NARPAA E-Class Module 7 - Sensory Issues in Autism

8/6/2019 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





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MODULE SEVEN





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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.

Documents

NARPAA E-Class Module 7 - Sensory Issues in Autism