narpaa e-class module 7 - sensory issues in autism
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MODULE SEVEN
SENSORY ISSUESIN AUTISM
www.narpaa.org
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SENSORY ISSUES IN AUTISM
As a result of completion of this module, theparticipant will be able to:
Identify the different sources of sensoryinformation. Explain the impact of different sensory
challenges for people with Autism.
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SENSORY ISSUES
People with Autism Spectrum Disorder
can have trouble effectively processinginformation that comes into the brainthrough the senses (sight, hearing,touch, etc.). This can interfere with theability to understand and interpret whatis in the environment around them
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SENSORY SYSTEMS
We will focus on five known senses:
Tactile (Touch) Visual (Sight) Auditory (Hearing)
Gustatory (Taste) Olfactory (Smell)
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SENSORY SYSTEMS
We will also look at two lesser-known senses: Proprioception: The sense that tells the bodys joints
and muscle groups how to react, move smoothly,
and tells the body where it is in space. Vestibular: The sense of balance involved with theinner ear that stabilizes visual fields when the headmoves and maintains equilibrium. Difficulty inprocessing information as it comes into the brainaffects the ability to form appropriate motorresponses.
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SENSORY CHALLENGES
Sensory challenges may show themselves differently ineach person with Autism. However, we most often seethem expressed in over- or under-sensitivity to sensoryinput from one or more of the senses which can cause
confusion, anxiety and fearfulness.
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MODULE SEVEN
We will also look at two lesser-known senses: Proprioception: The sense that tells the bodys joints and muscle
groups how to react, move smoothly, and tells the body where it is inspace. Vestibular: The sense of balance involved with the inner ear that
stabilizes visual fields when the head moves and maintainsequilibrium. Difficulty in processing information as it comes into thebrain affects the ability to form appropriate motor responses.
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MODULE SEVEN
We will also look at two lesser-known senses: Proprioception: The sense that tells the bodys joints and muscle
groups how to react, move smoothly, and tells the body where it is inspace. Vestibular: The sense of balance involved with the inner ear that
stabilizes visual fields when the head moves and maintainsequilibrium. Difficulty in processing information as it comes into thebrain affects the ability to form appropriate motor responses.
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MODULE SEVEN
We will also look at two lesser-known senses: Proprioception: The sense that tells the bodys joints and muscle
groups how to react, move smoothly, and tells the body where it is inspace. Vestibular: The sense of balance involved with the inner ear that
stabilizes visual fields when the head moves and maintainsequilibrium. Difficulty in processing information as it comes into thebrain affects the ability to form appropriate motor responses.
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MODULE SEVEN
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VISUAL PERCEPTION SKILLS
Visual-perceptual skills: Depth perception (may miss obstacles or
over/underestimate distance); Directionality to determine where things
are (left/right, up/down, etc.); Visual memory (retaining an accurate
picture of an environment to rememberinformation);
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VISUAL PERCEPTION SKILLS
Visual-perceptual skills: Sequential memory (what comes first); Form constancy (if an object is half-covered, the
whole object is still there); and Over-focusing on details or unimportant inputand missing the relevant cues (looking at a carsdesign without realizing the danger of being hit).
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AUDITORY PROCESSING
Auditory processing: Understanding of language (discriminating between
similar words, organizing spoken words to determine
meaning); Selecting what to listen to (e.g. if your name is called);
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AUDITORY PROCESSING
Auditory processing: Filtering out background noise (e.g. the air conditioner
hum);
Experiencing a delay in one ear but not both (makes forgarbled input); and
Hearing sounds as too loud or too soft (may hear soundsothers cant).
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TASTE AND SMELL
Taste/smell: A person with Autism may be perceived as a very
picky eater which can interfere with proper nutrition.For some, this may also mean they can gag or vomiteasily. When this is the case, it can raise safetyissues that should also be considered
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TOUCH
Touch: A person with Autism may not be able to discriminate
objects by touch alone (e.g. find something in theirpocket);
May be injured without experiencing pain (high painthreshold);
May appear clumsy (drops things);
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TOUCH
Touch:
Have poor body awareness (trip over things); Have trouble planning a series of motor movements (climbing a
ladder); Be highly sensitive to light touch (tags on clothes, hair cuts); or Dislike sticky substances (like glue).
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PROPRIOCEPTION
Proprioception:
A person with Autism may use too much or not enoughforce when pushing, pulling, lifting or holding (e.g. hugtoo hard, knock people and things over without meaningto);
May fall down a lot, have trouble with small fine motorskills (e.g. managing coins, writing, zippers);
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PROPRIOCEPTION
Proprioception:
May appear stiff or have an unusual gait;
May have trouble knowing where their body ends and objects begin(e.g. running a hand over a wall to determine body placement,infants may confuse mothers body as part of their own).
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VESTIBULAR
Vestibular: A person with Autism may lose balance if head is
tilted, have trouble recovering from movement (e.g.
car sickness, dizziness after swinging) or may notget dizzy at all;
May crave excessive movement (e.g. rocking,swinging);
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VESTIBULAR
Vestibular: Conversely they may dislike any movement (head
position, climbing);
May lose balance easily (fall out of chairs);
May develop poor postural control (cannot maintainpositions like sitting for very long).
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EMOTIONAL REGULATION
Emotional regulation:
A person with Autism may have intense emotionalreactions to sensory stimuli and have difficultycalming down (e.g. the fire alarm can result inbehavioral breakdowns through the rest of the day),
The rate of recovery from reactions to stimuli may beslow (may need extended or regularly scheduledbreak times to maintain control).
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SENSORY ISSUES
Sensory issues can affect mood (anxiety anddepression), social skills and relating to others,behavioral breakdowns, and learning. A trainedoccupational therapist (OT) can be very helpful inworking directly with individuals to processinformation more effectively.
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SENSORY ISSUES
They can also provide valuable support throughconsultation about changing the environment tomake it more tolerable, using strategies that help theperson cope with sensory-related anxiety andchallenges, and modifying work and activities so thatthe person is able to participate in their environment.They can also assist families in determining how tomodify expectations and daily tasks at home, and to
teach the skills the person must learn to managehis/her own sensory needs.