Sensory Saturday: What is a Sensory Processing Profile?

Sensory processing or sensory input refers to the constant flow of the information from sensory receptors in the body to the brain and spinal cord–there are seven total sensory receptors, but today we will focus on information from these five sensory systems:

  • Touch (tactile)
  • Visual
  • Auditory (hearing)
  • Proprioceptive (body position)
  • and Vestibular (balance)

Sensory processing is a complicated set of actions that enable the brain to process sensory input. Without this process, you would not understand what is going on both inside your own body and in the world around you.

Sensory Modulation is the body’s awareness and ability to filter, adjust, and respond to a variety of sensory input based on the frequency, intensity, and duration of that input. Behavior, attention, learning, play as well as peer interactions are significantly influenced by a child’s ability to process sensory stimuli. Self-regulation refers to the way we behave to manage our own needs.

When a child is evaluated by an Occupational Therapist (OT) one of the tests they will utilize is called The Sensory Profile-2. It is a set of judgment-based caregiver–usually mom or dad– questionnaire providing a standardized means to capture a child’s responses during the regular course of daily life. This information provides a unique way to determine how sensory processing may be contributing to or interfering with participation.

The Sensory Profile-2 evaluates four areas or quadrants and determine where a child falls–much less than others to much more than others.

  • Seeking/Seeker: Seekers have an active self-regulation strategy and generate new ideas.
  • Avoiding/Avoider: Avoiders are great at creating routines and order because they need “sameness” to reduce unanticipated sensory input.
  • Sensitivity/Sensor: Sensors detect sensory cues.
  • Registration/Bystander: Bystanders are easygoing.

Example:

The following is a sample of what you might see when you receive a report back from the OT who performs your Sensory Profile-2 evaluation.

Sensory Profile | Sensory Ninja

The sample Sensory Profile assessment reviled that this Ninja is a tactile seeker. This means that they need constant additional input from their surroundings. They might constantly be touching objects around them. In school, they might tap their pencil or want to chew on things. The more sensory input they could get the more alert they will be.

Under the avoiding quadrant, it reviled that this Ninja would move away from activities or work alone. By avoiding interaction they would be able to control their surroundings and the time they would spend on an activity. Whereas working in a group they would have little to no control.

This Ninja fell within “the majority of others” for sensitivity to the feel of tactile objects. What that means they probably are not picky about things like the fabric they wear or the texture of their food.

At the “more than others end” of the Registration/Bystander quadrant, this Ninja will miss sensory cues others would not. For example, they will not notice the teacher calling their name, or they might not notice they have their shirt on backward or twisted.

In summer, this Ninja can successfully use and understand some sensory information, they have difficulty processing touch (Tactile), movement and body position (Proprioceptive) stimulus. These deficiencies correlate with a need for an increased frequency of poor conduct and social/emotional responses. Some of these behaviors can be things such as extreme inattention, seeking out tactile and movement opportunities. This will contribute to making disruptive, impulsive, and/or unsafe choices at home, in school, social outings and during play.


The OT evaluation will take about an hour. For us, it included observing our Ninja’s tone/strength/range of motion, fine motor–Developmental Test of Visual Perception (DTVP-3)–, his ability to self-help, emotional/behavioral responses, and the sensory profile.

I was most fascinated by the results of our Sensory Profile test. Which is why I chose to cover this topic today. For me, it felt like FINALLY, someone understood my child and there he was in black and white. It was a huge relief that after years of struggling to figure things out, we could now put a plan in place and move forward with goals that would help support our Ninja at home and in school.

photo credit: Markus Spiske

Know the Law: 504 vs IEP

When I first began to hear the terms “504” or “Individual Education Plan” (IEP), I found it difficult to distinguish the differences between these two types of school services. These services are designed to help your child with learning disabilities. I quickly became lost during critical conversations regarding my child’s education, and rightly so, as they both service children with physical, mental, emotional, behavioral, learning, or attention issues.

