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  • Sensory integration, Children's Therapy Center -
    Developmental Milestone Photo Gallery Regulations Payments Contact Shop News Sensory Kids will be moving to Unit 6 Long Mile Road Business Park Dublin 12 starting 1 February 2016 The Carlow office will remain open The Parnell Square Dublin 1 office is closing After School Special Needs Sensory Activities Kids Club coming very soon Sensory Kids is seeking a qualified Speech and Language Therapist to work in Carlow This locum position is available for part time To find more information ring 0874365899 or email c schwieterman sensorykids ie Sensory Kids SENSORY PROCESSING DISORDER SPD is a complex neurological condition that impairs the functional skills of 1 in 6 children We provide pediatric therapy services specializing in the assessment diagnosis and treatment sensory processing disorders SPD We offer private occupational therapy using sensory integration techniques rich in vestibular proprioceptive and tactile inputs areas where many children with neurological issues have deficits The approach encourages children s nervous systems to process and integrate sensory input in organized and meaningful ways As their adaptive responses provide feedback their nervous systems mature and organize at increasingly higher levels Ultimately the children can interact with and adapt to their environment more successfully read more Go to

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  • Sensory Integration - Sensory integration, Children's Therapy Center -
    just like our brain directs the information that reaches it If the pieces of information vehicles flow in an organised fashion and on their way join other sensations gathered earlier the brain uses them for proper behaviour and knowledge absorption If the flow of such information is not organised chaos prevails and life looks like a traffic jam during rush hours Why is this happening What image depicts a child with the existing problem Let me use the example of Wiktor He is a lively boy curious of virtually everything he likes to play in the playground particularly on the merry go round and climbing frames His mum gets upset because Wiktor does not listen to her instructions At school his teacher notices the boy s aggressive behaviour and lack of concentration in class Wiktor has problems with taking down what he hears The times when such children were put in the same group of naughty and ill bred are long gone Today we wonder what is not working right and what disorders cause such responses Wiktor s behaviour may be influenced by touch vestibule and hearing The reason for hitting other boys may be the improper reception of tactile stimuli by the boy When the tactile system operates incorrectly the sensations reaching it are processed improperly and consequently the brain response to such behaviour is also improper For instance every nudge during the break is exaggerated evokes disproportionate emotional response and causes aggressive behaviour that is also associated with the fact that such children cannot assess the force they are using Wiktor likes to climb and play on the merry go round and he is not afraid of heights This is typical of all children But if a child enjoys a limited scope of activities e g when going

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  • How to Assess Sensory Integration Disorder - Sensory integration, Children's Therapy Center -
    include Muscle tone disorders frequently too low tone Quick fatigue Motor clumsiness Poor sight and movement coordination Walking on tip toes Balance disorders Poor feeling of pain or temperature Problems with manipulation using cutlery or scissors Improper grip on pencils or pens Difficulties with learning how to read or write Difficulties with concentration Avoiding group play Remarkably high or low level of activity Self harm or aggression Low self esteem withdrawal attitude Withdrawal from social contacts Difficulties with hearing the instructions Problems with learning how to ride a bicycle Avoiding playing on the swing and merry go round or excessive zeal for such plays Hypersensitivity to light Fascination with lights fans and water Hypersensitivity to sounds Avoiding physical contact with people and some textures such as sand paste finger paints Child may respond strongly to stimuli on their face hands and feet Difficulties with tasting new dishes Difficulties with putting on new clothes tags clothes on annoy the child Speech disorders Strong aversion to some caring activities such as brushing teeth washing face combing cutting nails or hair Child can refuse to wear certain clothes or insist on wearing long sleeves trouser legs so that the skin would not be

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  • Who is the SI therapy for? - Sensory integration, Children's Therapy Center -
    is one of the most modern and effective methods applied in the therapy of children and teenagers who display difficulties with regard to Motor skills poor motor coordination retarded motor development difficulties with keeping balance Emotional problems excessive activity irritability problems with focusing attention delayed speech development Mastering school techniques problems of dyslexia dysgraphia dysorthography problems with remembering and motivation for learning Hyperactivity ADHD ADD Hypersensitivity or hyposensitivity to various sensory stimuli Hypersensitivity to motion negative response to motion motion sickness As confirmed by many experiments conducted by therapists it is also effective for children with Autism Asperger syndrome Fragile X syndrome Intellectual disability Cerebral palsy Down syndrome Other multiple disorders Risk groups prematurely born children children with perinatal injuries Literature Violet F Maas Learning Through our Senses 1998 indicates that SI disorders may affect 15 45 of the population Research has identified autism and attention deficit hyperactivity disorder ADHD as two of the biggest contributing conditions as well as learning disorders i e Specific learning difficulties developmental disabilities and fragile X syndrome Effective treatment for SPD is available but far too many children with sensory symptoms are misdiagnosed and not properly treated Untreated SPD that persists into adulthood can

