Well, today I had my meeting w/ the principal, Director of Special Ed, my son's teacher and the school Social Worker. I'm not sure how much was solved and I never got any straight forward answers to any questions regarding seminars required by teachers to attend for SPD. I keep telling them this is a very hard disorder because there is a fine line and finding that line is difficult. Things do change day to day with my son so because of that he isn't qualified for an IEP because they don't feel it would be affective at this time since he isn't having any trouble w/ his school work.
I feel like I'm up against a brick wall here. I still get the nods like "yes we know what you're saying, we understand what you're going through", but really they DON'T GET IT!! What to do What to do?? I don't feel like this is over and I'm going to keep doing what I know to do and that is to help my son the best way I know how. I do think that through this the principal knows I truly mean business and I will do whatever it is I have to do to be heard! I am my son's voice and thank God I was blessed w/ a very loud one!!!
Wednesday, September 8, 2010
Saturday, September 4, 2010
Private vs Public
Well yesterday I went to one of our private schools in town to check out their school and see if maybe it would be a good fit for my son. WOW! I was so impressed with them and their knowledge of Sensory Processing Disorder and how they incorporated strategies into each classroom because they know it doesn't just help the kids with disorders but also the kids without disorders. They have 2 special ed teachers on staff and on campus everyday and they both went to 2 seminars this year to learn more about SPD and how to help these kids at school. They have researched how to visually have their classrooms so that it isn't overwhelming for these kids, and if you have ever been into a public school classroom you know how it overloads you visually, they also have special lights in each classroom so that it won't bother these kids with disorders (no humming sound, not too bright, ect..). They take the kids out for sensory breaks no questions asked, they use whatever tools needed to help these kids, no questions asked. I did say to the principal that I'm sure the public schools haven't done this kind of research or gone to these seminars because of funding and she told me that the funding is there because they were able to use some of the public school funding for their teachers to go to the seminars. FASCINATING!! What's their excuse going to be I wonder?!
After this meeting at the private school I called the Director of Special Ed for our district for the public schools and I asked her "Why hasn't any of the resource teachers in our district gone to these seminars for SPD since there is funding for it and the private school was able to use some of you funding for their teachers to attend", and I got the run around, "oh I'm sure someone attended these seminars but I don't know who and our teachers do take special courses as they come up". Ok, so you are the "Director of Special Ed" for this district but you don't know "who" attended the SPD seminars this summer. Does that sound right to you cuz it sure doesn't to me?! Shouldn't this be MANDITORY for every Social Worker or Special Ed teacher to attend any seminar regarding SPD or any other disorder so they can know better on how to help these kids and their teachers? I think so. Where in the world is our tax paying dollars going cuz I can tell you where it isn't going, it isn't going to educate our "educators" on any disorders or to help our kids with disorders!
Man, they have me all lit up inside!! I have a meeting this next week with the Director of Special Ed and my sons principal and I can't wait!!! They are definitely going to get my 2 cents about this. Even if my son leaves this school and goes to private that doesn't mean they have heard the last of me! There are other kids out there that need help and who's fighting for them? Something has to change so these kids get the help they deserve and get it without fighting tooth and nail for it. The private school said they would automatically give my son an IEP (Individualized Education Program) to better help him and I'm still getting resistance from the public school for this and they have the money and resources to get an IEP quicker than a private school.
So my frustration lives on! I'm going to get something done regarding this, I don't know how or when but I'm going to make sure it happens. I have the good Lord on my side and He's going to make the path before me and open up the right doors so I can help, not just my son, but any child with SPD. I will let you know how the meeting goes, I'm super excited about it, it's a step in the right direction!
After this meeting at the private school I called the Director of Special Ed for our district for the public schools and I asked her "Why hasn't any of the resource teachers in our district gone to these seminars for SPD since there is funding for it and the private school was able to use some of you funding for their teachers to attend", and I got the run around, "oh I'm sure someone attended these seminars but I don't know who and our teachers do take special courses as they come up". Ok, so you are the "Director of Special Ed" for this district but you don't know "who" attended the SPD seminars this summer. Does that sound right to you cuz it sure doesn't to me?! Shouldn't this be MANDITORY for every Social Worker or Special Ed teacher to attend any seminar regarding SPD or any other disorder so they can know better on how to help these kids and their teachers? I think so. Where in the world is our tax paying dollars going cuz I can tell you where it isn't going, it isn't going to educate our "educators" on any disorders or to help our kids with disorders!
Man, they have me all lit up inside!! I have a meeting this next week with the Director of Special Ed and my sons principal and I can't wait!!! They are definitely going to get my 2 cents about this. Even if my son leaves this school and goes to private that doesn't mean they have heard the last of me! There are other kids out there that need help and who's fighting for them? Something has to change so these kids get the help they deserve and get it without fighting tooth and nail for it. The private school said they would automatically give my son an IEP (Individualized Education Program) to better help him and I'm still getting resistance from the public school for this and they have the money and resources to get an IEP quicker than a private school.
So my frustration lives on! I'm going to get something done regarding this, I don't know how or when but I'm going to make sure it happens. I have the good Lord on my side and He's going to make the path before me and open up the right doors so I can help, not just my son, but any child with SPD. I will let you know how the meeting goes, I'm super excited about it, it's a step in the right direction!
Tuesday, August 31, 2010
FRUSTRATED!!!
It has been such a frustrating 24 hours to say the least!!! I am so tired of educators not being EDUCATED on disorders! I swear we take one step forward and 2 steps back with these teachers and school district. My poor son had to be punished 2 days in a row for some bad behavior only because the principal decided that's what he felt like doing. UGH!! He totally veered off of protocol for this and he just makes up rules as HE sees fit!! Well lets just say he woke up Mama Bear from her nap and she isn't happy!!
PARENTS, when you have kids with this disorder DO NOT let these teachers bully you into their way of thinking, stand up for your kids, get pissed and take action! I called the superintendents office today and was in contact with the Director of Special Education today and she confirmed what the principal did was not called for and he was out of line and we are getting a meeting together. Document EVERYTHING for your kids and have proof when you do have meetings, this will help so much.
This is not a well know disorder and I'm making it my personal mission to get the word out there about it. It's pretty sad when private schools send their teachers to conferences regarding this disorder so they can better help their students with it but the public schools aren't doing a damn thing! The public schools want all of these kids to be in this perfect little box and if they don't fit then they will do whatever they have to to conform them to that box. Being robots doesn't make the world go round!!!
