Sensory Processing Disorder

Does my child have a sensory disorder? 

A (y/n) checklist that can help you look for signs! 

(Y=yes, N= no)

SECTION A

Tactile Sense: input from the skin receptors about touch, pressure, temperature, pain, and movement of the hairs on the skin.

Signs of Tactile Dysfunction:

 1. Hypersensitivity to Touch (Tactile Defensiveness)

__ becomes fearful, anxious or aggressive with light or unexpected touch
__ as an infant, did/does not like to be held or cuddled; may arch back, cry, and pull away
__ distressed when diaper is being, or needs to be, changed
__ appears fearful of, or avoids standing in close proximity to other people or peers (especially in lines)
__ becomes frightened when touched from behind or by someone/something they cannot see (such as under a blanket)
__ complains about having hair brushed; may be very picky about using a particular brush
__ bothered by rough bed sheets (i.e., if old and "bumpy")
__ avoids group situations for fear of the unexpected touch
__ resists friendly or affectionate touch from anyone besides parents or siblings (and sometimes them too!)
__ dislikes kisses, will "wipe off" place where kissed
__ prefers hugs
__ a raindrop, water from the shower, or wind blowing on the skin may feel like torture and produce adverse and avoidance reactions
__ may overreact to minor cuts, scrapes, and or bug bites
__ avoids touching certain textures of material (blankets, rugs, stuffed animals)

__ refuses to wear new or stiff clothes, clothes with rough textures, turtlenecks, jeans, hats, or belts, etc.
__ avoids using hands for play
__ avoids/dislikes/aversive to "messy play", i.e., sand, mud, water, glue, glitter, playdoh, slime, shaving cream/funny foam etc.
__ will be distressed by dirty hands and want to wipe or wash them frequently
__ excessively ticklish
__ distressed by seams in socks and may refuse to wear them
__ distressed by clothes rubbing on skin; may want to wear shorts and short sleeves year round, toddlers may prefer to be naked and pull diapers and clothes off constantly
__ or, may want to wear long sleeve shirts and long pants year round to avoid having skin exposed
__ distressed about having face washed
__ distressed about having hair, toenails, or fingernails cut
__ resists brushing teeth and is extremely fearful of the dentist
__ is a picky eater, only eating certain tastes and textures; mixed textures tend to be avoided as well as hot or cold foods; resists trying new foods
__ may refuse to walk barefoot on grass or sand
__ may walk on toes only

2. Hyposensitivity to Touch (Under-Responsive):

__ may crave touch, needs to touch everything and everyone
__ is not aware of being touched/bumped unless done with extreme force or intensity
__ is not bothered by injuries, like cuts and bruises, and shows no distress with shots (may even say they love getting shots!)
__ may not be aware that hands or face are dirty or feel his/her nose running
__ may be self-abusive; pinching, biting, or banging his own head
__ mouths objects excessively
__ frequently hurts other children or pets while playing
__ repeatedly touches surfaces or objects that are soothing (i.e., blanket)
__ seeks out surfaces and textures that provide strong tactile feedback
__ thoroughly enjoys and seeks out messy play
__ craves vibrating or strong sensory input
__ has a preference and craving for excessively spicy, sweet, sour, or salty foods

3. Poor Tactile Perception and Discrimination:

__ has difficulty with fine motor tasks such as buttoning, zipping, and fastening clothes
__ may not be able to identify which part of their body was touched if they were not looking
__ may be afraid of the dark
__ may be a messy dresser; looks disheveled, does not notice pants are twisted, shirt is half un tucked, shoes are untied, one pant leg is up and one is down, etc.
__ has difficulty using scissors, crayons, or silverware
__ continues to mouth objects to explore them even after age two
__ has difficulty figuring out physical characteristics of objects; shape, size, texture, temperature, weight, etc.
__ may not be able to identify objects by feel, uses vision to help; such as, reaching into backpack or desk to retrieve an item

  

SECTION B

Vestibular Sense: input from the inner ear about equilibrium, gravitational changes, movement experiences, and position in space.