If you hear these terms and are trying to understand the benefits they will provide your child, you are also, possibly, experiencing an onslaught of all types of new terminology and diagnoses from your doctor or specialists. This moment in time is going to feel overwhelming with all the new information the doctors are giving you, which is imperative, to your child’s development and growth.

What I have for you here is a bare bone, boilerplate, easy to follow, explanation regarding the similarities and differences a 504 or an IEP will provide and service.

How the 504 and IEPs are Similar:

  • Both act as a “map” for a child’s education career.
  • Both are free of charge to families seeking the services the school will provide (i.e., counselor, occupational therapist, physical therapist, or speech therapist.)
  • Both will consist of a team of people – I like to call it “Team Ninja” – the parents, teachers, administrators and other child development experts (i.e., counselor, occupational, physical, and speech therapist).
  • “Team Ninja” will collaboratively create a plan and monitor progress. The rules about who must be involved are stricter for the IEPs.
  • Services cannot be provided without Parents consent first.

How they Differ:

504 Plans

  • Accommodations to make appropriate changes to classroom environment:
    1. “Sensory fidget” items – such as stress ball, Velcro to the desk, selection of sensory seating options, weighted items, etc.
    2. Be allowed to take a test orally vs. written.
    3. Supplementary aids to help support in the general classroom (i.e., audiobooks, or copy of a teacher’s notes the class would be required to copy)
  • Cover children with any learning disability, such as Attention Deficit Disorder (ADD, ADHD), Dyslexia, Dysgraphia, Asthma, etc.
  • The 504 does not require a formal evaluation by an outside expert. Your school district will not cover the cost should you choose to have an evaluation to determine under what disability your child will qualify for a 504.
  • States will not receive any additional funds for implementing a 504 plan. However, the government can withhold funds if the state is not in compliance with Section 504 of the Rehabilitation Act of 1973. Funding given from Individuals with Disabilities Education Act (IDEA) may not be used to serve students with a 504 plan.
  • A 504 is not a formal document. “Team Ninja” will meet to discuss strategies and assess results and make adjustments accordingly. Meeting minutes may or may not be taken and signed at the end of a 504 meeting.
  • Schools do not have to give written notification to the parents should any “significant” change happen to the 504 placement. However, most schools do so anyway.
  • The rule will vary by state, but in general, a 504 plan will be reviewed at the beginning of each school year, and reevaluations are done every three years or as needed.
  • 504 process for dispute-resolution are as follows (for more detailed information visit https://www.understood.org)
    1. Mediation
    2. Alternative dispute resolution
    3. Impartial hearing
    4. Complaint to the Office of Civil Rights (ORC)
    5. Lawsuit

Individual Education Plan (IEP):

  • An IEP is an INDIVIDUAL map for each child. (curriculum accommodations)
  • Requires a formal evaluation to determine if and what services your child will receive.
    1. Parents can request the school to provide the series of evaluations known as an independent educational evaluation (IEE) given by an outside expert. The school district does not have to agree.
    2. Parents may elect to pay for a private evaluation from an expert.
  • To qualify for an IEP, you must have 1 or more of 13 specific disabilities such as Autism Spectrum Disorder; Blindness; Deafness; Hearing Impairment, etc. (to view all 13 qualifying disabilities visit www.specialeducationguide.com)
  • There are strict legal requirements about who must participate on the IEP team – “Team Ninja.”
    1. Parents
    2. Teacher
    3. At least one special education teacher
    4. Schools psychologist or another individual who can interpret the evaluation results
    5. A district representative over the special education services
  • The State will receive additional funding for a child that is eligible for an IEP.
  • IEP’s are enforced by your state’s education department – for example, in Arizona, that is the Department of Education
  • The IEP is a very structured enforceable document that will contain a current academic assessment, track annual education goals and the length of time to achieve said goals
  • Should the school wish to make any changes to a child’s IEP or services that are provided they must inform parents in writing, known as a “ Prior Written Notice.”
  • List any accommodations—including class environment—along with who will provide the support and services your child will need.
  • The IEP Team – “Team Ninja” – will review the IEP at least once a year. Depending on the goals made for the IEP your Team may meet more often. All students with an IEP must be re-evaluated every three years. It will then be determined if and what services will continue to be provided.
  • Explains all modifications (taught curriculum) and accommodations (classroom environment) and how your child will participate in standardized tests.
  • Your IEP will state a plan that will show how your child will be included in school activities as well as in the classroom.
  • The IEP’s dispute-resolution consists of the following (for more detailed information visit https://www.understood.org)
    1. Mediation
    2. Due process complaint
    3. Resolution session
    4. Civil Lawsuit
    5. State complaint
    6. Lawsuit

