ࡱ>  Ibjbj 4t?  QQQQQeee8dLeEM(uuuu$!PQQQuu'QuQuuP$e$0E!!<!QE! :  Disability Categories > Activities: Autism Individuals who are diagnosed with autism spectrum disorders experience a variety of sensory issues when dealing with their environment. This can have a tremendous impact on a students ability to relate to not only his peers, but also to his school environment. Read the following information and complete the activity noted to help you learn about the impact of processing of sensory information in our everyday lives. Background on Using Sensory Information People obtain information from the environment by looking, listening, touching, tasting, and smelling. This information is detected by a specific sensory organ that is dedicated to each sense. What people see, what they hear, how they feel, what they taste, and what they smell are influenced by many factors. The same information gathered in one experience can be perceived differently by each individual. This sensory information helps each individual to determine what is pleasant, preferred, or necessary to their well being as well as what is aversive, optional or unnecessary. The sensory information can reveal what behaviors need to be done to achieve more comfort, greater security, or decreased threat. The process of acknowledging sensory information and responding to it often happens incidentally, without the full attention of the individual. For example, if a person feels stiffness from sitting too long, she may think of a number of options to alleviate her discomfort or she can rely on the memories of what she has previously learned to do that worked or solved the problem. What she chooses to do may depend on how important or aversive the sensation (pain) is to her. For instance, she could ignore the pain and continue with what she is doing. She could do some stretches or exercises in her chair. She might go for a short walk or rub the affected area. She might even ask someone else what he or she would do. In most instances, she would respond to the discomfort without interrupting her attention and effort on her work. Family members and caretakers begin observing and learning about infants responses to sensory information immediately after birth. To help newborns adapt to their environments, people have played recordings of womb sounds or classical music. They have wrapped the babies in blankets, rocked the babies, and taken them for walks or for drives all in attempts to make the infants comfortable. The adults may first try the remedies that they have used previously or that they remember experiencing. If the known remedies are not successful, they may try many other ways to help the babies achieve comfort. Generally, as infants develop, they are exposed to and become aware of an increasing number of experiences. With each change, family members and caretakers expect the babies to respond in some way to the new experiences and to learn how to react to the new information. Some children demonstrate strong responses to certain stimuli. The amount and type of stimuli that affect the children so strongly vary widely. The stimuli could be visual, auditory, gustatory (taste), tactile (touch), olfactory (smell), or vestibular (movement). The responses these children demonstrate range from total absorption in the stimuli to the exclusion of all else, to tolerating the stimuli without noticeable response, to total rejection and aversion. There are times when the responses the children have to specific stimuli have adverse effects on their education.The family members and the teaching staff may complete a checklist or gather data in some way about what triggers their responses, what the responses are, and what methods the family members and teachers have tried. This informationcan be used byoccupational therapists that are trained in sensory development. The team can then beginto work out plans to help the children and those who care for the children recognize, anticipate, and overcome their strong responses. Autism Activity One: Thinking About Sensory Processing Activity One: Make copies of the checklist on the following pages to present to each member of the class. Ask each student to read over the checklist and indicate in the first blank if the description is true for them. In the second blank, the item should be rated from 0 for never to 5 for always. As the students finish their checklists, divide the class into pairs and ask the students to compare lists. Ask the students to discuss what they do to avoid the items marked with 5s. Adolescent and Adult Sensory Processing Checklist Please use this Adolescent and Adult Sensory Processing checklist as a guide only. This is NOT meant to officially diagnose a Sensory Processing Disorder. It should be used ONLY to indicate the "red flags" that may warrant attention; i.e., further observation, evaluation and/or treatment. It can also be used as part of the questionnaire and history gathering process during an evaluation by an OT qualified to diagnose and treat adults with Sensory Processing Disorder. 