells or textures, among others. Whatever the trigger, the reaction can sometimes be extreme.

Sensory overload can lead to sensory meltdowns. These are very different from tantrums because they’re out of the child’s control.

Here are some other signs you might see in your child:

• Is easily overwhelmed by people and places

• Seeks out quiet spots in noisy, crowded environments

• Is easily startled by sudden noises

• Is bothered by bright light

• Refuses to wear itchy or otherwise uncomfortable clothing

• Avoids touching people or hugging them

• Has a strong reaction to the texture or smell of certain foods

• Refuses to try new foods and has a very limited diet of preferred foods

• Gets upset about small changes in routine or environment and avoids trying new things

Sensory Seeking

Kids who are under sensitive to sensory input have the opposite situation. They often have a need for movement. And they may seek out input like spicy or sour tastes and physical contact and pressure.

Here are some other signs you might see in your child at different ages:

• Constantly touches objects

• Plays roughly and takes physical risks

• Has a high tolerance for pain

• Often squirms and fidgets

• Is constantly on the move

• Invades other people’s personal space

• Often gets distracted or feels anxious

• Is clumsy and uncoordinated

Keep in mind that kids aren’t always one or the other. Some kids may be sensory seeking in certain situations and sensory avoiding in others, depending on how that child is coping or self-regulating at the time. That’s why it’s so important to observe your child’s reactions and to try to anticipate what triggers them.

As appropriately functioning adults we are able use activities to self-regulate and organise our level of alertness. Children also need to be to learn to use activities to regulate their alertness levels. Typically children learn to seek out activities themselves in order to do this. However when children are having difficulties with self-regulation, adults may need to assist these children to find the right type of activities to attain the appropriate level of alertness for their situation.

Next Week I will explore the role of professionals and how they can help in diagnosis of sensory processing disorder.

Frances

What are the senses?

When we think of sensory input, we think of having five senses: sight, smell, hearing, taste and touch. These are some common examples of things kids seek and avoid from those senses.

• Sight: Visual patterns, certain colours or shapes, moving or spinning objects, and bright objects or light, also known as Visual Processing
• Smell: Specific smells. Some kids like to smell everything, while some kids are able to detect—and object to—smells that other people don’t notice. Also known as Olfactory Processing
• Hearing: Loud or unexpected sounds like fire alarms or blenders, singing, repetitive or specific types of noises (like finger snapping or clapping). Also known as Auditory Processing.
• Taste: Specific tastes (like spicy, sour, bitter, or minty) and textures (like crunchy, chewy, or mushy), chewing or sucking on non-food objects (like shirt sleeves or collars). Also known as Gustatory Processing
• Touch: Touch from other people, touching and fiddling with objects, tight or soft clothing, and certain textures or surfaces. Also known as Tactile Processing.

But there are two other senses that affect kids with sensory processing issues. One is the ability to sense body movement, position and balance. This is called proprioception. Sensory-seeking kids will try to get more proprioceptive input. They might give people tight hugs or crash into things to feel the physical contact and pressure. Sensory avoiders will try to get away from those sensations.

The other sense has to do with spatial orientation, or knowing where your body is “in space.” (vestibular system). In this case, sensory seekers might rock back and forth, spin or swing, hang upside down or jump from heights. Sensory avoiders may be more physically cautious.

Interoception is a lesser-known sense that helps you understand and feel what’s going on in your body. Kids who have trouble with it may have a harder time with toilet training or have an unexpected threshold for pain.

Touch: The Tactile Sense

Tactile sensation makes it possible for us to do a range of activities including finding and recognising an object in the dark, recognising different textures and protecting us from pain. For example it helps us differentiate between hot and cold temperatures. Infants receive tactile input during a range of different activities including bathing (the feel of water and different temperatures), dressing (the feel of different fabrics such as soft and rough fabrics), playing (toys with different textures) and feeding (feeling of different textured foods on the hands and in the mouth)

Movement: The Vestibular Sense

The sense of movement is controlled by our vestibular system. The vestibular system responds to body movement through space and changes in head position. In children this system is used when they engage in play activities such as swings and trampolines. It gives them information about how their body is moving through space. In Infants the vestibular system is active every time they move their head, change position, are picked up and moved through the air or they are engaged in rough and tumble play.