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 or, actually get motion sickness from them
__ may physically cling to an adult they trust
__ 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 (especially if eyes are closed)
__ 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

3. Poor Muscle Tone and/or Coordination: 

__ has a limp, "floppy" body
__ frequently slumps, lies down, and/or leans head on hand or arm while working at his/her desk
__ difficulty simultaneously lifting head, arms, and legs off the floor while lying on stomach ("superman" position)
__ often sits in a "W sit" position on the floor to stabilize body
__ fatigues easily!
__ compensates for "looseness" by grasping objects tightly
__ difficulty turning doorknobs, handles, opening and closing items
__ difficulty catching him/her self if falling
__ difficulty getting dressed and doing fasteners, zippers, and buttons
__ may have never crawled as an baby
__ has poor body awareness; bumps into things, knocks things over, trips, and/or appears clumsy
__ poor gross motor skills; jumping, catching a ball, jumping jacks, climbing a ladder etc.
__ poor fine motor skills; difficulty using "tools", such as pencils, silverware, combs, scissors etc.
__ may appear ambidextrous, frequently switching hands for coloring, cutting, writing etc.; does not have an established hand preference/dominance by 4 or 5 years old
__ has difficulty licking an ice cream cone
__ seems to be unsure about how to move body during movement, for example, stepping over something
__ difficulty learning exercise or dance steps

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SECTION C

Proprioceptive Sense: input from the muscles and joints about body position, weight, pressure, stretch, movement, and changes in position in space. 

Signs Of Proprioceptive Dysfunction:

1. Sensory Seeking Behaviors:

__ seeks out jumping, bumping, and crashing activities
__ stomps feet when walking
__ kicks his/her feet on floor or chair while sitting at desk/table
__ bites or sucks on fingers and/or frequently cracks his/her knuckles
__ loves to be tightly wrapped in many or weighted blankets, especially at bedtime
__ prefers clothes (and belts, hoods, shoelaces) to be as tight as possible
__ loves/seeks out "squishing" activities
__ enjoys bear hugs
__ excessive banging on/with toys and objects
__ loves "roughhousing" and tackling/wrestling games
__ frequently falls on floor intentionally
__ would jump on a trampoline for hours on end
__ grinds his/her teeth throughout the day
__ loves pushing/pulling/dragging objects
__ loves jumping off furniture or from high places
__ frequently hits, bumps or pushes other children
__ chews on pens, straws, shirt sleeves etc.

2. Difficulty with "Grading Of Movement": 

__ misjudges how much to flex and extend muscles during tasks/activities (i.e., putting arms into sleeves or climbing)
__ difficulty regulating pressure when writing/drawing; may be too light to see or so hard the tip of writing utensil breaks
__ written work is messy and he/she often rips the paper when erasing
__ always seems to be breaking objects and toys
__ misjudges the weight of an object, such as a glass of juice, picking it up with too much force sending it flying or spilling, or with too little force and complaining about objects being too heavy
__ may not understand the idea of "heavy" or "light"; would not be able to hold two objects and tell you which weighs more
__ seems to do everything with too much force; i.e., walking, slamming doors, pressing things too hard, slamming objects down
__ plays with animals with too much force, often hurting them

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SECTION D

Signs of Auditory Dysfunction: (no diagnosed hearing problem)

1. Hypersensitivity to Sounds (Auditory Defensiveness):

__ distracted by sounds not normally noticed by others; i.e., humming of lights or refrigerators, fans, heaters, or clocks ticking

__ fearful of the sound of a flushing toilet (especially in public bathrooms), vacuum, hairdryer, squeaky shoes, or a dog barking

__ started with or distracted by loud or unexpected sounds

__ bothered/distracted by background environmental sounds; i.e., lawn mowing or outside construction

__ frequently asks people to be quiet; i.e., stop making noise, talking, or singing

__ runs away, cries, and/or covers ears with loud or unexpected sounds

__ may refuse to go to movie theaters, parades, skating rinks, musical concerts etc.

__ may decide whether they like certain people by the sound of their voice

2. Hyposensitivity to Sounds (Under-Registers):

__ often does not respond to verbal cues or to name being called

__ appears to "make noise for noise's sake"

__ loves excessively loud music or TV

__ seems to have difficulty understanding or remembering what was said

__ appears oblivious to certain sounds

__ appears confused about where a sound is coming from

__ talks self through a task, often out loud

__ had little or no vocalizing or babbling as an infant

__ needs directions repeated often, or will say, "What?" frequently

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SECTION E

Signs of Oral Input Dysfunction: 