1. Check off the following "behaviors" and sensory preferences if they are a part of YOUR life, and rate how often each applies to you, on a scale of 0-5 ("0" being NEVER, "5" being ALWAYS). ADOLESCENT AND ADULT SENSORY PROCESSING CHECKLIST SENSORY MODULATION: __ __ bothered by clothes; certain materials, tags, seams, pantyhose, ties, belts, turtlenecks, have to wear shorts, skirts, or pants exclusively, etc. __ __ bothered by "light touch"; someone lightly touching/rubbing your hand, face, leg or back __ __ excessively ticklish __ __ distressed by others touching you; would rather be the toucher than the touchee, difficulty "snuggling" with your partner __ __ have to fidget and "fiddle" with things all the time; change in your pocket, your keys, a pen/pencil, paper clip, rubber band, ANYTHING within reach __ __ often touching and twisting your own hair __ __ very sensitive to pain, especially as compared to others __ __ don't seem to notice pain; get shots/cuts/bruises and hardly feel a thing __ __ dislike the feeling of showers or getting splashed __ __ difficulty going to the beach; the sand blowing on your skin or getting on your body __ __ avoid touching anything "messy"; if you do, you have to go wash your hands right away and/or only touch it with your fingertips __ __ cannot wear new or "stiff" clothes that have not been washed or soaked in fabric softener __ __ hate to be barefoot or hate to wear shoes and/or socks __ __ frequently get car sickness, air sickness, and/or motion sickness __ __ a thrill seeker; loves fast and/or dangerous rides, leisure activities, and sports __ __ difficulty riding on elevators, escalators, or moving sidewalks __ __ avoid amusement park rides that spin or go upside down __ __ seek out fast, spinning, and/or upside down carnival rides __ __ will often rock or sway body back and forth while seated or standing still __ __ frequently tips chair on back two legs __ __ restless when sitting through a lecture, presentation, or movie __ __ constantly chews on ends of pens and pencils __ __ smokes cigarettes __ __ difficulty eating foods with mixed textures, or one particular texture __ __ prefer foods with very strong tastes and flavors __ __ prefer very bland foods, dislike anything spicy __ __ has a diagnosed eating disorder or has major eating "sensitivities" __ __ constantly biting nails or fingers __ __ bites lips or inside of cheeks __ __ frequently shake your leg while sitting or falling asleep __ __ love to sleep with multiple or heavy blankets on top of you __ __ seek out crashing and "squishing" activities __ __ cracks knuckles often __ __ loves crunchy foods (popcorn, carrots, chips, nuts, pretzels, etc.) __ __ frequently have gum or hard candy in your mouth __ __ has an "endless" supply of air fresheners, scented candles, odor masking sprays, etc. __ __ becomes nauseated or gags from certain cooking, cleaning, perfume, public restroom, or bodily odors __ __ identifies objects by smell, have to smell everything, judge whether you like something or someone by smell __ __ becomes over stimulated / over aroused when people come to the house or in crowded places __ __ very high or very low energy level __ __ avoids crowds and plans errands at times when there will be fewer people __ __ overly exited/aroused in group settings __ __ hides or disappears when guests come over __ __ substance abuse __ __ drinks excessive amounts of coffee or caffeinated beverages __ __ notice and bothered by noises other people do not seem bothered by... clocks, refrigerators, fans, people talking, outdoor construction, etc. __ __ sensitive to loud sounds or commotion __ __ easily distracted by auditory or visual stimuli __ __ cannot attend certain public events or places due to excessive noise SENSORY DISCRIMINATION: __ __ can't identify objects by feel if your eyes are closed __ __ difficulty finding things in your purse or pocket without looking __ __ don't seem to notice if your hands or face are dirty __ __ bothered by hands or face being dirty __ __ loves to touch and be touched, has to touch everything __ __ have a hard time feeling where a bug has bitten you or whether you are being bitten __ __ difficulty heating food to the correct temperature, feeling if it is too hot or too cold __ __ difficulty locating items in a cupboard, drawer, in your closet, or on a grocery shelf __ __ difficulty with recognizing/interpreting/following traffic signs __ __ difficulty judging distances about where your car is in relation to other cars, in parking spaces, or near a curb (fail miserably at parallel parking!!) __ __ difficulty merging into oncoming traffic on road, rotary, or highway __ __ get disoriented and/or lost easily in stores, buildings, hiking, etc. __ __ can't sleep if room isn't completely dark __ __ fearful of heights __ __ difficulty concentrating on or watching a movie or TV show when there is background noise or distractions __ __ difficulty remembering or understanding what is said to you __ __ difficulty following directions if given two or three at one time __ __ cannot complete concentrated tasks if noises present __ __ sensitive or over reacts, to sirens, dogs barking, vacuum cleaners, blenders, or other sudden/loud sounds __ __ talks too loud or too soft __ __ lethargic, hard to get going, appears "lazy" and unmotivated __ __ become engrossed in one single activity for a long time and seem to tune out the rest of the environment __ __ spend hours at a time on fantasy or video games and activities __ __ great difficulty settling body down for sleep or waking up in the morning (did you even hear the alarm that has been going off for 15 minutes?) __ __ has difficulty licking an ice cream cone neatly __ __ difficulty with speech and annunciation __ __ bumps into things frequently __ __ often pushes too hard on objects, accidentally breaking them __ __ difficulty judging how much pressure to apply when doing tasks