Knowing which laws do what was a huge part of helping me understand the difference between a 504 and an IEP. I found this chart super handy when I started on our journey. If you are still confused about your eligibility and rights, I strongly encourage you to contact your state’s Parent Information & Resource Center. Also, try meeting with your child’s teacher. They are a great resource as well as an additional set of eyes to help spot the struggles your child may be facing. Another excellent advocate to have on your side is your child’s primary care physician. They can give you referrals to a specialist to obtain any evaluations you feel your child may need.

Resources used to write this article can be found at the following sites:

http://www.idea.ed.gov

http://www.raisingspecialkids.org

http://www.azdisabilitylaw.org

http://www.understood.org

https://www.greatschools.org/gk/articles/section-504-2/

https://ldaamerica.org/types-of-learning-disabilities/

 

   

 

Do’s and Don’t’s: IEP and 504 Meeting Preprations

With my first 504  and Individual Education Plan (IEP) qualification meeting approaching, I did what any overly prepared, easily intimidated person would do, scour the internet for tips – after all, knowledge is power. I also braved a seminar our school district held to help parents understand the 504/IEP laws, it, unfortunately,  turned from an informational meeting to a platform for other parents to air grievances. Super frustrating for those of us who attended with the hope of learning something.

I wanted to share a few amazing DO’s and DO NOT’s I have found from research and having attended my own 504/IEP qualification meeting.

DO

  • Put together binders with all current information you have to date on your child. (Should your meeting be regarding possibly seeking evaluations I recommend having medical information such as birth weight, length, and term of pregnancy as well as the notes your Pediatrician has on their monthly, bi-monthly, and yearly growth milestones. You can request a copy of this information from your doctor’s office)

Make a MASTER copy for you, one for the teacher, principal, nurse, special education director, and school counselor.  Include a picture of your child doing an everyday task – it helps to put a face to the name plus it “humanizes” your child.

Every binder should have the same sections and information, i.e.,  Psych Evaluation; Occupational Therapy Evaluation; Physical Therapy Evaluation; Doctor Reports; Teacher Progress Report; Teacher Correspondence; Multidisciplinary Evaluation Team (MET) – for the official signed meeting notes); and Notes.

  • Have a firm understanding of the rights and resources that are available for your child.
  • Know the difference between a 504 vs. IEP and which you feel would best support your child.
  • Arrive at your meetings with well thought out ideas or strategies to help support your child and teachers.
  • Prepare to compromise and have realistic expectations of what can be accomplished during school hours vs. at home.
  • Dress appropriately for the meeting. (i.e., slacks and semi-casual top vs. workout clothes) You would think this is obvious, but many parents show up like they are going to the gym or have just rolled out of bed. Your 504 or IEP is an important meeting dress accordingly.

All of these things will help you to be prepared and ready to advocate with confidence!

DO NOT

  • Expect the others at your meeting to have all the answers.
  • Argue about unimportant details. As much as we want the 504/IEP to be the magic wand remember that nothing will be 100% perfect.
  • Expect the school to put in all the effort. It is a two-way street, and a lot of work and time will need to be given by you the parent.
  • Be argumentative. It is easy enough to do, trust me, I wanted to bang a few heads together a couple of times. Keep calm and remember everyone in the room is vying for a spot on “TEAM NINJA,” and working to find the best way to help your little Ninja to be successful.