1. Hypersensitivity to Oral Input (Oral Defensiveness):

__ picky eater, often with extreme food preferences; i.e., limited repertoire of foods, picky about brands, resistive to trying new foods or restaurants, and may not eat at other people's houses)

__ may only eat "soft" or pureed foods past 24 months of age

__ may gag with textured foods

__ has difficulty with sucking, chewing, and swallowing; may choke or have a fear of choking

__ resists/refuses/extremely fearful of going to the dentist or having dental work done

__ may only eat hot or cold foods

__ refuses to lick envelopes, stamps, or stickers because of their taste

__ dislikes or complains about toothpaste and mouthwash

__ avoids seasoned, spicy, sweet, sour or salty foods; prefers bland foods

2. Hyposensitivity to Oral Input (Under-Registers) 

__ may lick, taste, or chew on inedible objects

__ prefers foods with intense flavor; i.e., excessively spicy, sweet, sour, or salty

__ excessive drooling past the teething stage

__ frequently chews on hair, shirt, or fingers

__ constantly putting objects in mouth past the toddler years

__ acts as if all foods taste the same

__ can never get enough condiments or seasonings on his/her food

__ loves vibrating toothbrushes and even trips to the dentist

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SECTION F

Signs of Olfactory Dysfunction (Smells): 

1. Hypersensitivity To Smells (Over-Responsive):

__ reacts negatively to, or dislikes smells which do not usually bother, or get noticed, by other people

__ tells other people (or talks about) how bad or funny they smell

__ refuses to eat certain foods because of their smell

__ offended and/or nauseated by bathroom odors or personal hygiene smells

__ bothered/irritated by smell of perfume or cologne

__ bothered by household or cooking smells

__ may refuse to play at someone's house because of the way it smells

__ decides whether he/she likes someone or some place by the way it smells

2. Hyposensitivity To Smells (Under-Responsive):

__ has difficulty discriminating unpleasant odors

__ may drink or eat things that are poisonous because they do not notice the noxious smell

__ unable to identify smells from scratch 'n sniff stickers

__ does not notice odors that others usually complain about

__ fails to notice or ignores unpleasant odors

__ makes excessive use of smelling when introduced to objects, people, or places

__ uses smell to interact with objects

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SECTION G

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 he/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

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 sizes

__ often loses his/her place while reading or doing math problems

__ makes reversals in words or letters when copying, or reads words backwards; i.e., "was" for "saw" and "no" for "on" after first grade

__ 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

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SECTION H

Auditory-Language Processing Dysfunction: 

__ unable to locate the source of a sound

__ difficulty identifying people's voices

__ difficulty discriminating between sounds/words; i.e., "dare" and "dear"

__ difficulty filtering out other sounds while trying to pay attention to one person talking

__ bothered by loud, sudden, metallic, or high-pitched sounds

__ difficulty attending to, understanding, and remembering what is said or read; often asks for directions to be repeated and may only be able to understand or follow two sequential directions at a time

__ looks at others to/for reassurance before answering

__ difficulty putting ideas into words (written or verbal)

__ often talks out of turn or "off topic"

__ if not understood, has difficulty re-phrasing; may get frustrated, angry, and give up

__ difficulty reading, especially out loud (may also be dyslexic)

__ difficulty articulating and speaking clearly

__ ability to speak often improves after intense movement

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SECTION I

Social, Emotional, Play, And Self-Regulation Dysfunction: 

Social:

__ difficulty getting along with peers

__ prefers playing by self with objects or toys rather than with people

__ does not interact reciprocally with peers or adults; hard to have a "meaningful" two-way conversation

__ self-abusive or abusive to others

__ others have a hard time interpreting child's cues, needs, or emotions

__ does not seek out connections with familiar people

Emotional:

