Sensory Processing Disorders and Executive Function

1. Sensory Processing Disordersand Executive Function Presented by Doreit S. Bialer, MA,OTR/L December 8,2008

4. The Sensory IntegrationContinuum ADHD PDD Asperger Autism Tourettes OCD RD <MILD_________________________________SEVERE> Who Has Sensory Processing Disorder? K.Dorfman, MS,LN,LD 2004

5. Sensory Processing • The ability to take in, sort, interpret, organize sensory information from internal and external Sensory Systems • Vestibular(movement and gravity • Tactile • Proprioceptive(heavy work, input to mm. And joints • Auditory( hearing) • Visual(sight) • Olfactory/Gustation

6. Efficient Sensory Processing Develops • Awareness of body in space • Feeling safe • Ability to discriminate, prioritize, filter ,organize and integrate incoming sensory input

7. Responsiveness • The way you respond to the demands in your life • 1. Hyper-responsive (overresponsive) • 2. Hypo-responsive (underresponsive) Sensory Seeking-high neurological threshold, Sensory Avoiding-low neurological threshold, Sensory Sensitivity-low neurological threshold

8. Sensory Processing Disorder • Diag.1

13. Sensory Processing vs. Executive Function Sensory Processing Executive Function Set of conscious,mental processes that help us connect past experiences with present actions. We use executive functions when we plan, organize, strategize and pay attention to remembering details. Important for decision making, planning and strategies in goal directed behaviors, furture planning. • Occurs without conscious thought or effort Involves taking in, integrating, organizing, storing information from internal and external senses. • Important for giving us a sense of our body in space and feeling safe

14. Sensory Processing vs. Executive Functions Sensory processing Executive Functions Higher level process which involves the ability to start/stop actions,change behavior,plan future behavior when faced with novel tasks. Involves frontal lobe, limbic system, ANS functions attention, memory and motor skills. • Gives us the ability to analyze and integrate sensory information. Gives us perception of texture,firmness, shape, position,location, quantity and quality of sensory stimuli. • Involves sensory motor cortex, occipital, temporal lobe, limbic system, and ANS

15. Skills in Executive Functioning Skill Definition Holding on to facts, accessing facts stored in memory Getting started;paying attention, finishing work Tolerate frustration,thinking before speaking or acting Self talk, controlled behavior Problem Solving • Working memory/recall • Activation,arousal,effort • Controlling emotions • Internalizing language • Taking an issue apart, analyzing the pieces, organizing it

16. Dyspraxia • Difficulty in conceiving, planning, organizing and executing motor skills in an efficient manner. • Poor generalization to novel skills • ADHD vs. SPD

17. Praxis ComponentsInvolves Executive Functions and SP Example- Driving a car- Am I driving like I should be??? • Sensory Components, involves multisensory interaction, providing feedback about where you are in space, how much pressure to use on steering wheel, brakes, • Sequencing- directional signals, order in which things must be done • Working memory, address and destination • Activiation, arousal • Controlling emotions- road rage?

19. Stragies to use: Include:Heavy work, Calming techniques,Changing levels of Alertness (Arousal), organizational Strategies

20. Promoting Arousal states through Foods

21. Changing How Alert You Feel 1.Put something in your mouth - Gum, crunchy foods ,chewy foods, sour foods ,drink from a straw, deep breathing 2.Move (Before you need to concentrate) Isometrics ,walking - shake heads, neck rolls yoga, exercise 3.Touch- Hold and fidget with something ,wash hands with cool water 4.Look- Bright lights, dim lights, clear off table,read, look at pictures, darken room 5.Listen-classical music, hard rock, jazz

22. Examples of Heavy Work Activities • wiping off the blackboard and cleaning off the desks • Sweeping/mopping/vacuuming/digging • Isometric exercise • Pushing a weighted cart • Carrying heavy books • Playing sports • Weight bearing postures

23. 20 Ways to Calm a Child • Soften lights, • Bring child to a less busy room • Have child face a simple wall • Have a “chill out space or relaxation space always available • Temperature • Repeat affirmation, “I will be OK” • Dampen extraneous noise/ headphones • Have child straddle a chair backwards, chest on back support of chair • Firm pressure on shoulders • Firm back rub( If feasible) • Rocking chairs, bean bag chairs • Trampoline/ if not available jump up and down 10 times • Wall or chair push ups • Offer something to suck on, like a hard candy, or snack size applesauce, pudding or yogurt to eat through a straw • Crunchy foods can calm, goldfish crackers, pretzel rods or carrot sticks. • Deep breathing…ahhhh • Have the child blow bubbles • Chew bubble gum • Provide,soft,slow, rhythmic humming, song or music ( no words) or metronome.

24. Strategies to Help General strategies • Take step by step approaches to work, rely on visual organizational aids • Use tools like organizers,computers, watches with alarms • Prepare visual schedules and review them several times a day • Ask for written directions with oral directions whenever possible • Plan and structure transition times and shifts in actitivites

25. Managing Time • Create checklists and “to do” lists, estimating how long tasks will take to complete • Break long assignments into chunks • Use visual; calenders to keep track of long term assignments,due dates, activities • Use management software such as Franklyn Day Planner, Palm Pilot or Lotus • Be sure to write the due date on top of each assignment

26. Manage Space and Materials • Organize work space • Minimize clutter • Consider having separate work areas with complete sets of supplies for different activities • Schedule a weekly time to clean and organize the work space

27. Managing Work • Make a checklist for getting through assignments for ex. Get out paper, put name and date, read directions, etc. • Meet with the teacher on a regular basis to review work, trouble shoot any problems

28. Bottom Line • The brain continues to mature and develop connections well into adulthood. A prson’s executive functions are shaped by both physical changes in the brain and by life experiences, classroom and in the world by large. Strategies are very helpful in developing better organization and efficiency skills essential for SP and EF.