or picking something up __ __ difficulty identifying which key on your ring belongs to what __ __ numbers and letters often reversed or backwards __ __ difficulty telling time on an analogue clock __ __ difficulty reading and understanding a map, bus schedule, directions __ __ difficulty organizing and grouping things by categories, similarities, and/or differences __ __ can't seem to find words in word search puzzles __ __ unable to identify foods that have gone bad by smell __ __ difficulty being able to smell dangerous smells, i.e., smoke, noxious/hazardous solvents __ __ difficulty being able to smell when something is burning on the stove or in the oven __ __ difficulty distinguishing different tastes and/or flavors of food and/or drink items SENSORY-BASED MOTOR SKILLS: __ __ difficulty learning to ride a bike or other "moving" equipment __ __ clumsy, uncoordinated and accident prone __ __ difficulty walking on uneven surfaces __ __ difficulty with fine motor tasks such as buttoning, zipping, tying, knitting, sewing, playing games with small parts, closing zip loc bags __ __ confuses right and left sides __ __ prefers sedentary tasks, avoiding sports or physical activities __ __ difficulty with handwriting; hard to read, takes a long time to write __ __ frequently bumps into people and things __ __ easily fatigued with physical tasks __ __ frequently misses when putting objects on a table __ __ messy eater, difficulty with eating utensils, spills and drops food __ __ knocks drinks or other things over when reaching for them __ __ frequently drops items __ __ has to talk self through tasks __ __ hums or vocalizes while concentrating on a task __ __ significant difficulty learning to tie a tie __ __ difficulty with motor tasks requiring several steps __ __ difficulty lining up numbers correctly for math problems and/or balancing a checkbook __ __ difficulty learning new motor tasks...a new dance, sport or exercise activity, how to drive __ __ lose balance frequently __ __ significant difficulty learning to type the "proper" way SOCIAL / EMOTIONAL: __ __ dislikes changes in plans or routines, needs structure __ __ may be described as "stubborn", "defiant", or "uncooperative" __ __ cries easily, over things others usually don't, very "emotional" and "sensitive" __ __ can't seem to finish anything __ __ difficulty making decisions __ __ rigid and controlling __ __ prefers solitary activities, avoids groups __ __ impatient and/or impulsive __ __ difficulty with social cues and non verbal language __ __ difficulty with authority figures __ __ trouble relating to and socializing with peers and colleagues __ __ a "sore loser" __ __ strong feelings of anger or rage __ __ easily frustrated __ __ needs sameness and routines; needs to know what to expect __ __ have panic or anxiety attacks __ __ plagued by fears and/or phobias __ __ OCD-type qualities; can't let foods touch each other on your plate, have to wear clothes a certain way, will only do ____, repetitively does ____, can not do _____ without doing _____, has to have ____ like ____ __ __ distractible and unorganized __ __ hates surprises __ __ difficulty seeking out and maintaining relationships __ __ avoids eye contact Internal Regulation: __ __ difficulty falling asleep or getting on a sleep schedule __ __ heart rate speeds up, and won't slow down when at rest, or won't speed up for tasks that require a higher heart rate __ __ respiration too fast or slow for the appropriate state of arousal __ __ over or under sensitivity to bowel and bladder sensations __ __ over or under sensitivity to the sensation of hunger/appetite __ __ irregular, inconsistent bowel, bladder and appetite sensations __ __ difficulty with temperature regulation of body Adapted from materials HYPERLINK "../../../../../../delechten/Local Settings/Temporary Internet Files/Content.IE5/MOJYSZMG/Retrieved 2/20/09 from http:/www.sensory-processing-disorder.com/adult-SPD-checklist.html"Retrieved 2/20/09 from http://www.sensory-processing-disorder.com/adult-SPD-checklist.html Autism Activity Two: Thinking About Inclusion and Learning Disabilities: A Teacher's Guide Have students research and look for sensory processing disorders online and locate a checklist that will help them observe how individuals use sensory processing to explore their environment. We located one Sensory Processing Disorder Checklist: Signs and Symptoms of Dysfunction from HYPERLINK "http://www.sensory-processing-disorder.com/sensory-processing-disorder-checklist.html"http://www.sensory-processing-disorder.com/sensory-processing-disorder-checklist.html Have each student to think of a child/youth they know well. Next, have students to read over the checklist they have found or that the instructor has provided and check off the descriptions that are true for this particular child/youth. As the students finish their checklists, divide the class into pairs and ask the students to compare lists and identify what behaviors they have seen children or youth do to avoid the items marked.      Financial Support for Project IDEAL is provided by the Texas Council for Developmental Disabilities, with Federal funds* made available by the United States Department of Health and Human Services, Administration on Developmental Disabilities. *$599,247 (74%) DD funds; $218,725 (26%) non-federal resources The views contained herein do not necessarily reflect the position or policy of the funding agency[s]. 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