I know that this time can be super stressful when all you want to do is help your child be as happy and successful as they can be. I promise that is everyone’s goal.

Keep in mind that the qualification meeting for a 504 or IEP is the first step in the process of continued meetings and goal setting. You will want to have lines of communication open between everyone.

I remember the first 504/IEP meeting I felt like I was sitting in front of a firing squad pleading our case. The hoops you have to jump through to obtain a 504 or IEP are intense. Once the meeting concluded, I felt utterly drained. It is tedious, emotional, and demanding. The best news is, you will be one step closer to creating a successful school career for your Ninja. Now that is worth celebrating. Eat some chocolate; you’ve earned it!  

Hit or Miss: ABC’s “The Good Doctor”

ABC has launched a new TV drama titled “The Good Doctor.” Being a fan of medical drama shows–and all the exaggerated scenarios–I was looking forward to the season premiere last night.

I had seen a few teasers online but was entirely surprised to find the show’s main character Shaun Murphy—portrayed by Freddi Highmore—a young autistic surgeon who has savant syndrome. Throughout the episode, the board of directors is shown arguing about employing this young man as a surgical resident, and frequently refer to him as “High Functioning.”

The show was entertaining, however, I struggled with the idea of defining the character (Shaun) as “high functioning.” The world of diagnosing autism has shifted dramatically in the past few years, and terms like “high functioning” and “Aspergers” are no longer used.

I was also a bit annoyed at the behavior of the character. It was like watching the existing medical definition of a child/person with a spectrum disorder, which is disappointing. I have yet to meet any child/person that is a strict definition of anything. I understand the need for acting guidelines and needing to portray a character regarding autism; I just wish it was more natural and not just a check-list of symptoms.

However, I think it is refreshing to mainstream the topic of autism because the more we talk about autism spectrum disorders; the more affluent society will become. I love that the show has the potential to break down those walls and stigmatisms of “labeling” causes.

For me, “The Good Doctor” is not an instant hit; but also not a miss so I’ll give it a couple more episodes before I make that decision.

I would love to discuss any thoughts you have if you were able to see the Pilot episode.

*a blogger I have come to love,  Neurodivergent Rebel posted a great article about inclusive autistic traits. Not only did she cover the most common problems, she also has some thoughtful solutions. If Hollywood wants to use a checklist for character development, this is a great place to start.

 

Sensory Triggers and Halloween

Fall is in the air! Which means, if your Ninja’s are like mine, Halloween costume debates are in full swing. My children’s enthusiasm for any holiday comes from their mama. I love to celebrate any and everything–because life is worth celebrating! So far–and this can change–we will have a Pumpkin, a Star Wars Stormtrooper, and Link from the Legend of Zelda.

Sensory Triggers

Halloween is a night of fun, friends, and candy. But for children who have a Sensory Processing Disorder (SPD), it can be uncomfortable. From constricting costumes, loud (sometimes spooky) noises, and crowded spaces, a child’s sensory triggers can happen at any moment.

With a little creativity, planning, and awareness of what your Ninja’s triggers are you can take back the Halloween fun and avoid potential sensory problems.

Unfamiliar Sensations:

Things like fake cobwebs, the mist from fog machines, pumpkin “guts” and bowls filled with mystery goo are not a tactile-sensitive child’s best friend.

  • Before the big night, try taking your Ninja out to your local store and let them explore the decor. Let them try pushing buttons on things that move or light up. If you feel your Ninja can properly handle touching items, then let them get hands-on. Take the mysterious talking skull off the shelf and let them hold it. Tactile seekers learn by touching. Hands act like an extra set of eyes.
  • Decorate your home! Not only is it a fun family-engaging activity, but it will also help your Ninja feel more comfortable and confident with all the unknown spooky sights. Let them help you hang the fake spider webs around the yard. It is an excellent way to let them get involved, touching, and overcoming a potential sensory trigger.
  • If you Ninja is completely turned off by the sight and smell of a pumpkins insides, try alternative pumpkin crafting. In the past, we have used paint or permanent marker to color and decorate our picked pumpkins. We have also opted for fake pumpkins to carve. These are a great option because you can reuse them for years to come and help your Ninja remember the past Halloween fun.