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  • Sensory Integration Dysfunctions in Autistic Children - Sensory integration, Children's Therapy Center -
    very limited eye contact look through people focus their sight on details and lines and rather frequently use peripheral vision They often have problems with the registration of taste and smell sensations Children may not respond even to strong smells but more often they are hypersensitive to smell Sometimes they look for intensive smells and tastes Autistic children are typically characterised by no response to pain stimuli when they display auto aggressive behaviours such as biting pinching or banging their head with various objects Input data modulation disorder This refers mostly to vestibular and tactile stimuli It manifests itself through gravitational insecurity and hypersensitivity to touch The nervous system cannot launch adequate processes of information stimulation and obstruction so that the motor response would be adapted to the force and kind of stimulus Every change disturbs the sense of safety The child feels that they lose control over external stimuli reaching them from without Since they have difficulties with the reception and modulation of hearing stimuli the speech perception is hindered Disturbed triggering of motivational processes In autistic children the parts of brain responsible for triggering action do not work properly This refers to the registration of stimuli which in consequence disturbs the formation of the full concept of an object and the assessment of potential possibilities of using many things The brain s operation related to the triggering of motivation for action depends on the mechanisms of registering stimuli and attention to the information coming from the environment Autistic children often have weaker motivational mechanisms which causes that simple activities do not develop into more complex forms of behaviour A child focuses on simple repetitive actions because more complicated tasks are at the same time more difficult to control Control is understood here as the possibility of imagining the

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  • Effectiveness of SI Therapy - Sensory integration, Children's Therapy Center -
    by making a successful organised response Therapy takes place in a safe and interesting environment and through the use of specialised suspended equipment the child is afforded the opportunity to integrate sensations arising from the vestibular proprioceptive tactile visual and auditory systems Treatment is developed in collaboration with the child and aims at meeting the child s specific needs for development The activities are also designed to elicit autonomic responses and are graded to lead to higher levels of organisation that will promote the child s interaction with the environment If the SI therapy is based on reliable diagnostic foundations and is conducted properly positive changes in the child s development can be noted after several months Frequently progress can be first observed in the sphere of the child s physical fitness and then in their emotional functioning The sight hearing and active speech functions also improve The parents often find that their child is calmer better organised focused and easier to live with They start to achieve success at kindergarten and at school The parent guardian is regularly informed about the progress in therapy which is assessed by the therapist Such assessment serves as the basis for adjusting the

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  • Sensory Integration Therapy - Sensory integration, Children's Therapy Center -
    child s needs and last for 50 minutes They are conducted by a qualified sensory integration therapist During specially selected motor play activities taking place in a room specially adapted and fitted with proper equipment for the stimulation of the vestibular proprioceptive touch sight hearing and smell systems the child naturally makes up for the deficits within individual sensory apparatuses The SI therapy is based on the stimulation of the sense of balance during various play activities conducted with the help of suspended equipment swings platforms trapezes climbing frames rollers There are many exercises and play activities stimulating surface and deep feeling the sense of sight hearing and smell During the classes the child is encouraged and guided to perform activities leading to minimisation of their developmental deficits The degree of difficulty of these activities is gradually increasing with the progress the child makes They cannot be too easy or too difficult SI therapy does not accept failures and every exercise should end with success Another important aspect of this therapy is the patient s motivation It plays a huge role when selecting activities The therapist allows for great freedom in the selection of games and exercises to some children

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  • Assessment - Sensory integration, Children's Therapy Center -
    the child s functioning in everyday life Let us remember that it is the parent who knows their child best and is the child s best observer Clinical trials the child is observed in its spontaneous activity and in task situations where they are to perform specific tasks or exercises helping to diagnose them and check the muscle tone balance mechanisms eye functioning motor coordination and retained tonic reflexes South California tests used to determine the profile of maturity of senses and their integration They comprise of several parts examining such functions as the ability to plan motor actions praxic movements the ability to locate a tactile stimulus smoothness and coordination of movement the ability to keep balance the feeling of the body and arm s movements The majority of tests are designed for children over the age of 4 Younger children and children for whom the tests cannot be used e g with mental disability autistic children uncooperative children are examined with the help of selected trials of clinical observation and additional fitness tests Diagnosis summary includes the discussion of results of individual tests and examinations and recommendations put forward by a qualified therapist The parents receive the diagnosis

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