__ difficulty accepting changes in routine (to the point of tantrums)

__ gets easily frustrated

__ often impulsive

__ functions best in small group or individually

__ variable and quickly changing moods; prone to outbursts and tantrums

__ prefers to play on the outside, away from groups, or just be an observer

__ avoids eye contact

__ difficulty appropriately making needs known

Play:

__ difficulty with imitative play (over 10 months)

__ wanders aimlessly without purposeful play or exploration (over 15 months)

__ needs adult guidance to play, difficulty playing independently (over 18 months)

__ participates in repetitive play for hours; i.e., lining up toys cars, blocks, watching one movie over and over etc.

Self-Regulation:

__ excessive irritability, fussiness or colic as an infant

__ can't calm or soothe self through pacifier, comfort object, or caregiver

__ can't go from sleeping to awake without distress

__ requires excessive help from caregiver to fall asleep; i.e., rubbing back or head, rocking, long walks, or car rides

Internal  Regulation (The Interoceptive Sense):

__ becoming too hot or too cold sooner than others in the same environments; may not appear to ever get cold/hot, may not be able to maintain body temperature effectively

__ difficulty in extreme temperatures or going from one extreme to another (i.e., winter, summer, going from air conditioning to outside heat, a heated house to the cold outside)

__ respiration that is too fast, too slow, or cannot switch from one to the other easily as the body demands an appropriate respiratory response

__ heart rate that speeds up or slows down too fast or too slow based on the demands imposed on it

__ respiration and heart rate that takes longer than what is expected to slow down during or after exertion or fear

__ severe/several mood swings throughout the day (angry to happy in short periods of time, perhaps without visible cause)

__ unpredictable state of arousal or inability to control arousal level (hyper to lethargic, quickly, vacillating between the two; over stimulated to under stimulated, within hours or days, depending on activity and setting, etc.)

__ frequent constipation or diarrhea, or mixed during the same day or over a few days

__ difficulty with potty training; does not seem to know when he/she has to go (i.e., cannot feel the necessary sensation that bowel or bladder are full

__ unable to regulate thirst; always thirsty, never thirsty, or oscillates back and forth

__ unable to regulate hunger; eats all the time, won't eat at all, unable to feel full/hungry

__ unable to regulate appetite; has little to no appetite and/or will be "starving" one minute then full two bites later, then back to hungry again (prone to eating disorders and/or failure to thrive)

The 6th Annual Family Festival (Orange County Head Start)

Dear Parents & Friends,

(Many of you may or may not know, I am on the Planning Division Committee for Orange County Head Start). http://www.ochsinc.org/ 

Every year Orange County Head Start puts on an Annual Family Festival. This year will be our 6th year! 

The purpose of this annual event is to promote healthy cognitive, physical and emotional development in young children. As well as, bring awareness to important resources that are available throughout the community. 

I am proud to report our 5th festival brought together over 100 educational, health and social service agencies that joined us in providing educational and fun activities to over 3,000 children and family participants.

This year the event will take place:

Saturday April 13, 2013

12pm-4pm

Santa Ana Zoo

1801 E. Chestnut Ave, Santa Ana, 92701

I am writing to ask for volunteers, collaborate partners, and sponsors for this event.

Volunteers: Individuals can volunteer for; set up, event, end of the event, or the whole event!

Collaborate partners: Collaborate with OCHS, donate $500 (money or in goods) and will be participating at the event. (Pervious collaborative partners have been CHOC, Red Cross, Help me Grow, Boys and Girls Club, USC, etc.

Sponsors: 

Level 1: $50-$99

Level2: $100-$499

Level 3: $500-1,000

You can also be a sponsor by donating food, health screenings, dental screenings, entertainment, raffle goods, etc. 

(Your donation is tax deductible).

This is going to be a great event, promoting education and health to future generations. Orange County Head Start would greatly appreciate your participation! If you are unable to volunteer/donate please stop by the event. It is open to the public and we would love your support! 

Please message me if you have any questions or are interested in participating. 

Sincerely,

Barbara Julian

Orange County Head Start, Planning Division Committee