RE: Sensory Integration Dysfunction checklist--Visual input is included

January 19, 2008

My children are very hyposensitive in ALL areas and are VERY sensory seeking.

What all can be done for this? I have tried vitamin E and it has helped in many

ways but not the sensory seeking. We are changing brands of E and will see if

that helps but what else can help. We need help in this area because the

sensory seeking behaviour can be dangerous and we have to have all kinds of

gates up and worry about them waking up over night while we are still asleep.

Thank goodness they are still small and still in baby beds but we will need to

move them to big kid beds at some point.

trmckenna1 <trmckenna1@...> wrote:

http://www.sensory-processing-disorder.com/index.html

Sensory Processing Disorder Checklist: Signs And Symptoms Of

Dysfunction

The purpose of this sensory processing disorder checklist is to help

parents and professionals who interact with children become educated

about particular signs of sensory processing dysfunction.

It is not to be used as the absolute diagnostic criteria for labeling

children with sensory processing disorder. But rather, as an

educational tool and checklist for your own knowledge. Professionals

who can diagnose this disorder have their own tools in addition to

checklists to observe and test for sensory integration dysfunction.

As you go through this list, you may say,

" Wow, my child has so many of these characteristics/behaviors, he

must have a sensory processing disorder!! "

That MAY be true, and I want you to take it very seriously if you

find a host of these to be characteristic of your child. But, then

use this as a guide to speak with your doctor and an Occupational

Therapist so you can clearly explain why you think your child may

need help.

Or, you may go through the list and say,

" No big deal, so my child has some of these

behaviors/characteristics, doesn't every child? "

Well, this may be true too and your child's behavior may fluctuate

from day to day.

What we need to be concerned with is WHICH symptoms your child shows,

which category they are having difficulty with, how much it

interferes with their or other's lives and what kind of impact it is

having on their level of functioning. They may have a lot in one

category and none in another or some in all categories. This will

help target diagnosis and treatment.

Lastly, you may go through the list and say,

" Oh my gosh, that is what I have been dealing with my whole life " .

Then I say, I'm so sorry you never got the help you needed! Perhaps

we can start to work on it now.

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 untucked, 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, vascillating between the two;

overstimulated to understimulated, 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)

Dana

and Garrett, 3 years old SCD 1 1/2 years!!!!!

Celiac, ASD, Speech and Motor Apraxia, sensory processing disorder

---------------------------------

Never miss a thing. Make your homepage.

January 19, 2008

After reading through the checklist my son has more SID than I

originally thought--He had the sensory seeking behaviors and higher

doses of Omega 3 has really helped in that area. Here is an article

Dorfman wrote about Sensory Integration Dysfunction and

nutrition. Occupation Therapist that knows how to treat Sensory

Integration Dysfunction could also be helpful.

http://kellydorfman.com/images/SI%20for%20computer%20site.doc

Tina

http://www.sensory-

processing-disorder.com/index.html

>

> Sensory Processing Disorder Checklist: Signs And Symptoms Of

> Dysfunction

>

> The purpose of this sensory processing disorder checklist is to

help

> parents and professionals who interact with children become

educated

> about particular signs of sensory processing dysfunction.

>

> It is not to be used as the absolute diagnostic criteria for

labeling

> children with sensory processing disorder. But rather, as an

> educational tool and checklist for your own knowledge.

Professionals

> who can diagnose this disorder have their own tools in addition to

> checklists to observe and test for sensory integration dysfunction.

>

> As you go through this list, you may say,

>

> " Wow, my child has so many of these characteristics/behaviors, he

> must have a sensory processing disorder!! "

>

> That MAY be true, and I want you to take it very seriously if you

> find a host of these to be characteristic of your child. But, then

> use this as a guide to speak with your doctor and an Occupational

> Therapist so you can clearly explain why you think your child may

> need help.

>

> Or, you may go through the list and say,

>

> " No big deal, so my child has some of these

> behaviors/characteristics, doesn't every child? "

>

> Well, this may be true too and your child's behavior may fluctuate

> from day to day.

>

> What we need to be concerned with is WHICH symptoms your child

shows,

> which category they are having difficulty with, how much it

> interferes with their or other's lives and what kind of impact it

is

> having on their level of functioning. They may have a lot in one

> category and none in another or some in all categories. This will

> help target diagnosis and treatment.

>

> Lastly, you may go through the list and say,

>

> " Oh my gosh, that is what I have been dealing with my whole life " .

>

> Then I say, I'm so sorry you never got the help you needed! Perhaps

> we can start to work on it now.

>

> 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 untucked, 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, vascillating between the two;

> overstimulated to understimulated, 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)

>

> Dana

> and Garrett, 3 years old SCD 1 1/2 years!!!!!

> Celiac, ASD, Speech and Motor Apraxia, sensory processing disorder

>

> ---------------------------------

> Never miss a thing. Make your homepage.

>

January 19, 2008

Have you read The Out-of-Sync Child and The Out-of-Sync Child at Play? Check on

Amazon - I know you can purchase it there but I also just saw them at (gasp!)

and Noble (a real store!). There are also many other books that deal

with sensory integration dysfunction - I just picked one up - The Everything

Parent's Guide to Sensory Integration Dysfunction - that has a lot of practical

ideas both for at home and in the school system, as well as therapeutic

suggestions. Are you seeing an OT or PT? They can offer many, many suggestions

for at home. I would offer some to you but you do not say what types of

behaviors your kids have and what they are hypo/hypersensitive to.

'

I've been dealing with sensory integration dysfunction with Josh since he was

born - he's 91/2 now. If you want to contact me offline, that's fine.