I can't wait to tell you what happens with my meeting with the principal and the Director of Special Ed, I'm praying it is successful and praying things can start changing for kids with this disorder. I will be the voice for this disorder if I have to and thank God the good Lord made me fiery and gave me the gift of gab : )
PARENTS, when you have kids with this disorder DO NOT let these teachers bully you into their way of thinking, stand up for your kids, get pissed and take action! I called the superintendents office today and was in contact with the Director of Special Education today and she confirmed what the principal did was not called for and he was out of line and we are getting a meeting together. Document EVERYTHING for your kids and have proof when you do have meetings, this will help so much.
This is not a well know disorder and I'm making it my personal mission to get the word out there about it. It's pretty sad when private schools send their teachers to conferences regarding this disorder so they can better help their students with it but the public schools aren't doing a damn thing! The public schools want all of these kids to be in this perfect little box and if they don't fit then they will do whatever they have to to conform them to that box. Being robots doesn't make the world go round!!!
I can't wait to tell you what happens with my meeting with the principal and the Director of Special Ed, I'm praying it is successful and praying things can start changing for kids with this disorder. I will be the voice for this disorder if I have to and thank God the good Lord made me fiery and gave me the gift of gab : )
Monday, August 30, 2010
Our Journey
Oh you know the saying "If I only knew then what I know now things would have been so much better", well, that is so true. Some days I wish I could go back to when my son was a newborn but have the knowledge I have now about SPD!
I look back to when he was this little, cuddly, sweet infant that wouldn't breast feed, would only drink a bottle with a number 3 nipple that we had to cut so the milk just fell into his mouth, and even as he got to the age where most newborns are sleeping through the night he was still waking up 2-3 times a night and staying up for an hour long each time. If I only knew these were small indicators that he potentially had SPD that would have been wonderful because I could have researched this and I would have known what to do for him to help him.
I would know that his hour long tantrums were a sign of over stimulation and that him being a "picky eater" wasn't really him being picky but that he didn't like certain smells, textures or tastes. I wish I knew that sometimes on car rides when I had the radio on or I was singing and he would throw massive fits until we got home that the sound of me singing and the sound of music sounded like nails on a chalkboard for him. Him not being a "self soother" was another sign of SPD and all I got from the pediatrician was "well, some babies don't self sooth, he might when he's a little older and he might not". UGH! I didn't get "well maybe this is something we should look at a little closer and make a journal of his pattern/habits and see if there is something else going on", nope didn't get that at all.
When he became a toddler I wish I knew that him being around a large number of people/kids was too overwhelming for him and therefore sent him into a tantrum was a sign of SPD. Or, him having a tantrum and destroying anything in his sight or biting himself when he was angry was another sign of SPD. I thought when he didn't want to touch things that made his hands dirty (shopping cart, money, anything out in public) that was just my own "germafobia" spilling over to him not that it could be a disorder of any kind other than a little of my OCD. I wish I knew him not wanting to wear clothes while at home or pj's for bed time was a sign of SPD, I just thought maybe he was being difficult. And when it came time for potty training and he refused to do it I just thought it was laziness not any kind of disorder.
So you see all of these things he did or didn't do all of his life were little signs of SPD but how was I to know! How is any parent to know this about their kids especially when you have the medical community just telling you "oh, that's just what babies do, or that's just one of your babies little quarks, or don't worry they'll grow out of it", and how are you suppose to know there could be a true problem when they don't grow out of it but you aren't getting any information from your doctor. We trust our doctors, that's why we go to them in the first place right because we trust them and their knowledge, they know more than us so they must be right.
Well, I'm not telling you not to trust your doctors but I am here to say GO WITH YOUR GUT! If you know something may not be right RAISE YOUR VOICE because that's all you child has is you kicking and screaming to help them. They can't tell us what's going on, they don't know how to communicate that to us yet but as their parents we know our kids inside and out and we know when something isn't right. We have the manual on our kids and how they operate not the doctors so always go with your gut feeling.
I look back to when he was this little, cuddly, sweet infant that wouldn't breast feed, would only drink a bottle with a number 3 nipple that we had to cut so the milk just fell into his mouth, and even as he got to the age where most newborns are sleeping through the night he was still waking up 2-3 times a night and staying up for an hour long each time. If I only knew these were small indicators that he potentially had SPD that would have been wonderful because I could have researched this and I would have known what to do for him to help him.
I would know that his hour long tantrums were a sign of over stimulation and that him being a "picky eater" wasn't really him being picky but that he didn't like certain smells, textures or tastes. I wish I knew that sometimes on car rides when I had the radio on or I was singing and he would throw massive fits until we got home that the sound of me singing and the sound of music sounded like nails on a chalkboard for him. Him not being a "self soother" was another sign of SPD and all I got from the pediatrician was "well, some babies don't self sooth, he might when he's a little older and he might not". UGH! I didn't get "well maybe this is something we should look at a little closer and make a journal of his pattern/habits and see if there is something else going on", nope didn't get that at all.
When he became a toddler I wish I knew that him being around a large number of people/kids was too overwhelming for him and therefore sent him into a tantrum was a sign of SPD. Or, him having a tantrum and destroying anything in his sight or biting himself when he was angry was another sign of SPD. I thought when he didn't want to touch things that made his hands dirty (shopping cart, money, anything out in public) that was just my own "germafobia" spilling over to him not that it could be a disorder of any kind other than a little of my OCD. I wish I knew him not wanting to wear clothes while at home or pj's for bed time was a sign of SPD, I just thought maybe he was being difficult. And when it came time for potty training and he refused to do it I just thought it was laziness not any kind of disorder.
So you see all of these things he did or didn't do all of his life were little signs of SPD but how was I to know! How is any parent to know this about their kids especially when you have the medical community just telling you "oh, that's just what babies do, or that's just one of your babies little quarks, or don't worry they'll grow out of it", and how are you suppose to know there could be a true problem when they don't grow out of it but you aren't getting any information from your doctor. We trust our doctors, that's why we go to them in the first place right because we trust them and their knowledge, they know more than us so they must be right.
Well, I'm not telling you not to trust your doctors but I am here to say GO WITH YOUR GUT! If you know something may not be right RAISE YOUR VOICE because that's all you child has is you kicking and screaming to help them. They can't tell us what's going on, they don't know how to communicate that to us yet but as their parents we know our kids inside and out and we know when something isn't right. We have the manual on our kids and how they operate not the doctors so always go with your gut feeling.
