Reading, 7, 11, 31
Record keeping/documentation, 198 ff, 226
Regulatory disorders
arousal/activity level/attention, 26–27
digestion/elimination, 25–26
eating, 24–25
self-regulation, 23
sleeping, 23–24
social/emotional functioning, 27–29
Research, 29, 38
Rogers, Carl, PhD, 259
St. Columba’s Nursery School, xxi, 49, 227, 246, 280–281
School
classroom strategies, 251–260
difficulties for child with SPD, 245–247
homeschooling, 250
home-school partnership, 244–249
public v. private, 250
special education, 213, 250
Screening. See Diagnosis
Section 504, Rehabilitation Act of 1973, 214
Selective mutism, 35
Self-esteem
problems with, xxiv, 28, 117, 128, 133, 173, 190, 198, 210, 277
sensory processing for, 67, 177, 302
treatment for, 49, 185, 211, 219, 223, 261, 268
Self-help skills (bathing, dressing, feeding, sleeping, handling objects)
development of, 62–63, 301
improving, 23–24, 48–50, 220, 222, 236, 240–243, 268
and proprioceptive sense, 139–141, 148, 150
and SPD, 23–28, 275
screening for, 41, 45–46
and tactile sense, 4, 85–86, 91, 94, 104, 200–203, 278, 280
and vestibular sense, 127, 131
and visual sense, 161, 172
Self therapy, 116, 184, 206, 268
Senses. See also Auditory sense, Proprioceptive sense, Tactile sense, Vestibular sense, and Visual sense
external (environmental, or far), 51–54
exteroception, 52
gustatory, 53, 65
internal (body-centered), 53–54
interoception, 55
olfactory, 53
Sensitization, 58
Sensory Based Motor Skills
problems with, 13, 18–20
as end result of sensory processing, 61
motor learning, 11
postural responses, 61–62
praxis, 62–63
Sensory Based Motor Disorder
case examples, 110–112
checklist for, 18–20
classification of, 10
definition of, 75–77
Dyspraxia, 19–20, 77
Postural Disorder, 18–19, 75–77
Sensory craver, 73
Sensory defensiveness, 70
Sensory diet. See Occupational therapy
Sensory discrimination
precedence over sensory defensiveness (chart), 60
process, 59–61
Sensory Discrimination Disorder
auditory, 18, 174–176
checklist for, 13, 17–18
classification of, 10
definition of, 17–18, 74–75
proprioceptive, 17, 150
tactile, 17, 89–90
vestibular, 17
visual, 18, 152–154
Sensory fluctuator, 74, 89
Sensory fumbler, 77
Sensory integration
four levels of sensory integration, 67, 299–303
dysfunction of, xxiii, 9
theory of, ix
Sensory Integration (SI) Continuum, 38–39
Sensory Integration Dysfunction (DSI), xxiii, 9
Sensory Integration (SI) therapy, ix, xv, xxv–xxvi, 23–25, 33–34, 39, 195
Sensory jumbler, 74–75
Sensory modulation, 57–59
Sensory Modulation Disorder (SMD)
in auditory sense, 181–184, 186–187
classification, 10
fluctuation, 74, 89
gravitational insecurity, 119–120
overresponsivity, 14–16, 70–72, 85–86
in proprioceptive sense, 140–143, 149–150
sensory seeking, 8, 14–16, 73–74, 87–88
symptoms, 13–16
in tactile sense, 85–90, 102–107
underresponsivity, 14–16, 72–73, 87, 120–121
in vestibular sense, 117–122, 129–131
in visual sense, 163–165, 170–171
Sensory Motor History Questionnaire, 40–47
Sensory motor skills (See also Sensory Based Motor Skills)
activities to promote self help skills, 240–243
activities to promote sensory processing, 231–243
and adaptive behavior, 63
for bilateral coordination, 239–240
intervention for, xxv
questionnaire for, 40–45
in Sensory Based Motor Disorder, 19–20
Sensory overresponsivity. (See Sensory Modulation Disorder)
Sensory processing. See also Sensory Processing Disorder.
comparison to SPD (chart), 79
components of, 55–64
defensiveness, 60–61
definition of, 55
development of, 66–68
discrimination, 59–60
integration, 56–57
internal/external, 52–55
modulation, 57–59
reception and detection, 56
Sensory Processing Disorder (SPD)
with ADHD, 21, 29–30
with allergies, 36–37
with Asperger syndrome, 33
in auditory sense, 180, ff.