Sherry and Josh

dana pope <danamichellepope@...> wrote:

My children are very hyposensitive in ALL areas and are VERY sensory

seeking. What all can be done for this? I have tried vitamin E and it has helped

in many ways but not the sensory seeking. We are changing brands of E and will

see if that helps but what else can help. We need help in this area because the

sensory seeking behaviour can be dangerous and we have to have all kinds of

gates up and worry about them waking up over night while we are still asleep.

Thank goodness they are still small and still in baby beds but we will need to

move them to big kid beds at some point.

trmckenna1 <trmckenna1@...> wrote:

http://www.sensory-processing-disorder.com/index.html

Sensory Processing Disorder Checklist: Signs And Symptoms Of

Dysfunction

The purpose of this sensory processing disorder checklist is to help

parents and professionals who interact with children become educated

about particular signs of sensory processing dysfunction.

It is not to be used as the absolute diagnostic criteria for labeling

children with sensory processing disorder. But rather, as an

educational tool and checklist for your own knowledge. Professionals

who can diagnose this disorder have their own tools in addition to

checklists to observe and test for sensory integration dysfunction.

As you go through this list, you may say,

" Wow, my child has so many of these characteristics/behaviors, he

must have a sensory processing disorder!! "

That MAY be true, and I want you to take it very seriously if you

find a host of these to be characteristic of your child. But, then

use this as a guide to speak with your doctor and an Occupational

Therapist so you can clearly explain why you think your child may

need help.

Or, you may go through the list and say,

" No big deal, so my child has some of these

behaviors/characteristics, doesn't every child? "

Well, this may be true too and your child's behavior may fluctuate

from day to day.

What we need to be concerned with is WHICH symptoms your child shows,

which category they are having difficulty with, how much it

interferes with their or other's lives and what kind of impact it is

having on their level of functioning. They may have a lot in one

category and none in another or some in all categories. This will

help target diagnosis and treatment.

Lastly, you may go through the list and say,

" Oh my gosh, that is what I have been dealing with my whole life " .

Then I say, I'm so sorry you never got the help you needed! Perhaps

we can start to work on it now.

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 untucked, 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, vascillating between the two;

overstimulated to understimulated, 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)

Dana

and Garrett, 3 years old SCD 1 1/2 years!!!!!

Celiac, ASD, Speech and Motor Apraxia, sensory processing disorder

---------------------------------

Never miss a thing. Make your homepage.

January 19, 2008

I highly reccommend the Out - of - Sync Child. Great book!

Re: [ ] Sensory Integration Dysfunction

checklist--Visual input is included

Have you read The Out-of-Sync Child and The Out-of-Sync Child at Play? Check

on Amazon - I know you can purchase it there but I also just saw them at

(gasp!) and Noble (a real store!). There are also many other books

that deal with sensory integration dysfunction - I just picked one up - The

Everything Parent's Guide to Sensory Integration Dysfunction - that has a

lot of practical ideas both for at home and in the school system, as well as

therapeutic suggestions. Are you seeing an OT or PT? They can offer many,

many suggestions for at home. I would offer some to you but you do not say

what types of behaviors your kids have and what they are hypo/hypersensitive

to.

'

I've been dealing with sensory integration dysfunction with Josh since he

was born - he's 91/2 now. If you want to contact me offline, that's fine.

Sherry and Josh

dana pope <danamichellepope@ <mailto:danamichellepope%40>

> wrote:

My children are very hyposensitive in ALL areas and are VERY sensory

seeking. What all can be done for this? I have tried vitamin E and it has

helped in many ways but not the sensory seeking. We are changing brands of E

and will see if that helps but what else can help. We need help in this area

because the sensory seeking behaviour can be dangerous and we have to have

all kinds of gates up and worry about them waking up over night while we are

still asleep. Thank goodness they are still small and still in baby beds but

we will need to move them to big kid beds at some point.

trmckenna1 <trmckenna1 (DOT) <mailto:trmckenna1%40> com> wrote:

http://www.sensory- <http://www.sensory-processing-disorder.com/index.html>

processing-disorder.com/index.html

Sensory Processing Disorder Checklist: Signs And Symptoms Of

Dysfunction

The purpose of this sensory processing disorder checklist is to help

parents and professionals who interact with children become educated

about particular signs of sensory processing dysfunction.

It is not to be used as the absolute diagnostic criteria for labeling

children with sensory processing disorder. But rather, as an

educational tool and checklist for your own knowledge. Professionals

who can diagnose this disorder have their own tools in addition to

checklists to observe and test for sensory integration dysfunction.

As you go through this list, you may say,

" Wow, my child has so many of these characteristics/behaviors, he

must have a sensory processing disorder!! "

That MAY be true, and I want you to take it very seriously if you

find a host of these to be characteristic of your child. But, then

use this as a guide to speak with your doctor and an Occupational

Therapist so you can clearly explain why you think your child may

need help.

Or, you may go through the list and say,

" No big deal, so my child has some of these

behaviors/characteristics, doesn't every child? "

Well, this may be true too and your child's behavior may fluctuate

from day to day.

What we need to be concerned with is WHICH symptoms your child shows,

which category they are having difficulty with, how much it

interferes with their or other's lives and what kind of impact it is

having on their level of functioning. They may have a lot in one

category and none in another or some in all categories. This will

help target diagnosis and treatment.

Lastly, you may go through the list and say,

" Oh my gosh, that is what I have been dealing with my whole life " .

Then I say, I'm so sorry you never got the help you needed! Perhaps

we can start to work on it now.

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 untucked, 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

----------------------------------------------------------

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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, vascillating between the two;

overstimulated to understimulated, 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)

Dana

and Garrett, 3 years old SCD 1 1/2 years!!!!!

Celiac, ASD, Speech and Motor Apraxia, sensory processing disorder

---------------------------------

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RE: Sensory Integration Dysfunction checklist--Visual input is included

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