Sunday, August 29, 2010
Check List for SPD
Identifying and understanding this disorder is HUGE!
Please understand the "Five Caveats" that Carol Stock Kranowitz points out in her book, "The Out-Of-Sync Child" (1995), about using a checklist such as this. She writes:
1. "The child with sensory dysfunction does not necessarily exhibit every characteristic. Thus, the child with vestibular dysfunction may have poor balance but good muscle tone."
2. "Sometimes the child will show characteristics of a dysfunction one day but not the next. For instance, the child with proprioceptive problems may trip over every bump in the pavement on Friday yet score every soccer goal on Saturday. Inconsistency is a hallmark of every neurological dysfunction. "
3. "The child may exhibit characteristics of a particular dysfunction yet not have that dysfunction. For example, the child who typically withdraws from being touched may seem to be hypersensitive to tactile stimulation but may, instead, have an emotional problem."
4. "The child may be both hypersensitive and hyposensitive. For instance, the child may be extremely sensitive to light touch, jerking away from a soft pat on the shoulder, while being rather indifferent to the deep pain of an inoculation."
5. "Everyone has some sensory integration problems now and then, because no one is well regulated all the time. All kinds of stimuli can temporarily disrupt normal functioning of the brain, either by overloading it with, or by depriving it of, sensory stimulation."
Tactile Sense: input from the skin receptors about touch, pressure, temperature, pain, and movement of the hairs on the skin.
Signs Of Tactile Dysfunction:
1. Hypersensitivity To Touch (Tactile Defensiveness)
__ becomes fearful, anxious or aggressive with light or unexpected touch
__ as an infant, did/does not like to be held or cuddled; may arch back, cry, and pull away
__ distressed when diaper is being, or needs to be, changed
__ appears fearful of, or avoids standing in close proximity to other people or peers (especially in lines)
__ becomes frightened when touched from behind or by someone/something they can not see (such as under a blanket)
__ complains about having hair brushed; may be very picky about using a particular brush
__ bothered by rough bed sheets (i.e., if old and "bumpy")
__ avoids group situations for fear of the unexpected touch
__ resists friendly or affectionate touch from anyone besides parents or siblings (and sometimes them too!)
__ dislikes kisses, will "wipe off" place where kissed
__ prefers hugs
__ a raindrop, water from the shower, or wind blowing on the skin may feel like torture and produce adverse and avoidance reactions
__ may overreact to minor cuts, scrapes, and or bug bites
__ avoids touching certain textures of material (blankets, rugs, stuffed animals)
__ refuses to wear new or stiff clothes, clothes with rough textures, turtlenecks, jeans, hats, or belts, etc.
__ avoids using hands for play
__ avoids/dislikes/aversive to "messy play", i.e., sand, mud, water, glue, glitter, playdoh, slime, shaving cream/funny foam etc.
__ will be distressed by dirty hands and want to wipe or wash them frequently
__ excessively ticklish
__ distressed by seams in socks and may refuse to wear them
__ distressed by clothes rubbing on skin; may want to wear shorts and short sleeves year round, toddlers may prefer to be naked and pull diapers and clothes off constantly
__ or, may want to wear long sleeve shirts and long pants year round to avoid having skin exposed
__ distressed about having face washed
__ distressed about having hair, toenails, or fingernails cut
__ resists brushing teeth and is extremely fearful of the dentist
__ is a picky eater, only eating certain tastes and textures; mixed textures tend to be avoided as well as hot or cold foods; resists trying new foods
__ may refuse to walk barefoot on grass or sand
__ may walk on toes only
2. Hyposensitivity To Touch (Under-Responsive):
__ may crave touch, needs to touch everything and everyone
__ is not aware of being touched/bumped unless done with extreme force or intensity
__ is not bothered by injuries, like cuts and bruises, and shows no distress with shots (may even say they love getting shots!)
__ may not be aware that hands or face are dirty or feel his/her nose running
__ may be self-abusive; pinching, biting, or banging his own head
__ mouths objects excessively
__ frequently hurts other children or pets while playing
__ repeatedly touches surfaces or objects that are soothing (i.e., blanket)
__ seeks out surfaces and textures that provide strong tactile feedback
__ thoroughly enjoys and seeks out messy play
__ craves vibrating or strong sensory input
__ has a preference and craving for excessively spicy, sweet, sour, or salty foods
3. Poor Tactile Perception And Discrimination:
__ has difficulty with fine motor tasks such as buttoning, zipping, and fastening clothes
__ may not be able to identify which part of their body was touched if they were not looking
__ may be afraid of the dark
__ may be a messy dresser; looks disheveled, does not notice pants are twisted, shirt is half un tucked, shoes are untied, one pant leg is up and one is down, etc.
__ has difficulty using scissors, crayons, or silverware
__ continues to mouth objects to explore them even after age two
__ has difficulty figuring out physical characteristics of objects; shape, size, texture, temperature, weight, etc.
__ may not be able to identify objects by feel, uses vision to help; such as, reaching into backpack or desk to retrieve an item
Vestibular Sense: input from the inner ear about equilibrium, gravitational changes, movement experiences, and position in space.