with autism, 21–22, 31–33
with bipolar disorder, 34
case examples, 4–8
categories and subtypes, 10
causes, 37–38
common symptoms, 13–20
definition/explanation of, ix, xxvi, 9, 68 ff.
diagnosis of, 212–216
with dyslexia, 31
gender, 39
with genetic syndromes, 35–36
identification of, xxiv, 3, 21, 41–47, 77–79, 195–199
intervention of, xxv, 47–48, 195–197
with learning disability, 30–31
with nonverbal learning disorder, 33–34
with obsessive compulsive disorder, 34
prevalence of, 39
in proprioceptive sense, 139 ff.
with psychological problems, 34
with regulatory disorder, 23–29
research in, 29, 38
with selective mutism, 35
in tactile sense, 84 ff.
in vestibular sense, 116 ff.
in visual sense, 162 ff.
Sensory Processing Machine, 283–197
Sensory craving. See also Sensory Modulation Disorder
auditory, 183
case example, 7–8
proprioceptive, 142–143, 149
sensory craver, 73
as Sensory Modulation Disorder, 73–74
tactile, 87–88, 106–107
vestibular, 121–122, 130–131
visual, 164–165
Sensory slumper, 75
Sensory underresponsivity
auditory, 182–183
proprioceptive, 141–142, 149
sensory disregarder, 72–73
in Sensory Modulation Disorder, 14–16, 72–73, 87
tactile, 105–106
vestibular, 120–122, 130
visual, 154, 164
Silver, Larry B., MD, xiii–xvii, 224
Six caveats, 77–78
Sleeping. See Self help skills
problems with, 16, 18, 24, 45, 253
and sensory processing, 53, 155, 157, 286, 289, 291, 296
Social skills. See also Emotional skills
attachment, 28, 99
and auditory sense, 181, 185
and autism, 32
communication, 28, 35, 98, 166
and gravitational insecurity, 119–120
interactions with others, xiv, 13, 49, 68–70, 75, 246, 250
and proprioceptive sense, 17
and regulatory disorders, 27–29
screening for, 47
and tactile sense, 100–101, 105
treatment for, 48–49
and visual sense, 18, 166
Speech/language
and auditory sense, 177, 179–181, 183–185, 188–190
development of, 286, 289, 292–293, 295, 302
expressive/receptive language, 179–180, 184, 188–189
promoting at home and school, 206, 236, 255, 263
problems associated with SPD, xiv, 16, 20–21, 28, 30–36, 71–73
and proprioceptive sense, 179
and tactile sense, 83, 94, 96–97, 108, 179
and vestibular sense, 112, 117, 179, 276
and visual sense, 160, 167
treatment for, xv, xxv, 184–185, 213, 215, 217, 218, 222–224
Special education, 213, 250
Special needs
children with, xxii–xxiii
in school/classroom, 246–249, 258–259
Stretch, 82, 137
Sutton, Shirley, 229
Syndromes, genetic, 35–36
Tactile defensiveness, 70
Tactile discrimination disorder, 89–90, 107–108
Tactile dysfunction
and academic learning, 97–98
and body awareness, 91–92
case examples, 4–5, 8, 80–82
checklists, 14, 17, 41–43, 101–109
and eating, 24
and emotional security, 98–100
and fine motor control, 94–95
and gross motor control, 93–94
and language, 96–97
parental documentation, example, 199–204
and praxis (motor planning) and dyspraxia, 92–94, 108–109
overresponsivity, 24, 85–87, 102–105
poor discrimination, 89–90, 107–108
sensory combination, 89
sensory seeking, 87–88, 106–107
and social skills, 100–101
and toileting, 26
underresponsivity, 26, 87, 105–106
and visual discrimination, 95–96
Tactile sense
defensive/discriminative components, 83–86, 89–90
functions of, 68, 82–84
integration with other senses, 91, 93, 95–96, 137, 157, 179
sensory-motor activities for, 231–233
Taste
problems with, 16, 18, 24–25, 45, 58
and sensory processing, 52–53, 65, 157, 289
Tomatis, Alfred, MD, 185, 223
Treatment/Therapy. See also Sensory Integration Therapy
for ADHD vs. treatment for SPD, 29
auditory training, 185, 223
chiropractic, 223
craniosacral therapy, 223
hippotherapy, 224
intervention for, xv, xxv, 195–197
martial arts, 224
nutritional, 36–37, 224
occupational therapy using sensory integration, 195, 219–221, 225–226
payment for, 217–218
perceptual motor, 224
physical therapy, 222
psychotherapy, 225
parental documentation, 226
of SPD, xxv–xxvi, 4, 23–24, 47–49, 219–226
speech/language, 184–185, 222
support for, 212–214
types of, 221–222
Tribune brain, 288–289
Trott, Maryann Colby, 263
