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Introduction to Sensory Processing
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-Sensory Processing Foundation
Sensory Integration Sensory processing (sometimes called "sensory integration" or SI) is a term that refers to the way the nervous system receives messages from the senses and turns them into appropriate motor and behavioral responses. -Sensory Processing Foundation
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SENSORY PROCESSING Neurological processes by which our bodies perceive, organize, manage and respond to sensory stimuli. HEARING SIGHT SMELL VESTIBULAR PROPRIOCEPTIVE TASTE TOUCH
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the act or power of sensing with the eyes; sight
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the faculty or sense by which sound is perceived
HEARING the faculty or sense by which sound is perceived
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SMELL to perceive the odor or scent of through the nose by means of the olfactory nerves
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to come into contact with and perceive (something)
TOUCH to come into contact with and perceive (something)
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to sense the flavor of (something that you are eating or drinking)
TASTE to sense the flavor of (something that you are eating or drinking)
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the perception of body position and movement
VESTIBULAR the perception of body position and movement
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PROPRIOCEPTION the body’s ability to process information received from muscles and joints
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SENSORY PROCESSING DISORDER
Sensory Processing Disorder (SPD, formerly known as "sensory integration dysfunction") is a condition that exists when sensory signals don't get organized into appropriate responses. -Sensory Processing Foundation
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Effects of Sensory Dysregulation
Cognitive counter-space full and impedes ability to learn Disrupted sleep Unable to plan and organize what to do to be productive and behave appropriately Inefficient motor, language, or emotional output Self-stimulatory behavior
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VISUAL TRIPS OR FALLS BLINKS OR SQUINTS EYES PEERS FROM ONE EYE
DISTRACTED BY VISUAL STIMULI
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AUDITORY SENSITIVE TO SOUNDS MAKES UNUSUAL OR LOUD NOISES
DISTRACTED BY BACKGROUND NOISE COVERS EARS
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ADVERSION TO ODORS SMELLS ITEMS
OLFACTORY ADVERSION TO ODORS SMELLS ITEMS
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TACTILE DELAYED OR LACK OF PAIN HITS OTHERS
DISLIKES OR OVERINDULGES IN TEXTURES REMOVES CLOTHING DROPS OBJECTS TOUCHES THE WALL/LEANS MOUTHS OBJECTS PICKY EATER MESSY EATER DIRTY MOUTH SEEKS OUT HUGS
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ORAL MOTOR GUSTATORY BITES SELF OR OTHERS PICKY EATER OVERSTUFFS MOUTH
MOUTHS OBJECTS MESSY EATER
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VESTIBULAR FALLS OUT OF CHAIR EXCESSIVE OR FAST MOVEMENTS
ROCKS OR LUNGES BANGS HEADS SPINS SELF
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PROPRIOCEPTIVE HITS, TOUCHES, OR BITES OTHERS DROPS OBJECTS
BREAKS TOYS FALLS OUT OF CHAIR PREFERS TIGHT SPACES TRIPS OR FALLS SEEKS HUGS SELF INJURIOUS ROCKS OR LUNGES
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Cindy Lee, M.S. Ed
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Strategies to Manage Sensory Interference
DO Allow the student to initiate actions that may elicit a negative reaction. Teach the student a way to signal express the need for a break. Plan activities or transitions that incorporate sensory input. Provide an appropriate replacement behavior when you observe self-stimulatory behaviors. DON’T Always avoid exposure to noxious stimuli. Force a student to “tolerate” noxious stimuli. Assume what constitutes “fun”. Communicate what “NOT” to do as the only option.
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OCCUPATIONAL THERAPY Julie Huckabee, OTR/L huckabeejc@spart6.org
Mary Beth Bright, OTR/L Marci Bowen, COTA/L Vonda Bates, COTA/L District 6 Child Development Center 3050 North Blackstock Rd Spartanburg, SC
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