Signs Of Vestibular Dysfunction:
1. Hypersensitivity To Movement (Over-Responsive):
__ avoids/dislikes playground equipment; i.e., swings, ladders, slides, or merry-go-rounds
__ prefers sedentary tasks, moves slowly and cautiously, avoids taking risks, and may appear "wimpy"
__ avoids/dislikes elevators and escalators; may prefer sitting while they are on them or, actually get motion sickness from them
__ may physically cling to an adult they trust
__ may appear terrified of falling even when there is no real risk of it
__ afraid of heights, even the height of a curb or step
__ fearful of feet leaving the ground
__ fearful of going up or down stairs or walking on uneven surfaces
__ afraid of being tipped upside down, sideways or backwards; will strongly resist getting hair washed over the sink
__ startles if someone else moves them; i.e., pushing his/her chair closer to the table
__ as an infant, may never have liked baby swings or jumpers
__ may be fearful of, and have difficulty riding a bike, jumping, hopping, or balancing on one foot (especially if eyes are closed)
__ may have disliked being placed on stomach as an infant
__ loses balance easily and may appear clumsy
__ fearful of activities which require good balance
__ avoids rapid or rotating movements
2. Hyposensitivity To Movement (Under-Responsive):
__ in constant motion, can't seem to sit still
__ craves fast, spinning, and/or intense movement experiences
__ loves being tossed in the air
__ could spin for hours and never appear to be dizzy
__ loves the fast, intense, and/or scary rides at amusement parks
__ always jumping on furniture, trampolines, spinning in a swivel chair, or getting into upside down positions
__ loves to swing as high as possible and for long periods of time
__ is a "thrill-seeker"; dangerous at times
__ always running, jumping, hopping etc. instead of walking
__ rocks body, shakes leg, or head while sitting
__ likes sudden or quick movements, such as, going over a big bump in the car or on a bike
3. Poor Muscle Tone And/Or Coordination:
__ has a limp, "floppy" body
__ frequently slumps, lies down, and/or leans head on hand or arm while working at his/her desk
__ difficulty simultaneously lifting head, arms, and legs off the floor while lying on stomach ("superman" position)
__ often sits in a "W sit" position on the floor to stabilize body
__ fatigues easily!
__ compensates for "looseness" by grasping objects tightly
__ difficulty turning doorknobs, handles, opening and closing items
__ difficulty catching him/her self if falling
__ difficulty getting dressed and doing fasteners, zippers, and buttons
__ may have never crawled as an baby
__ has poor body awareness; bumps into things, knocks things over, trips, and/or appears clumsy
__ poor gross motor skills; jumping, catching a ball, jumping jacks, climbing a ladder etc.
__ poor fine motor skills; difficulty using "tools", such as pencils, silverware, combs, scissors etc.
__ may appear ambidextrous, frequently switching hands for coloring, cutting, writing etc.; does not have an established hand preference/dominance by 4 or 5 years old
__ has difficulty licking an ice cream cone
__ seems to be unsure about how to move body during movement, for example, stepping over something
__ difficulty learning exercise or dance steps
Proprioceptive Sense: input from the muscles and joints about body position, weight, pressure, stretch, movement, and changes in position in space.
Signs Of Proprioceptive Dysfunction:
1. Sensory Seeking Behaviors:
__ seeks out jumping, bumping, and crashing activities
__ stomps feet when walking
__ kicks his/her feet on floor or chair while sitting at desk/table
__ bites or sucks on fingers and/or frequently cracks his/her knuckles
__ loves to be tightly wrapped in many or weighted blankets, especially at bedtime
__ prefers clothes (and belts, hoods, shoelaces) to be as tight as possible
__ loves/seeks out "squishing" activities
__ enjoys bear hugs
__ excessive banging on/with toys and objects
__ loves "roughhousing" and tackling/wrestling games
__ frequently falls on floor intentionally
__ would jump on a trampoline for hours on end
__ grinds his/her teeth throughout the day
__ loves pushing/pulling/dragging objects
__ loves jumping off furniture or from high places
__ frequently hits, bumps or pushes other children
__ chews on pens, straws, shirt sleeves etc.
2. Difficulty With "Grading Of Movement":
__ misjudges how much to flex and extend muscles during tasks/activities (i.e., putting arms into sleeves or climbing)
__ difficulty regulating pressure when writing/drawing; may be too light to see or so hard the tip of writing utensil breaks
__ written work is messy and he/she often rips the paper when erasing
__ always seems to be breaking objects and toys
__ misjudges the weight of an object, such as a glass of juice, picking it up with too much force sending it flying or spilling, or with too little force and complaining about objects being too heavy
__ may not understand the idea of "heavy" or "light"; would not be able to hold two objects and tell you which weighs more
__ seems to do everything with too much force; i.e., walking, slamming doors, pressing things too hard, slamming objects down
__ plays with animals with too much force, often hurting them
Signs Of Auditory Dysfunction: (no diagnosed hearing problem)
1. Hypersensitivity To Sounds (Auditory Defensiveness):
__ distracted by sounds not normally noticed by others; i.e., humming of lights or refrigerators, fans, heaters, or clocks ticking
__ fearful of the sound of a flushing toilet (especially in public bathrooms), vacuum, hairdryer, squeaky shoes, or a dog barking
__ started with or distracted by loud or unexpected sounds
__ bothered/distracted by background environmental sounds; i.e., lawn mowing or outside construction
__ frequently asks people to be quiet; i.e., stop making noise, talking, or singing
__ runs away, cries, and/or covers ears with loud or unexpected sounds
__ may refuse to go to movie theaters, parades, skating rinks, musical concerts etc.
__ may decide whether they like certain people by the sound of their voice
2. Hyposensitivity To Sounds (Under-Registers):
__ often does not respond to verbal cues or to name being called
__ appears to "make noise for noise's sake"
__ loves excessively loud music or TV
__ seems to have difficulty understanding or remembering what was said
__ appears oblivious to certain sounds
__ appears confused about where a sound is coming from
__ talks self through a task, often out loud
__ had little or no vocalizing or babbling as an infant
__ needs directions repeated often, or will say, "What?" frequently
Signs Of Oral Input Dysfunction:
1. Hypersensitivity To Oral Input (Oral Defensiveness):
__ picky eater, often with extreme food preferences; i.e., limited repertoire of foods, picky about brands, resistive to trying new foods or restaurants, and may not eat at other people's houses)
__ may only eat "soft" or pureed foods past 24 months of age
__ may gag with textured foods
__ has difficulty with sucking, chewing, and swallowing; may choke or have a fear of choking
__ resists/refuses/extremely fearful of going to the dentist or having dental work done
__ may only eat hot or cold foods
__ refuses to lick envelopes, stamps, or stickers because of their taste
__ dislikes or complains about toothpaste and mouthwash
__ avoids seasoned, spicy, sweet, sour or salty foods; prefers bland foods
2. Hyposensitivity To Oral Input (Under-Registers)
__ may lick, taste, or chew on inedible objects
__ prefers foods with intense flavor; i.e., excessively spicy, sweet, sour, or salty
__ excessive drooling past the teething stage
__ frequently chews on hair, shirt, or fingers
__ constantly putting objects in mouth past the toddler years
__ acts as if all foods taste the same
__ can never get enough condiments or seasonings on his/her food
__ loves vibrating toothbrushes and even trips to the dentist
Signs Of Olfactory Dysfunction (Smells):
1. Hypersensitivity To Smells (Over-Responsive):
__ reacts negatively to, or dislikes smells which do not usually bother, or get noticed, by other people
__ tells other people (or talks about) how bad or funny they smell
__ refuses to eat certain foods because of their smell
__ offended and/or nauseated by bathroom odors or personal hygiene smells
__ bothered/irritated by smell of perfume or cologne
__ bothered by household or cooking smells
__ may refuse to play at someone's house because of the way it smells
__ decides whether he/she likes someone or some place by the way it smells
2. Hyposensitivity To Smells (Under-Responsive):
__ has difficulty discriminating unpleasant odors
__ may drink or eat things that are poisonous because they do not notice the noxious smell
__ unable to identify smells from scratch 'n sniff stickers
__ does not notice odors that others usually complain about
__ fails to notice or ignores unpleasant odors
__ makes excessive use of smelling when introduced to objects, people, or places
__ uses smell to interact with objects
Signs Of Visual Input Dysfunction (No Diagnosed Visual Deficit):