Turecki, Stanley, M.D., 263
Underconnectivity theory, 31
Unilateral coordination, 19
Upledger, John, D.O., 223
Vestibular dysfunction
and attention, 122
and auditory processing, 126, 184–186
and behavior, 117
and bilateral coordination, 125–126, 131–133
case examples, 5–6, 110–112
checklists, 15, 17, 43–44, 129–133
and emotional security, 128, 133
and gravitational insecurity, 119–120, 129–130
intolerance to movement, 117–118, 129
and language, 117, 184–185
and movement and balance, 116, 118, 123, 130–131
and muscle tone, 124–125, 131–133
overresponsivity, 117–118
parental documentation, example, 204–208
and postural responses, 112, 116
and praxis (motor planning) and dyspraxia, 112, 126–128, 133
sensory seeking/increased tolerance for movement, 121–122, 130–131
underresponsivity, 120–121, 130
and visual processing, 117, 126, 156–157
Vestibular sense
development of, 115–116, 299–301
evolution of, 114–115
functions of, 54, 68, 113–116
integration with other senses, 137–138, 177, 179
sensory-motor activities for, 233–235
Vibration, 82, 106, 114
Vision therapy, 222
Visual dysfunction (Poor binocularity, Poor ocular-control)
and autism, 162
and basic visual skills, 169–170
case examples, 152–154, 205–206
checklists, 15, 18, 44, 169–173
discrimination problems, 18, 21, 162–163, 165–166, 171–172
overresponsivity/visual defensiveness, 154, 163–164, 170–171
and postural responses, 76, 168–169
sensory seeking, 164–165
treatment for, 159, 216, 221–222, 224
underresponsivity, 154, 164, 170–171
and vestibular sense, 116–117
visual dyspraxia/poor visual-motor skills, 154, 166–168, 172–173
Visual sense
basic visual skills, 158–159, 169–170
binocularity, 158, 161, 301
defensive/discriminative components, 157–162, 165–166, 171–172
development, 300–303
discrimination, 95–96, 159–160
eye movement/ocular control, 156, 158, 161, 300–301
and eyesight, 155–156
functions, of, 155–157, 161–162
integration with other senses, 95–96, 138, 156–157
interesting facts about, 156
sensory-motor activities for, 237
therapy for, 222
visual-motor skills, 160–162, 166–168
Wilbarger, Patricia, and Julia Wilbarger, PhD, 229
Writing, 214, 258
Yack, Ellen, 229
ABOUT THE AUTHOR
Carol Stock Kranowitz, a music, movement, and drama teacher for twenty-five years, observed many out-of-sync preschoolers. To help them become more competent in their work and play, she began to study sensory integration (“SI”) theory. She learned to help identify their needs and steer them into early intervention. In her workshops and writings, she explains to parents, educators, and other early childhood professionals how Sensory Processing Disorder plays out—and provides practical and enjoyable techniques for addressing sensory issues at home and school.
A graduate of Barnard College, Carol has an MA in education and human development from the George Washington University. She is the editor in chief of S.I. Focus, the international e-magazine devoted to sensory integration/sensory processing. She lives in Bethesda, Maryland, and has two married sons and five enchanting grandchildren.
Carol’s other publications include:
Growing an In-Sync Child: Simple, Fun Activities to Help Every Child Develop, Learn, and Grow, coauthored by Joye Newman (Perigee, 2010)
The Out-of-Sync Child Has Fun: Activities for Kids with Sensory Processing Disorder, revised (Perigee, 2006)
In-Sync Activity Cards, coauthored by Joye Newman (Sensory World, 2012)
The Goodenoughs Get in Sync: An Introduction to SPD, revised (Sensory World, 2010)
101 Ac
tivities for Kids in Tight Spaces (St. Martin’s Griffin, 1995)
The Balzer-Martin Preschool Screening Program Manual, with Lynn Balzer-Martin, PhD, OTR (St. Columba’s, 1992)
Sensory Issues in Learning & Behavior DVD (Sensory World, 2009)
Preschool SENsory Scan for Educators (Preschool SENSE) (Sensory World, 2005)
A Teacher’s Guide to Sensory Processing Disorder CD, with Stacey Szklut, MS, OTR-L (Sensory World, 2008)
For more information, visit the Out-of-Sync Child website, www.out-of-sync-child.com