Body Position: Proprioception

This is closely related to the vestibular sense, and is formally known as proprioception. This sense gives us awareness of our body position. In adults it allows us to skilfully move our arms and legs without looking at every movement as in touch-typing and playing piano. It also allows us to adjust our body position quickly and automatically when we lose our balance. Infants use proprioception to tell them where their hand is when reaching for a toy when playing

So that bring us to the question, what is SENSORY PROCESSING?

Sensory Processing is the way that our bodies take in information through our senses, and how this information is organised in our central nervous system (brain and spinal cord) in order for us to be able to understand, react and interact appropriately with the world around us.

For example, when a child picks up their first shell on the beach, the child must firstly use their vision to spot the shell, taking in information of colour size and shape. As the child bends down to pick up the shell the child needs to be aware of where their fingers, arms, head and body need to be placed so that they are able to reach the shell.

At the same time the child needs to keep their balance as they move forward and downwards. As the child picks up the shell they feel the texture as being either smooth or rough, and determine whether the shell is heavy or light.

The child might put the stone to its mouth and nose, tasting and smelling the salt from the sea and listening to the sound of crashing waves.

The whole time that the child is exploring and enjoying their new experience, their sensory processing system is hard at work.

The Sensory Systems

The sensory systems are extremely complex, and begin to function very early in life (prior to birth). The senses do not act in isolation, but interact with each other in order to allow a person to make an appropriate response.

With any system things can occasionally get jumbled, and not work in the way that they were originally designed too.

In infants, these systems can mature at different rates, and one of two things can happen.

1.     Infants become overly sensitive to touch, movement, sights or sounds. This refers to an infant becoming overly aroused by a sensation that most infants would tolerate.

2.     Infants are under-reactive to sensory stimulation. This refers to an infant who is generally unaware or does not react to certain sensory input, and may as a result seek out further sensory stimulation

I hope this provided you with some useful information. Next week’s post will be about what happens when sensory processing is not working as it should?

 

Frances

An Individual Education Plan (IEP) is a written document prepared for a named student specifying the learning goals that are to be achieved by the student over a set period of time and the teaching strategies, resources and supports necessary to achieve those goals.

Topics of an IEP meeting

These are some of the topic that are generally discussed at the IEP meeting

• your child’s strengths
• your child’s areas of need
• addressing those areas of need by drafting/finalising goals
• deciding upon strategies to  help child meet goals
• Behaviour Plans, if relevant
• what progress monitoring will look like

Preparing for the IEP meeting

I like to be organised and when we were invited for our first IEP meeting, many years ago, I didn’t know what to expect and I felt underprepared. So now, I prepare well in advance of the meeting and I feel less anxious. I am my child’s advocate and I want to represent their strengths and areas of difficulty clearly.

Generally, there are 2 IEP meetings in the school year. The first generally in October and a review meeting in February. In my experience the class teacher and resource teacher are present, but I have had OTs present in the earlier years. Our school send out a draft IEP before the meeting so that gives the opportunity to look over it and make a few notes. You can ask for this from your schools resource teacher.

Take time to prepare for your child’s IEP meetings by reviewing the files and materials you have gathered. Based on this review, prepare notes or a draft of what you believe should be incorporated into your child’s IEP. In particular, take time to identify what goals and objectives you believe should be incorporated into your child’s IEP program.

In preparation for the meeting, I gather the most recent reports and make notes highlighting the areas that the school should be aware of. I review previous IEP meeting notes and can check in on the progress of the goals set out in the previous school  year.

I have folders specifically for IEP meetings . These include information on:

1. all school records, including report cards, attendance and disciplinary records, and evaluations;

2. your child’s IEP and your notes from all  IEP meetings;

3. all correspondence to and from your child’s school and the department of education.

4. forms and informational materials sent to you

5. your child’s health and medical records, and any letters or reports from your child’s health professionals;

6. any evaluations conducted outside the IEP process (e.g., by private practitioners);

7. any research you gather regarding programs and services that may be appropriate to incorporate into your child’s IEP program;

8. information on any private programs or service options you research that may meet your child’s specific needs;

9. a diary to track all meetings, telephone and in-person conversations and other correspondence with individuals involved in your child’s education, including the date and time, the participants, the substance of the meeting, conversation or correspondence and any necessary follow-up actions and attempts.