1. Hypersensitivity To Visual Input (Over-Responsiveness)
__ sensitive to bright lights; will squint, cover eyes, cry and/or get headaches from the light
__ has difficulty keeping eyes focused on task/activity he/she is working on for an appropriate amount of time
__ easily distracted by other visual stimuli in the room; i.e., movement, decorations, toys, windows, doorways etc.
__ has difficulty in bright colorful rooms or a dimly lit room
__ rubs his/her eyes, has watery eyes or gets headaches after reading or watching TV
__ avoids eye contact
__ enjoys playing in the dark
2. Hyposensitivity To Visual Input (Under-Responsive Or Difficulty With Tracking, Discrimination, Or Perception):
__ has difficulty telling the difference between similar printed letters or figures; i.e., p & q, b & d, + and x, or square and rectangle
__ has a hard time seeing the "big picture"; i.e., focuses on the details or patterns within the picture
__ has difficulty locating items among other items; i.e., papers on a desk, clothes in a drawer, items on a grocery shelf, or toys in a bin/toy box
__ often loses place when copying from a book or the chalkboard
__ difficulty controlling eye movement to track and follow moving objects
__ has difficulty telling the difference between different colors, shapes, and sizes
__ often loses his/her place while reading or doing math problems
__ makes reversals in words or letters when copying, or reads words backwards; i.e., "was" for "saw" and "no" for "on" after first grade
__ complains about "seeing double"
__ difficulty finding differences in pictures, words, symbols, or objects
__ difficulty with consistent spacing and size of letters during writing and/or lining up numbers in math problems
__ difficulty with jigsaw puzzles, copying shapes, and/or cutting/tracing along a line
__ tends to write at a slant (up or down hill) on a page
__ confuses left and right
__ fatigues easily with schoolwork
__ difficulty judging spatial relationships in the environment; i.e., bumps into objects/people or missteps on curbs and stairs
Auditory-Language Processing Dysfunction:
__ unable to locate the source of a sound
__ difficulty identifying people's voices
__ difficulty discriminating between sounds/words; i.e., "dare" and "dear"
__ difficulty filtering out other sounds while trying to pay attention to one person talking
__ bothered by loud, sudden, metallic, or high-pitched sounds
__ difficulty attending to, understanding, and remembering what is said or read; often asks for directions to be repeated and may only be able to understand or follow two sequential directions at a time
__ looks at others to/for reassurance before answering
__ difficulty putting ideas into words (written or verbal)
__ often talks out of turn or "off topic"
__ if not understood, has difficulty re-phrasing; may get frustrated, angry, and give up
__ difficulty reading, especially out loud (may also be dyslexic)
__ difficulty articulating and speaking clearly
__ ability to speak often improves after intense movement
Social, Emotional, Play, And Self-Regulation Dysfunction:
Social:
__ difficulty getting along with peers
__ prefers playing by self with objects or toys rather than with people
__ does not interact reciprocally with peers or adults; hard to have a "meaningful" two-way conversation
__ self-abusive or abusive to others
__ others have a hard time interpreting child's cues, needs, or emotions
__ does not seek out connections with familiar people
Emotional:
__ difficulty accepting changes in routine (to the point of tantrums)
__ gets easily frustrated
__ often impulsive
__ functions best in small group or individually
__ variable and quickly changing moods; prone to outbursts and tantrums
__ prefers to play on the outside, away from groups, or just be an observer
__ avoids eye contact
__ difficulty appropriately making needs known
Play:
__ difficulty with imitative play (over 10 months)
__ wanders aimlessly without purposeful play or exploration (over 15 months)
__ needs adult guidance to play, difficulty playing independently (over 18 months)
__ participates in repetitive play for hours; i.e., lining up toys cars, blocks, watching one movie over and over etc.
Self-Regulation:
__ excessive irritability, fussiness or colic as an infant
__ can't calm or soothe self through pacifier, comfort object, or caregiver
__ can't go from sleeping to awake without distress
__ requires excessive help from caregiver to fall asleep; i.e., rubbing back or head, rocking, long walks, or car rides
Internal Regulation (The Interoceptive Sense):
__ becoming too hot or too cold sooner than others in the same environments; may not appear to ever get cold/hot, may not be able to maintain body temperature effectively
__ difficulty in extreme temperatures or going from one extreme to another (i.e., winter, summer, going from air conditioning to outside heat, a heated house to the cold outside)
__ respiration that is too fast, too slow, or cannot switch from one to the other easily as the body demands an appropriate respiratory response
__ heart rate that speeds up or slows down too fast or too slow based on the demands imposed on it
__ respiration and heart rate that takes longer than what is expected to slow down during or after exertion or fear
__ severe/several mood swings throughout the day (angry to happy in short periods of time, perhaps without visible cause)
__ unpredictable state of arousal or inability to control arousal level (hyper to lethargic, quickly, vacillating between the two; over stimulated to under stimulated, within hours or days, depending on activity and setting, etc.)
