NinaLemon
It's a boy!!!
Member since 10/07 6453 total posts
Name:
Jeannine
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Re: Sensory seeking and ADHD
I think all of these disorders can be linked, I don't know if sensory seeking is typical of ADHD but DSS who is ADHD does it (he likes to be hugged tightly and smells soft things like tissues, blankets and stuffed animals).
With DSS he is labeled PDD-NOS and ADHD, he is also borderline mentally retarded based on his IQ and adaptive skills. I think that we just don't know enough about these disorders yet to know for sure what the symptoms of each are. Each Specialist we see wants to label DSS as something else, I often feel like they are grasping trying to understand the disorders themselves.
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Mommy2Boys
My Boys!!!!
Member since 6/06 14437 total posts
Name:
C
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Re: Sensory seeking and ADHD
BUMPING my own old post!
DS is considered "at risk" for ADHD but I have been doing ALOT of research and it seems ADHD and Sensory Integration Dysfunction can sometimes be confused and/or overlap. From what I've gathered, some feel ADHD is due to an immature nervous system which in turns can create sensory integration issues.
He's always been a sensory seeker...running, jumping, crashing, squeezing, hand flapping, etc. I find when he is off routine and does not have school or OT, his needs increase. He has always been an occasional hand flapper when excited. Last week when he had no school or OT he started hand flapping alot. I dont know if it has become a habit now. I do know he sometimes does it on purpose because he knows it bothers me because he'll look at me, laugh and say "look mom, I'm flapping". Any ideas how I can redirect these behaviors? Should I ignore it?
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sapphire
LIF Adolescent
Member since 6/06 568 total posts
Name:
Elizabeth
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Re: Sensory seeking and ADHD
An OT once told me (an OT who is SIPT certified) that Sensory Processing Disorder untreated can lead to ADD/ADHD and a ton of other "disorders".
An immature sensory system will prevent a child from developing correctly. If the senses can't combine together effectively, so many daily functions can not occur, including exploring/learning/speaking etc. Once the systems organize themselves, enormous strides can be made. Which is why, SPD needs to be included in the DSM so that sensory integration therapy becomes one of the prime therapies our children receive. The therapy needs to be given by OTs that are very well trained in this area. Unfortunately, some OTs claim to be "sensory" OTs but all they have done is taken a workshop or two.
The "hand flapping" is a signal that the vestibular system is struggling for input. Something isn't working correctly so the brain is trying to get feedback..... Many times a child with SPD will "stim" when they are trying to accomplish something whether it be a cognitive task, something that involves carrying out a plan or simply just trying to regulate themselves. (over anxious, tired, etc) Remember, if the body can't regulate or modulate itself, it's going to feel extremely stressed and anxious. Negative behaviors tend to come out when any human is overstressed.
Interestingly enough, sensory seeking behaviors tend to be found on "low arousal" kids. They run, bump, crash, jump, flap etc to stay alert, I guess that's why they found meds like riitalin to work on ADHD kids ? Funny how a drug like ritalin is used for what seems to be "hyper" behaviors as well as those who suffer from narcolepsy.
I think that your son bringing the flapping to your attention is great. Maybe you can possibly tell him, that when he notices he is flapping it's a great time to play ball or some other vestibular activity. The key is to allow the child to be aware of when he feels out of sorts and find some more appropriate ways of dealing with it.
These are some really great simple but useful activities I found.
Swinging, rocking, jumping
Rotating chair: The child sits in an office chair or other chair that can spin easily and is rotated up to 20 times, changing direction frequently. Stop immediately if the child appears uncertain or if they want to get down from the chair. Children who are unstable can be placed in an adult's lap and rocked side to side (slowly) rather than spun.
Visual Pursuit: Hold an object at eye level, a comfortable distance away from the child’s face and then move the object smoothly from the left to the right slowly while the child follows the object with the eyes alone. Change direction and move the target in all directions, increasing speed over time.
Balance: The child walks up and down a low ramp while holding an adult's hand. Increase the slope (rake) of the incline as the child improves. Sitting on balance balls can also be used to help improve balance, or standing on boards with a rounded bottom.
Obstacle Course.
Gaze Stabilization: The child stands on an uneven, soft, or movable surface (e.g. foam, trampoline or tilt board) and focuses on a toy or interesting object that is moving either diagonally, horizontally, or vertically in front of them. Change the trajectory, direction, and speed of the object movement as the child watches.
Targets and Optic Flow: Play catch with balls of varying diameters and textures, increasing the distance between players over time. If the child has difficulty catching a ball, use a balloon rather than a ball. Increase difficulty by using smaller and harder balls to increase the speed and challenge of the game.
Steps, Curbs and Parking Blocks: Practice walking smoothly up steps, curbs and parking blocks.
Message edited 3/3/2011 11:33:18 PM.
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