Transitioning Services (if applicable)

What services does my child need to be ready to (consider if appropriate)…

• Live on his/her own?
• Go on to higher education?
• Work?
• Attending second level education

IEP Emotions

IEP meetings can be an emotional roller coaster, parents can get upset and cry for a variety of reasons and some of these reasons can be because

• You’re sad because you are once again being reminded of your child’s losses.
• Your child hasn’t made as much progress as you had hoped, and the gap is widening.
• You want to help but don’t feel empowered or knowledgeable enough to change things.
• You’re worried about your child’s future.
• Tears of frustration-you don’t feel you’re being listened to.

Be kind to yourself.  You know your child best and you are their voice. These worries are natural for any parent. Voice your concerns, and ask for help.

• Choice-making
• Decision-making
• Problem-solving
• Goal setting and attainment
• Self-regulation
• Self-advocacy
• Self-awareness

Self-Advocacy IEP Goals

The below are some of the skills a child may require in order to self-advocate at their IEP meeting. They can be discussed at home with parents or at resource time during the school day to help the child understand and be prepared for their meeting.

1. Communicate academic strategies or compensation skills that work best for him/her.

2. Student will demonstrate appropriate skills in asking for help at appropriate times..

3. Demonstrate knowledge of strengths, weaknesses, personal learning style and their applications in daily school and community life

4. Student can communicate an understanding of the goals on the IEP. (read over with them and discuss)

5. Demonstrate an understanding of what having autism means (or other condition if appropriate) and able to communicate to others how he/she learns best.

6. Describe personal strengths accurately

7. Explain the kind of help needed for a situation (set the stage for weekly situations) & know who is the most appropriate person to ask for help.

8. Identify one or two curriculum modifications (e.g. I need to have more time to complete work, I need to have directions written on the board)

9. Explain and communicate one or two environmental needs (e.g. I need to sit in the front of the class, I need a quiet place to work).

10. Student can identify specific curriculum modifications that are in the IEP and why they are needed (My listening skills are not as strong, so I will need a note taker)

11. Identify specific environmental modifications and to tell why they are needed.

12. List possible antecedents to their own behaviours (“I get upset when…..”) and list possible acceptable alternatives to their behaviour.

13. Make decisions between two or more choices.

14. Participate in school meetings and advocate for self with the support of parent and teachers.

This is my sons own IEP:

After the meeting

When you get home, have a coffee/tea and take some time to digest the information given to you. Have a look over your notes and if there is anything that you are uncertain or unclear or unhappy about follow up with the staff at school the following day.

Track Your Child’s Process

Over the course of the year, you should track your child’s progress in school to help identify the areas in which your child is excelling and struggling. This will be particularly helpful as you and the IEP team draft goals for your child’s annual updated IEP program. Keep in regular contact with your child’s teacher and make sure you regularly review your child’s school work.

If you would like any templates or have any questions please email me on frances@connectability.ie and I will be happy to share any information that I have with you

Frances

It’s that time of year again when we need to start preparing for back to school. Some children/young people particularly those with autism find handling anxiety about the unknown to be exceedingly difficult. While it is natural for your child to feel apprehensive, some of these fears and anxieties can be alleviated by planning the return to school. I’ve put together some tips to help make the transition process as smooth as possible.

You know your child best so follow your instincts, feel free to use one, two or a few of the suggestions and adjust them to suit your child’s needs.

Reflect on the school holidays

To kick start the transition process, talk to your child about activities they took part in over the holidays. Ask them what they enjoyed doing, what could have been better and why. This can be reviewing a holiday diary they may have made, having a general discussion or drawing pictures of their best moments. Involve any siblings where possible because it can be a wonderful opportunity for a  social and listening skills activity. In our house we made posters and reviewed places they visited. My daughter loves glitter, as you can see!

Find out how your child is feeling

A new school, new classroom, new teacher and possibly new classmates, can present a whole new set of unfamiliar territory all at once. Understandably, in the run up to school starting, your child may experience a mixture of emotions. Reassuringly talk to your child about their feelings, as it can help them think about the forthcoming changes. Remind them of the things that will remain the same and that not all things will change. For example, remind them that break time will be the same, they will be with the same friends, they will travel to school the same way.

For  autistic children, talking about our feelings can be quite problematic, because many are continually supported to develop their emotional intelligence and interpersonal skills to express their true feelings. To help your child, you can draw, colour or make a collage to represent different emotions. Then communicate whilst using the drawing/collage that it’s okay to have feelings about the changes.

