What Is Sensory Processing Disorder Affect Learning?

Sensory perceptual issues are not part of the diagnostic criteria for autistic spectrum conditions. They are often overlooked and the difficulties they cause are attributed to other aspects of an individual’s autism. However, sensory sensitivity is an integral part of the lives of most people on the autistic spectrum and can have a profound effect on the individual and on those around them. Because of this it is very important to try to understand the sensory world of each individual with an autistic spectrum condition, however difficult this may be for a ‘neuro typical’ person. Wherever possible, it is important to get a sensory assessment, ideally carried out by a specialist.

Mastering social skills and interaction is a challenge for children living with autism. Autistic children often do not play with other children. Part of this is noticed during the early developmental stages of childhood. Autistic children are often referred as off in a world of their own, unaware of people or events around them. Children with autism have difficulties in verbal and with non-verbal communication, social interactions and leisure activities. Autistic children have sensory disorders that affect how they interact with objects and people around them. They possibly will experience sensitivities in the five senses of sight, hearing, touch, taste and smell. “Many children with autism have unusual sensitivities to sounds, sights, touch, taste and smells. High-pitched intermittent sounds, such as fire alarm or school bells, may be painful to these children. Scratchy fabrics and clothing tags may also be intolerable, and some children have visual sensitivities to the flickering of fluorescent lights (autism-society).” The lack of social skills can create behaviors in autistic children.

This chapter reviews research collected that is related to the phenomenon of sensory processing disorder. The growing number of sensory processing deficits reported, as well as the frequency in which therapists use sensory based interventions requires a more complete understanding of the intricacies of evidence supporting the use of sensory based interventions. Each of the six studies reviewed in this chapter varies in rigor, design, and construct definition thus producing mixed results. The information is a microcosm of the current landscape of research related to sensory processing disorder.

Animal-assisted interventions can also be integrated into existing models of treatment for ASD by using animals for components that traditionally target sensory and affective arousal (Berry et al., 2013). The Denver Model is a therapy technique used by occupational therapists that integrates applied behavioral analysis with treatments to target developmental and relationship deficits, which also includes interventions to treat sensory issues. They suggest that therapy dogs are suitable for integration in this model because they provide a multisensory stimulus that incorporates an emotional bond and a sensory experience. The authors also recognize that because of the variances in symptoms of children diagnosed with ASD, highly individualized treatment programs must be created to accommodate multiple levels of sensory sensitivity. More research is needed to determine how children with different levels of sensory sensitivity respond to different animal therapies, potentially though using a comparative study. Perhaps children who are hypersensitive would respond better to an intervention with a dog, rather than a horse. Overall, available research indicates that therapy dogs are also a potential method for providing sensory experiences for children with

A. Jean Ayres. Ayres’ was an occupational therapist that was responsible for the foundation and practice of sensory integration theory (W&S). Sensory integration theory is used to explain behavior, plan intervention, and predict how behavior will change through intervention (Roley et al., 2007). Ayres’ focus was on the organization of the central nervous system and how it was involved in the process of children using sensory information. Ayres’ theory of sensory integration describes how the neurological process relates to the recognition and organization of sensation from the body and environment (Devlin et al., 2010). This disorganization can lead to problems with learning, development, and behavior and also has a negative impact on occupational performance. In relation to the topic of Wilbargers’ DPPT, the focus of the articles collected was related to theoretical research on one particular sensory modulation problem defined by Ayres: tactile defensiveness. Tactile defensiveness is exhibited through the negative influence of touch avoidance symptoms (Moore & Henry, 2002). The aim of the Wilbargers’ DPPT is to utilize the connection between the client’s tactile sensation through the skin and nervous system to improve and normalize the sensation of

Many people can agree that working with children is rewarding. And yet, sometimes the education system tends to be overlooked for those with a disadvantage. Unfortunately, according to one source “Up to 15% of school-age children are believed to have sensory challenges, and at least 40% of individuals with developmental disabilities and 80% of those with autism are affected” (Research opportunities, 2014, p. 244). With that being said, some schools or Occupational therapy school-based consultation (OTSBC), have incorporated Occupational therapy in their facilities to help their students develop and succeed in life. This is great news for children with disabilities whether it be a sensory processing disorder (SPD), birth defect or a physical/mental

It also includes restricted repetitive behaviors, interests and activities. These issues cause significant impairment in social, occupational and other areas of functioning.” (Mayo Clinic Staff, 2014) Also, individuals with ASD may be susceptible for sensory overload. Since communication and interactions with others is a necessity in schools, students with Autism need assistance in coping with this disorder. Methods of intervention will be discussed in the paper. One of those methods is the use of

This section also discusses the theoretical rationale and key components of the sensory diet. The impact of SPD on children’s participation in classroom activities and the development will be discussed using the Occupational Adaptation theory (Schkade & Schultz, 1992; Schultz & Schkade, 1992).