__ frequent constipation or diarrhea, or mixed during the same day or over a few days
__ difficulty with potty training; does not seem to know when he/she has to go (i.e., cannot feel the necessary sensation that bowel or bladder are full
__ unable to regulate thirst; always thirsty, never thirsty, or oscillates back and forth
__ unable to regulate hunger; eats all the time, won't eat at all, unable to feel full/hungry
__ unable to regulate appetite; has little to no appetite and/or will be "starving" one minute then full two bites later, then back to hungry again (prone to eating disorders and/or failure to thrive)
Copyright © www.sensory-processing-disorder.com
Please understand the "Five Caveats" that Carol Stock Kranowitz points out in her book, "The Out-Of-Sync Child" (1995), about using a checklist such as this. She writes:
1. "The child with sensory dysfunction does not necessarily exhibit every characteristic. Thus, the child with vestibular dysfunction may have poor balance but good muscle tone."
2. "Sometimes the child will show characteristics of a dysfunction one day but not the next. For instance, the child with proprioceptive problems may trip over every bump in the pavement on Friday yet score every soccer goal on Saturday. Inconsistency is a hallmark of every neurological dysfunction. "
3. "The child may exhibit characteristics of a particular dysfunction yet not have that dysfunction. For example, the child who typically withdraws from being touched may seem to be hypersensitive to tactile stimulation but may, instead, have an emotional problem."
4. "The child may be both hypersensitive and hyposensitive. For instance, the child may be extremely sensitive to light touch, jerking away from a soft pat on the shoulder, while being rather indifferent to the deep pain of an inoculation."
5. "Everyone has some sensory integration problems now and then, because no one is well regulated all the time. All kinds of stimuli can temporarily disrupt normal functioning of the brain, either by overloading it with, or by depriving it of, sensory stimulation."
Tactile Sense: input from the skin receptors about touch, pressure, temperature, pain, and movement of the hairs on the skin.
Signs Of Tactile Dysfunction:
1. Hypersensitivity To Touch (Tactile Defensiveness)
__ becomes fearful, anxious or aggressive with light or unexpected touch
__ as an infant, did/does not like to be held or cuddled; may arch back, cry, and pull away
__ distressed when diaper is being, or needs to be, changed
__ appears fearful of, or avoids standing in close proximity to other people or peers (especially in lines)
__ becomes frightened when touched from behind or by someone/something they can not see (such as under a blanket)
__ complains about having hair brushed; may be very picky about using a particular brush
__ bothered by rough bed sheets (i.e., if old and "bumpy")
__ avoids group situations for fear of the unexpected touch
__ resists friendly or affectionate touch from anyone besides parents or siblings (and sometimes them too!)
__ dislikes kisses, will "wipe off" place where kissed
__ prefers hugs
__ a raindrop, water from the shower, or wind blowing on the skin may feel like torture and produce adverse and avoidance reactions
__ may overreact to minor cuts, scrapes, and or bug bites
__ avoids touching certain textures of material (blankets, rugs, stuffed animals)
__ refuses to wear new or stiff clothes, clothes with rough textures, turtlenecks, jeans, hats, or belts, etc.
__ avoids using hands for play
__ avoids/dislikes/aversive to "messy play", i.e., sand, mud, water, glue, glitter, playdoh, slime, shaving cream/funny foam etc.
__ will be distressed by dirty hands and want to wipe or wash them frequently
__ excessively ticklish
__ distressed by seams in socks and may refuse to wear them
__ distressed by clothes rubbing on skin; may want to wear shorts and short sleeves year round, toddlers may prefer to be naked and pull diapers and clothes off constantly
__ or, may want to wear long sleeve shirts and long pants year round to avoid having skin exposed
__ distressed about having face washed
__ distressed about having hair, toenails, or fingernails cut
__ resists brushing teeth and is extremely fearful of the dentist
__ is a picky eater, only eating certain tastes and textures; mixed textures tend to be avoided as well as hot or cold foods; resists trying new foods
__ may refuse to walk barefoot on grass or sand
__ may walk on toes only
2. Hyposensitivity To Touch (Under-Responsive):
__ may crave touch, needs to touch everything and everyone
__ is not aware of being touched/bumped unless done with extreme force or intensity
__ is not bothered by injuries, like cuts and bruises, and shows no distress with shots (may even say they love getting shots!)
__ may not be aware that hands or face are dirty or feel his/her nose running
__ may be self-abusive; pinching, biting, or banging his own head
__ mouths objects excessively
__ frequently hurts other children or pets while playing
__ repeatedly touches surfaces or objects that are soothing (i.e., blanket)
__ seeks out surfaces and textures that provide strong tactile feedback
__ thoroughly enjoys and seeks out messy play
__ craves vibrating or strong sensory input
__ has a preference and craving for excessively spicy, sweet, sour, or salty foods
3. Poor Tactile Perception And Discrimination:
__ has difficulty with fine motor tasks such as buttoning, zipping, and fastening clothes
__ may not be able to identify which part of their body was touched if they were not looking
__ may be afraid of the dark
__ may be a messy dresser; looks disheveled, does not notice pants are twisted, shirt is half un tucked, shoes are untied, one pant leg is up and one is down, etc.
__ has difficulty using scissors, crayons, or silverware
__ continues to mouth objects to explore them even after age two
__ has difficulty figuring out physical characteristics of objects; shape, size, texture, temperature, weight, etc.
__ may not be able to identify objects by feel, uses vision to help; such as, reaching into backpack or desk to retrieve an item
Vestibular Sense: input from the inner ear about equilibrium, gravitational changes, movement experiences, and position in space.
Signs Of Vestibular Dysfunction:
1. Hypersensitivity To Movement (Over-Responsive):
__ avoids/dislikes playground equipment; i.e., swings, ladders, slides, or merry-go-rounds
__ prefers sedentary tasks, moves slowly and cautiously, avoids taking risks, and may appear "wimpy"
__ avoids/dislikes elevators and escalators; may prefer sitting while they are on them or, actually get motion sickness from them
__ may physically cling to an adult they trust
__ may appear terrified of falling even when there is no real risk of it
__ afraid of heights, even the height of a curb or step
__ fearful of feet leaving the ground
__ fearful of going up or down stairs or walking on uneven surfaces
__ afraid of being tipped upside down, sideways or backwards; will strongly resist getting hair washed over the sink
__ startles if someone else moves them; i.e., pushing his/her chair closer to the table
__ as an infant, may never have liked baby swings or jumpers
__ may be fearful of, and have difficulty riding a bike, jumping, hopping, or balancing on one foot (especially if eyes are closed)
