Signs Your Child Has Sensory Processing Disorder


Are you questioning whether your child could have Sensory Processing Kerfuffle — or wondering what it even is? To help, we’ve rounded up some of the basics on the acclimate, as well as key signs of Sensory Processing Disorder in children of different times.

Sensory Processing Disorder Basics

What is Sensory Processing Malady?

Sensory Processing Disorder (SPD, formerly called Sensory Integration Dysfunction) is a get resulting when sensory signals are received but not interpreted normally by the flustered system. As Athena Y. shares: «My 5-year-old daughter’s problem focuses mostly with touch…Her brain misinterprets certain feelings and temperature as soreness or she just does not feel the in. When she was two [her] clothing hurt her, she could not be started; even brushing up on her just walking by would frustrate her to the point of ruptures. She could not stand the feeling or temperature of the water at bath time.»

Kids with SPD may be hypersensitive (overresponsive to sensory stimulation) or hyposensitive (underresponsive to sensory familiarities), or both. As Amy L. explains: «It varies a lot from one child to the next; most contain mixed reactions, oversensitive to some things and undersensitive to others.»

How everyday is Sensory Processing Disorder?

Different studies have suggested that anywhere from 1 in 20 to 1 in 6 lads experience sensory symptoms that could affect their accustomed lives.

What is the treatment for Sensory Processing Disorder?

Occu tional psychotherapy is the main form of treatment for children with Sensory Processing Shambles. Often, the disorder is not treated until a child has reached at least age 4 and a half (and some contend diagnosis and treatment should be favoured off until age 6 or 7).

Signs of Sensory Processing Disorder

The signs of Sensory Convert Disorder vary widely between different children. Still, there are customary red flags to look for. The Sensory Processing Disorder Foundation lists the track signs of SPD by age.

In infants and toddlers

  • Has problems eating.
  • Refuses to go to anyone but the basic caretaker.
  • Has trouble falling asleep or staying asleep.
  • Is extremely ill-humoured when being dressed; seems to be uncomfortable in clothes.
  • Rarely decries with toys, especially those requiring dexterity.
  • Has difficulty schedule focus from one object/activity to another.
  • Does not notice sadden or is slow to respond when hurt.
  • Resists cuddling, arches behind away from the person holding him.
  • Cannot calm self by sucking on a cifier, looking at playthings, or listening to rent’s voice.
  • Has a «floppy» body, bumps into responsibilities and has poor balance.
  • Does little or no babbling, vocalizing.
  • Is easily startled.
  • Is to the nth degree active and is constantly moving body/limbs or runs endlessly.
  • Earmarks ofs to be delayed in crawling, standing, walking, or running.

In preschool-aged children

  • Formidableness being toilet trained.
  • Is overly sensitive to stimulation, overreacts to or does not homologous to touch, noise, smells, etc.
  • Is unaware of being touched/bumped unless done with outermost force/intensity.
  • Has difficulty learning and/or avoids performing fine motor reprehends such as using crayons and fasteners on clothing.
  • Seems unsure how to affect his/her body in s ce, is clumsy and awkward.
  • Has difficulty learning new motor tasks.
  • Is in ceaseless motion.
  • Gets in everyone else’s s ce and/or touches everything for everyone him.
  • Has difficulty making friends (overly aggressive or ssive/withdrawn).
  • Is animated, demanding, or hard to calm and has difficulty with transitions.
  • Has sudden inclination changes and temper tantrums that are unexpected.
  • Seems weak, falls when sitting/standing; prefers sedentary activities.
  • It is hard to gather from child’s speech.
  • Does not seem to understand verbal instructions.

School-aged descendants

  • Overly sensitive to stimulation, overreacts to or does not like touch, blasting, smells, etc.
  • Is easily distracted in the classroom, often out of his/her seat, fidgety.
  • Is obviously overwhelmed at the playground, during recess, and in class.
  • Is slow to perform criticizes.
  • Has difficulty performing or avoids fine motor tasks such as handwriting.
  • Appears awkward and stumbles often, slouches in chair.
  • Craves rough housing, rigging/wrestling games.
  • Is slow to learn new activities.
  • Is in constant motion.
  • Has Gordian knot embarrassment learning new motor tasks and prefers sedentary activities.
  • Has difficulty gathering friends (overly aggressive or ssive/withdrawn).
  • «Gets stuck» on stints and has difficulty changing to another task.
  • Confuses similar sounding interviews, misinterprets questions or requests.
  • Has difficulty reading, especially aloud.
  • Slips over words; speech lacks fluency, and rhythm is hesitant.

For myriad information, visit the Sensory Processing Disorder Foundation.

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