We know that young children are oriented toward sensory experiences. Sensory play also contributes in crucial ways to brain development. Think of it as “food for the brain.” Stimulating the senses, sends signals to children’s brains that help to strengthen neural pathways important for all types of learning. Sensory play helps children with Lowe syndrome or visual impairment to explore the world around them.

In July 2015, Carina Storrs of CNN reported on a research study that suggested that children who have been diagnosed with autism spectrum disorder (ASD) might not just have social and mental deficiencies, but they may also have olfactory deficiencies as well. The experiment was performed at the Weizmann institute of Science in Israel, and involved observing how long a child took to smell an object. For pleasant-smelling objects, such as flowers or shampoo, normal children took a longer smell, while unsavory smelling objects, such as rotten food, took shorter smells. However ASD children showed no variation in breathing in different aromas, indicating that they could not noticeably distinguish between the different smells. The article quoted Liron Rozenkrantz, a doctoral student at the Weizmann Institute of Science and the lead author of the research study. Rozenkrantz makes the claim that, as an olfactory test is nonverbal, it could be useful in early diagnosis of ASD in newborns (Storrs 2015). Paul Wang, the senior vice president and head of medical research for the ASD advocacy organization Autism Speaks was also quoted, and expressed an interest in further research before pushing for olfactory symptoms as part of the diagnosis of ASD (Storrs 2015).

Sensory integration (SID), modulation (SMD), or as it is most commonly known as sensory processing disorders (SPD), is a dysfunction in how the nervous system obtains information from the senses and turns them into inappropriate responses that interfere with daily activities. As of 2013, up to three million children were said to be affected with SPD. However the American Psychiatric Association (APA) has yet to include SPD into the Diagnostic and Statistical Manual of Mental Disorders (DSM-5). APA “argued that sensory problems are likely to be symptoms of other recognized development disorders, such as autism, attention-deficit/hyperactivity

Senses play a vital role in our lives. The five senses we take for granted, taste, sight, hearing, touch, and smell. What is simple for us, can be overwhelming to those with autism. In this week study we learned about (SPD) Sensory Process Disorder. “Difficulty in the way the brain takes in organizes and use sensory information, causing a person to have problems interacting effectively in the environment” (Kranowitz, 2005). A child with SPD have problems with processing information. When consulting with the family, there are many ways to accommodate a child’s sensory issue needs for the home. First we must create a safe and welcoming environment. We must make the house safe, removing all objects and items that will cause hurt and harm. Somethings

Research suggests that behavioral difficulties in children are associated with dysfunctions in sensory processing (Ayres, 1991). Students who display behavioral difficulties have common characteristics that may indicate a specific sensory processing profile. For example, sensation-seeking students may attempt to touch their peers more often, have active mobility, and may want to observe everything in the classroom (Thompson, & Raisor, 2013). One suggestion to address these interfering behaviors is sensory integration, which is defined as the organization of sensation for use (Ayres, 1979). There have been several decades of research on the theory of sensory integration. However, research on how to incorporate sensory integration in classrooms

Four year olds are still very much learning through the use of their senses (Blaustein, 2005). As well, some children may have special needs concerning sensory processing and integration (Ayers, 1994). Children with sensory processing disorders range from over-responsive, under-responsive, to sensory craving (Ayers, 1994). Nonetheless, every person encounters a plethora of sensory stimuli each day and must take in information and integrate it with prior knowledge to make meaningful responses (Ayers, 1994). Multisensory centers provide young children with and without special needs with the opportunity to seek out sensory stimulation, acquire sensory integration and motor skills, learn coping skills, and understand basic scientific concepts (Blaustein, 2005).

I can recall my first experience getting burned, my Mom was baking a cake and she told me the oven was hot. I responded “hot?”,” yes very hot, so be careful near the oven or you can get burned.” Well I waited until she left the kitchen and I reached over and pulled opened the oven door. My face was very close and I could feel the heated air bellow into my personal space, “Whoa that’s what hot is!” I thought to myself. Looking back, this was a firsthand learning experience taught to me by my senses, this scenario perfectly describes the way children learn the senses enhance play, they are natures ultimate teacher. In the document “The Importance of Sensory Experience for Learning: Jean Piaget’s Theory of Intellectual Development” It gives the reader a quick understanding of Piaget’s understanding of children and their important use of senses. It is described as the foundation of learning and this learning style guides infants into adulthood. This learning style takes input and stores those experiences in the brain, whether it be smell, taste, touch or even emotion. The brain uses this information to assimilate, or understand the information it is receiving. As children grow this process becomes acquainted with accommodation, this is the process of forming new pieces of information with old pieces and connecting those to create ideas and thinking patterns, to begin to attribute and label all of what is being received via senses. Once accommodation begins adaptation joins the