Costumes:

From the smelly, slipper, static causing material, silly or scary,  costumes can be a nightmare for some Sensory Ninjas. When helping my Ninja come up with a perfect disguise, I like to steer him away from the costume aisle at Target altogether. Sometimes we pull inspiration from there, but for him, I rarely buy the one size fits all items.

For example one year my Ninja wanted to be Batman. Instead of buying the Batman suit in the Halloween section, I found a cotton Batman t-shirt with an attached cape and black sweatpants. I then purchased an accessory kit that had Batman’s mask and gloves. He was the best Batman at the party because he was comfortable and happy! Plus he could wear to school, minus the cape.

Here are some other ideas to help make dressing up easy and fun:

  • Have your Ninja touch the costumes in the store. They will naturally avoid any fabric that is uncomfortable to them.
  • Wash any new costumes a few times to help soften the fabric.
  • Avoid paint if your child has a sensitivity to smells.
  • Avoid masks if your child has a sensitivity to sound. The sound of their breathing inside of their mask might cause issues. If they want to wear a mask, have them try on for a few minutes before buying it.
  • Let them run around and play in their new costume at home. It can help them be more comfortable for the big night. If they are unsure about the costume encourage them to wear it for increasing lengths of time leading up to Halloween.
  • If you do opt for a one piece costume,  have your child wear a lightweight shirt, or PJ’s under it to keep the costume seams from rubbing against their skin.

Trick-or-Treating

Trick-or-Treating can be hard for kids with SPD. It’s noisy and crowded. Decoration will be flashing or moving, and people are rushing from place to place. It is a perfect storm for a sensory meltdown.

It will take time to learn what the warning signs are for your Ninjas triggers, and even knowing them; you still might miss them. You might want to try a word or signal your child can use when they start to feel overwhelmed. Plan and have a safe space for your child to take breaks as needed.

Halloween is a contradiction to all our “stranger-danger” lessons. Encouraging interaction with strangers is a tricky situation for children with SPD that struggle to understand social rules. My Ninja is a super-social kid and will engage with everyone, which is fantastic that he is friendly and kind to others, not so much when it comes to his safety.

We navigate that sort of situation by participating in our church’s Trunk-or-Treat event, and the “stranger-danger” rules are still the same. However, It’s a community that we know well, and feel comfortable having our Ninja engaged socially.

Some other suggestions to help manage Trick-or-Treating:

  • Walk the Trick-or-Treating rout with your Ninja ahead of time, so it is familiar to them, and you.
  • Go out at dusk. There will be more light for your child to navigate with, and the streets will be less crowded.
  • Bring glowsticks or a flashlight. I will have each of my children wear a glow bracelet on their ankle should they run ahead of me; I can quickly locate them in a group.
  • If your Ninja can still fit comfortably, have them ride in a wagon.

New Traditions

If Trick-or-Treating is too much for your Ninja, make your own Halloween traditions instead of the norm! Maybe your tradition could be whole family dressing up and sitting on the porch to pass out the candy to fellow kids. Or you might consider hosting a small costume BBQ with family and friends. If all that still seems too much for your Ninja, a quiet costume move night with all their favorite treats might be just the ticket!

Whatever your Halloween traditions are, old or new, remember to be safe! And have fun!

*feel free to share your costume ideas in a comment below!!*

photo credit: Julia Raasch

Sensory Saturday: DIY Halloween Childrens Costumes

Fall is in the air, which means all things spooky and pumpkin themed are being rolled out across box stores everywhere. With this in mind, it only seemed fitting our Sensory Saturday be dedicated to some great DIY Halloween costumes for the sensory sensitive Ninja’s out there! No funny smells, itchy-scratchy fabric, or uncomfortable fits here. Just everyday wear made over to be spooktacular fun.