__ may have disliked being placed on stomach as an infant
__ loses balance easily and may appear clumsy
__ fearful of activities which require good balance
__ avoids rapid or rotating movements
2. Hyposensitivity To Movement (Under-Responsive):
__ in constant motion, can't seem to sit still
__ craves fast, spinning, and/or intense movement experiences
__ loves being tossed in the air
__ could spin for hours and never appear to be dizzy
__ loves the fast, intense, and/or scary rides at amusement parks
__ always jumping on furniture, trampolines, spinning in a swivel chair, or getting into upside down positions
__ loves to swing as high as possible and for long periods of time
__ is a "thrill-seeker"; dangerous at times
__ always running, jumping, hopping etc. instead of walking
__ rocks body, shakes leg, or head while sitting
__ likes sudden or quick movements, such as, going over a big bump in the car or on a bike
3. Poor Muscle Tone And/Or Coordination:
__ has a limp, "floppy" body
__ frequently slumps, lies down, and/or leans head on hand or arm while working at his/her desk
__ difficulty simultaneously lifting head, arms, and legs off the floor while lying on stomach ("superman" position)
__ often sits in a "W sit" position on the floor to stabilize body
__ fatigues easily!
__ compensates for "looseness" by grasping objects tightly
__ difficulty turning doorknobs, handles, opening and closing items
__ difficulty catching him/her self if falling
__ difficulty getting dressed and doing fasteners, zippers, and buttons
__ may have never crawled as an baby
__ has poor body awareness; bumps into things, knocks things over, trips, and/or appears clumsy
__ poor gross motor skills; jumping, catching a ball, jumping jacks, climbing a ladder etc.
__ poor fine motor skills; difficulty using "tools", such as pencils, silverware, combs, scissors etc.
__ may appear ambidextrous, frequently switching hands for coloring, cutting, writing etc.; does not have an established hand preference/dominance by 4 or 5 years old
__ has difficulty licking an ice cream cone
__ seems to be unsure about how to move body during movement, for example, stepping over something
__ difficulty learning exercise or dance steps
Proprioceptive Sense: input from the muscles and joints about body position, weight, pressure, stretch, movement, and changes in position in space.
Signs Of Proprioceptive Dysfunction:
1. Sensory Seeking Behaviors:
__ seeks out jumping, bumping, and crashing activities
__ stomps feet when walking
__ kicks his/her feet on floor or chair while sitting at desk/table
__ bites or sucks on fingers and/or frequently cracks his/her knuckles
__ loves to be tightly wrapped in many or weighted blankets, especially at bedtime
__ prefers clothes (and belts, hoods, shoelaces) to be as tight as possible
__ loves/seeks out "squishing" activities
__ enjoys bear hugs
__ excessive banging on/with toys and objects
__ loves "roughhousing" and tackling/wrestling games
__ frequently falls on floor intentionally
__ would jump on a trampoline for hours on end
__ grinds his/her teeth throughout the day
__ loves pushing/pulling/dragging objects
__ loves jumping off furniture or from high places
__ frequently hits, bumps or pushes other children
__ chews on pens, straws, shirt sleeves etc.
2. Difficulty With "Grading Of Movement":
__ misjudges how much to flex and extend muscles during tasks/activities (i.e., putting arms into sleeves or climbing)
__ difficulty regulating pressure when writing/drawing; may be too light to see or so hard the tip of writing utensil breaks
__ written work is messy and he/she often rips the paper when erasing
__ always seems to be breaking objects and toys
__ misjudges the weight of an object, such as a glass of juice, picking it up with too much force sending it flying or spilling, or with too little force and complaining about objects being too heavy
__ may not understand the idea of "heavy" or "light"; would not be able to hold two objects and tell you which weighs more
__ seems to do everything with too much force; i.e., walking, slamming doors, pressing things too hard, slamming objects down
__ plays with animals with too much force, often hurting them
Signs Of Auditory Dysfunction: (no diagnosed hearing problem)
1. Hypersensitivity To Sounds (Auditory Defensiveness):
__ distracted by sounds not normally noticed by others; i.e., humming of lights or refrigerators, fans, heaters, or clocks ticking
__ fearful of the sound of a flushing toilet (especially in public bathrooms), vacuum, hairdryer, squeaky shoes, or a dog barking
__ started with or distracted by loud or unexpected sounds
__ bothered/distracted by background environmental sounds; i.e., lawn mowing or outside construction
__ frequently asks people to be quiet; i.e., stop making noise, talking, or singing
__ runs away, cries, and/or covers ears with loud or unexpected sounds
__ may refuse to go to movie theaters, parades, skating rinks, musical concerts etc.
__ may decide whether they like certain people by the sound of their voice
2. Hyposensitivity To Sounds (Under-Registers):
__ often does not respond to verbal cues or to name being called
__ appears to "make noise for noise's sake"
__ loves excessively loud music or TV
__ seems to have difficulty understanding or remembering what was said
__ appears oblivious to certain sounds
__ appears confused about where a sound is coming from
__ talks self through a task, often out loud
__ had little or no vocalizing or babbling as an infant
__ needs directions repeated often, or will say, "What?" frequently
Signs Of Oral Input Dysfunction:
1. Hypersensitivity To Oral Input (Oral Defensiveness):
__ picky eater, often with extreme food preferences; i.e., limited repertoire of foods, picky about brands, resistive to trying new foods or restaurants, and may not eat at other people's houses)
__ may only eat "soft" or pureed foods past 24 months of age
__ may gag with textured foods
__ has difficulty with sucking, chewing, and swallowing; may choke or have a fear of choking
__ resists/refuses/extremely fearful of going to the dentist or having dental work done
__ may only eat hot or cold foods
__ refuses to lick envelopes, stamps, or stickers because of their taste
__ dislikes or complains about toothpaste and mouthwash
__ avoids seasoned, spicy, sweet, sour or salty foods; prefers bland foods
2. Hyposensitivity To Oral Input (Under-Registers)
__ may lick, taste, or chew on inedible objects
__ prefers foods with intense flavor; i.e., excessively spicy, sweet, sour, or salty
__ excessive drooling past the teething stage
__ frequently chews on hair, shirt, or fingers
__ constantly putting objects in mouth past the toddler years
__ acts as if all foods taste the same
__ can never get enough condiments or seasonings on his/her food
__ loves vibrating toothbrushes and even trips to the dentist
Signs Of Olfactory Dysfunction (Smells):
1. Hypersensitivity To Smells (Over-Responsive):
__ reacts negatively to, or dislikes smells which do not usually bother, or get noticed, by other people
__ tells other people (or talks about) how bad or funny they smell
__ refuses to eat certain foods because of their smell
__ offended and/or nauseated by bathroom odors or personal hygiene smells
__ bothered/irritated by smell of perfume or cologne
__ bothered by household or cooking smells
__ may refuse to play at someone's house because of the way it smells
__ decides whether he/she likes someone or some place by the way it smells
2. Hyposensitivity To Smells (Under-Responsive):
__ has difficulty discriminating unpleasant odors
__ may drink or eat things that are poisonous because they do not notice the noxious smell
__ unable to identify smells from scratch 'n sniff stickers
__ does not notice odors that others usually complain about
__ fails to notice or ignores unpleasant odors
__ makes excessive use of smelling when introduced to objects, people, or places
__ uses smell to interact with objects
Signs Of Visual Input Dysfunction (No Diagnosed Visual Deficit):
