Sensory Processing Dysfunction

http://www.spdaustralia.com.au/the-seven-senses/

The brain is like a computer that controls the body's functions, and the nervous system is like a network that relays messages to parts of the body. We take in, process and interpret information through our senses (touch, movement, smell, taste, sight, hearing, balance). How we organize and integrate that information is dependent on how well our CNS functions as an interactive whole. If any sense is out of balance, that can bias the whole system toward hyper or hypo sensitivity.

Below I am going to discuss the various Sensory Systems, paying particular attention to the ones that are out of sync with my daughter, Meaghan. I have highlighted all the symptoms that she exhibits.

THE VISUAL SYSTEM
http://www.spdaustralia.com.au/the-visual-system/

The Visual System is the part of the nervous system which allows organisms to see. It interprets the information from visible light to build a representation of the world surrounding the body. The visual system has the complex task of (re)constructing a three dimensional world from a two dimensional projection of that world. The psychological manifestation of visual information is known as visual perception.

The visual cortex is the most massive system in the human brain and is responsible for higher-level processing of the visual image. It lies at the rear of the brain (highlighted in the image), above the cerebellum. The interconnections between layers of the cortex, the thalamus, the cerebellum, the hippocampus and the remainder of the areas of the brain are under active investigation.

Visual processing disorder refers to a reduced ability to make sense of information taken in through the eyes. This is different from problems involving sight or sharpness of vision. Difficulties with visual processing affect how visual information is interpreted or processed. A person with visual processing problems may have 20/20 vision but may have difficulties discriminating foreground from background, forms, size, and position in space. The person may be unable to synthesize and analyze visually presented information accurately or fast enough. The eyes look and the brain sees.

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 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 (likes going to bed).

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 size
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

THE VESTIBULAR SYSTEM
http://www.spdaustralia.com.au/the-vestibular-system/

The Vestibular System, which is a contributor to our balance system and our sense of spatial orientation, is the sensory system that provides the dominant input about movement and equilibrioception. Vestibular sense provides information related to movement and head position. The vestibular sense is important for development of balance, coordination, eye control, attention, being secure with movement and some aspects of language development.

The vestibular system is composed of the vesibular receptors in the inner ear, the connections between them and other areas in the central nervous system.Together with the cochlea, a part of the auditory system, it constitutes the labyrinth of the inner ear, situated in the vestibulum in the inner ear (Figure 1). As our movements consist of rotations and translations, the vestibular system comprises two components: the semicircular canal system, which indicate rotational movements; and the otoliths, which indicate linear translations. The vestibular system sends signals primarily to the neural structures that control our eye movements, and to the muscles that keep us upright. The projections to the former provide the anatomical basis of the vestibular - ocular reflex, which is required for clear vision; and the projections to the muscles that control our posture are necessary to keep us upright.

Vision is an important component of the vestibular system. About twenty percent of visual neurons respond to vestibular stimulation (e.g. when spinning, head shaking, or rocking). Adults who have suffered damage to the vestibular organs of the inner ear can learn to depend on visual information to maintain their balance. However, If that visual information is removed or distorted (e.g. in the dark or when there is conflicting visual information about the horizon as when standing on a balcony), the individual will feel as if they are drifting or falling.

The auditory system is also highly involved in vestibular functions. The vestibular and auditory nerves join in the auditory canal and become the eighth cranial nerve of the brain. Anything that disrupts auditory information can also affect vestibular functioning. Blocked eustachian tubes in the inner ear, for example, create mild balance problems.

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
may physically cling to an adult they trust when frightened by surroundings
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
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

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Sensory Processing Dysfunction

sensitive to bright lights; will squint, cover eyes, cry and/or get headaches from the light

has difficulty keeping eyes focused on task/activity 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 (likes going to bed).

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 size

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

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

may physically cling to an adult they trust when frightened by surroundings

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

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

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