For your Sensory Ninja- try out this quick and easy no-sew Ninja costume from Paging Supermom

DIY No-Sew Ninja | Sensory Ninja

Maybe your Ninja would like to be an Elephant? Better Homes & Gardens has put together an adorable, sensory friendly and no-sew costume + patterns!

DIY No-Sew Elephant | Sensory Ninja

Superhero’s more your Ninja’s speed? Twin Dragonfly Designs has a whole lineup of you guessed it, no-sew Superhero costumes! PLUS a mask and gauntlets! Sensory and budget friendly!

DIY No-Sew Superhero | Sensory Ninja

Check out three sensory perfect no-sew DIY costumes at Primary! You can buy their clothing items or pop into your local store and pick out custom Dragon or Unicorn colors.

DIY No-Sew Dragon | Sensory Ninja

No-Sew Dragon How To

DIY No-Sew Unicorn | Sensory Ninja

No-Sew Unicorn How To

DIY No-Sew Wonder Woman | Sensory Ninja

No-Sew Wonder Woman How To

You really can’t go wrong with any of these sensory friendly, easy to do, no-sew costumes. I love how simple it can be to add or take away props or makeup depending on what your Ninja likes.

I would love to see what you and your Ninja come up with for Halloween! Add an image in the comments to share your inspiration!

photo credit: Tanalee Youngblood

I Saw the Sign: Visual Processing Disorder Symptoms

We use visual processing to read, write, and tell the body where it is concerning objects or people.  Unfortunately, for young children with Vision Process Disorders (VPD), their first vision exam (at age five) will not typically detect any indication of VPD.

Children who are most at risk to have a visual processing issue are those who have a Sensory Processing Disorder (SPD). Parents and teachers may attribute specific visual issues behaviors to SPD and are unaware that it could indicate a VPD.

Academic Signs

  • Poor tracking when reading *
  • Loss of place or needing a finger/marker when reading
  • Difficulty with handwriting (visual-motor planning) *
  • Difficulty with copying notes from the board or other sources *
  • Difficulty identifying words or letters
  • Confuses letters, numbers, and shapes.
  • Displays poor visual memory
    • (i.e., phone number, words, letters, and notes) *
  • Becomes overwhelmed with large amounts of information on a page
    • (i.e., math paper with several rows of problems) *

Physical Symptoms

  • Headaches in the forehead or temple *
  • Closing or covering an eye
  • Turning or tilting the head to seen an object *
  • Having an unnatural posture when reading or performing sustained visual tasks *
  • Difficulty with movement or sports
    • poor balance and coordination *
    • poor eye-hand coordination
  • Looking out of the corner of the eye *
  • Poor eye contact *
  • Squinting
  • Stares into space *
  • Poor Spatial awareness *
  • Light sensitivity
  • Fixation on light patterns (including windows or blinds)
  • Gaze aversion
  • Does not follow where someone else is looking

* I’ve stared symptoms my Ninja struggles with

It is important to understand that glasses or medication will not correct a visual processing issue. Children who have a VPD will often show improvement with Vision and or Occupational Therapy to help strengthen visual processing and visual-motor planning.

The best way to support your child academically is work with your school and get an IEP plan in place. Specific accommodations for a child with VPD can include items like a printed copy of the teacher’s notes for your child to highlight or fill in information during lectures.

Children will not grow out of VPD. There are, however, many tools and resources available to improve their skills. Children with VPD may still struggle with this issue into adulthood.

Things to keep in mind: VPD is not dyslexia, ADHD or SPD. Although many children with VPD struggle with attention and focus, it’s can be attributed to the fact that their brains cannot process the information they are seeing. If you think your child may have VPD you can go to this www.covd.org to find a developmental optometrist in your area.

photo credit: www.AssistedSeniorLiving.net