1. Hypersensitivity To Visual Input (Over-Responsiveness)
__ sensitive to bright lights; will squint, cover eyes, cry and/or get headaches from the light
__ has difficulty keeping eyes focused on task/activity he/she is working on for an appropriate amount of time
__ easily distracted by other visual stimuli in the room; i.e., movement, decorations, toys, windows, doorways etc.
__ has difficulty in bright colorful rooms or a dimly lit room
__ rubs his/her eyes, has watery eyes or gets headaches after reading or watching TV
__ avoids eye contact
__ enjoys playing in the dark
2. Hyposensitivity To Visual Input (Under-Responsive Or Difficulty With Tracking, Discrimination, Or Perception):
__ has difficulty telling the difference between similar printed letters or figures; i.e., p & q, b & d, + and x, or square and rectangle
__ has a hard time seeing the "big picture"; i.e., focuses on the details or patterns within the picture
__ has difficulty locating items among other items; i.e., papers on a desk, clothes in a drawer, items on a grocery shelf, or toys in a bin/toy box
__ often loses place when copying from a book or the chalkboard
__ difficulty controlling eye movement to track and follow moving objects
__ has difficulty telling the difference between different colors, shapes, and sizes
__ often loses his/her place while reading or doing math problems
__ makes reversals in words or letters when copying, or reads words backwards; i.e., "was" for "saw" and "no" for "on" after first grade
__ complains about "seeing double"
__ difficulty finding differences in pictures, words, symbols, or objects
__ difficulty with consistent spacing and size of letters during writing and/or lining up numbers in math problems
__ difficulty with jigsaw puzzles, copying shapes, and/or cutting/tracing along a line
__ tends to write at a slant (up or down hill) on a page
__ confuses left and right
__ fatigues easily with schoolwork
__ difficulty judging spatial relationships in the environment; i.e., bumps into objects/people or missteps on curbs and stairs
Auditory-Language Processing Dysfunction:
__ unable to locate the source of a sound
__ difficulty identifying people's voices
__ difficulty discriminating between sounds/words; i.e., "dare" and "dear"
__ difficulty filtering out other sounds while trying to pay attention to one person talking
__ bothered by loud, sudden, metallic, or high-pitched sounds
__ difficulty attending to, understanding, and remembering what is said or read; often asks for directions to be repeated and may only be able to understand or follow two sequential directions at a time
__ looks at others to/for reassurance before answering
__ difficulty putting ideas into words (written or verbal)
__ often talks out of turn or "off topic"
__ if not understood, has difficulty re-phrasing; may get frustrated, angry, and give up
__ difficulty reading, especially out loud (may also be dyslexic)
__ difficulty articulating and speaking clearly
__ ability to speak often improves after intense movement
Social, Emotional, Play, And Self-Regulation Dysfunction:
Social:
__ difficulty getting along with peers
__ prefers playing by self with objects or toys rather than with people
__ does not interact reciprocally with peers or adults; hard to have a "meaningful" two-way conversation
__ self-abusive or abusive to others
__ others have a hard time interpreting child's cues, needs, or emotions
__ does not seek out connections with familiar people
Emotional:
__ difficulty accepting changes in routine (to the point of tantrums)
__ gets easily frustrated
__ often impulsive
__ functions best in small group or individually
__ variable and quickly changing moods; prone to outbursts and tantrums
__ prefers to play on the outside, away from groups, or just be an observer
__ avoids eye contact
__ difficulty appropriately making needs known
Play:
__ difficulty with imitative play (over 10 months)
__ wanders aimlessly without purposeful play or exploration (over 15 months)
__ needs adult guidance to play, difficulty playing independently (over 18 months)
__ participates in repetitive play for hours; i.e., lining up toys cars, blocks, watching one movie over and over etc.
Self-Regulation:
__ excessive irritability, fussiness or colic as an infant
__ can't calm or soothe self through pacifier, comfort object, or caregiver
__ can't go from sleeping to awake without distress
__ requires excessive help from caregiver to fall asleep; i.e., rubbing back or head, rocking, long walks, or car rides
Internal Regulation (The Interoceptive Sense):
__ becoming too hot or too cold sooner than others in the same environments; may not appear to ever get cold/hot, may not be able to maintain body temperature effectively
__ difficulty in extreme temperatures or going from one extreme to another (i.e., winter, summer, going from air conditioning to outside heat, a heated house to the cold outside)
__ respiration that is too fast, too slow, or cannot switch from one to the other easily as the body demands an appropriate respiratory response
__ heart rate that speeds up or slows down too fast or too slow based on the demands imposed on it
__ respiration and heart rate that takes longer than what is expected to slow down during or after exertion or fear
__ severe/several mood swings throughout the day (angry to happy in short periods of time, perhaps without visible cause)
__ unpredictable state of arousal or inability to control arousal level (hyper to lethargic, quickly, vacillating between the two; over stimulated to under stimulated, within hours or days, depending on activity and setting, etc.)
__ frequent constipation or diarrhea, or mixed during the same day or over a few days
__ difficulty with potty training; does not seem to know when he/she has to go (i.e., cannot feel the necessary sensation that bowel or bladder are full
__ unable to regulate thirst; always thirsty, never thirsty, or oscillates back and forth
__ unable to regulate hunger; eats all the time, won't eat at all, unable to feel full/hungry
__ unable to regulate appetite; has little to no appetite and/or will be "starving" one minute then full two bites later, then back to hungry again (prone to eating disorders and/or failure to thrive)
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