If your child is familiar with using strategies such as deep breathing exercises, using fidget toys, mindfulness etc. during times of anxiety, it may be useful to remind them of these strategies.

Arrange Playdates

Another back to school transition activity can be too organise playdates with classmates or school peers throughout the holidays. Often children do not see familiar faces from school over the holidays and can feel overwhelmed by class dynamics and different personalities when they return to school.

By keeping in contact with 1 or 2 parents and arranging a couple of playdates or short telephone/facetime/Skype conversations, it can enhance their social skills, help ease the child into the new term.

Prepare a Social Story

A social story is a set of short descriptions of a particular event or activity, informing the reader what to expect in that situation and why. By preparing a social story, you can visually inform your child about the new school year.

Work together with your child to find photos or draw pictures of their new school, new teacher, classroom and wider school community. Show a calendar month within the social story highlighting the school start date and brief timings of the school day. Next, place these items into a book or onto a PowerPoint. If at all possible, have your child meet the teacher prior to the start of school. Remember to take his or her photo and add it to your social story.

Write short simple descriptions about each visual e.g. “This is Miss Murphy, your new Teacher” , “This is your primary school” , ‘This is your class room”.

Most schools have website or Facebook pages, so it could be useful to look at these with your older child.

There is a lovely free social story about going back to school available here  and here.

Shopping for school items

Shopping with your child for a new school uniform, footwear and any accessories can also be a good transition activity. Get them to try on the new uniform and discuss their thoughts.  Ask your child to pick out any accessories for themselves so they can take ownership. Preparing uniforms and school items can help your child start to process emotions and get into the mind-set of going back to school.

If your child hates the ‘feel’ of a shirt, you can buy ‘skins’ (base layer) that they can wear under the shirt to make it feel more comfortable, like this one.

Marks and Spencer also do seamless socks and underwear and have an easy dressing section.

Reintroduce routines

Gradually start to bring back home routines a week or so before school starts. In particular bedtimes for school nights, morning wake up routines and walking/driving to school. In addition, creating checklists or visual timetables of morning and afternoon activities can encourage organisation skills and boost self-esteem, particularly if there are built in rewards/incentives for the child upon completion.

A week or so before returning to school, begin waking up your child a little earlier each morning so that he or she has adjusted to the new wake-up time. Do a few “run-throughs” near the end of summer holidays so your child knows what to expect before leaving for school. If your child responds well to visual schedules, create one outlining everything from getting dressed to going on the bus/into the car.

Here is the one I use:

Cross days off on your calendar can be a useful visual support. Some children may have anxiety about when the school year begins. Simply crossing days off the calendar may help your child better understand when the school year starts.  When my kids were younger I had a “how many sleeps” visual now I have an A3 August Calendar printed and hung in the kitchen where we can all see the date we return to school!

Communication with School

If the new teacher is unfamiliar with your child, write them a letter outlining your child’s strengths, areas of difficulty, possible sensory issues, dietary restrictions, triggers for behaviour, and favourite reinforcers. Remember to send a copy to any school staff that are working with your child for example learning support/resource teachers. It is very helpful to teachers to have a “snapshot” of your child prior to teaching them.

If relevant for your child, ensure that any behaviour plans are in place from day one. If your child has a plan that’s been working for them ask that it be shared with the new teacher and others working with your child and implemented immediately at the start of the year.

If your child uses an augmentative device to communicate, make sure all of the adults in the classroom are familiar with it. Many augmentative devices require some instruction on how to use them.

If your child has sensory issues make sure he or she has a favourite sensory item available from the first day. For children who struggle from sensory overload, certain objects can offer a great deal of comfort. Make sure your child will have at least one available at all times and be sure that the SNA and class teacher are aware of the significance of this item/s.

My sons favourite thing to fidget with was blu-tac. We made a contract for him regarding how and when it could be used, as he was more interested in making blu-tac people and playing with them! The contact was signed by the class teacher and him and reviewed regularly!

If your child is travelling by bus or taxi, ask to meet the bus/taxi driver, so your child feels comfortable going with them.

Finally, I hope the above tips are useful and helps strengthen your child’s character and builds resilience for what lies ahead.

‘Til next time 😊

 

Frances