Sensory integration is the capacity of an individual to receive, process, and make sense of information provided by the senses.
Sensory Processing Disorder (SPD), formerly known as “sensory integration dysfunction”) is a condition that exists when sensory signals don’t get organized into appropriate responses.

Sensory Integration or Integrative Therapy is designed to provide various sensory experiences to help the individual with autism spectrum disorder elicit a more adaptive response to sensory challenges. In other words, how to cope with his or her sensory problems and sensitivities.

So a person with hypersensitive hearing may cope better with loud or unexpected noises. A person with poor discrimination of sounds may be able to distinguish between more subtle differences in tone.

As most of this web site is going to be based on my personal experiences as a mother of a young child on the Autistic Spectrum. However, you must remember that not all children with autism spectrum disorders have sensory processing difficulties and careful assessment is required before starting any type of therapy.
I was already aware that not only is my son on the Autistic Spectrum but he is on the side where he has heightened sensory issues to the extreme that he is a child clearly with Sensory Integration Dysfunction. I discovered this when I visited an Occupational Therapist who happened to specialise in Sensory Integration Issues. She asked me to read a book about Sensory Integration and on reading this book I discovered that my son had these sensory integration problems. However, I asked my Paeiatrician to refer me to see an Occupational Therapist and I then went on to see an Occupational Therapist through the NHS who really did not understand what I was talking about and my son was discharged from occupational therapy! So it is very important that an Occupational Therapist who has sensory integration specialty sees the person affected.

My child along with many children on the Autistic Spectrum does frequently encounter problems with their sense of smell, touch, hearing and taste. Some with their site too.
My son has a very strong sense of smell and can smell certain foods and odours even before I can smell them. His hearing (although when he was younger had a few hearing problems) is quite remarkable. This can also be coupled with difficulties in movement, coordination and sensing where one’s body is in a given space.
My son currently is constantly hugging and squeezing me and his other family members much more. he is craving for tight hugs.
Reading books on sensory integration has led me to believe that this is a very common disorder for individuals with neurological conditions such as an autistic spectrum disorder.
It has been said that individuals may be overly sensitive to certain textures, sounds, smells and tastes, while wearing certain fabrics, tasting certain foods, or normal everyday sounds may cause discomfort.
The opposite to overly sensitive is also possible. My child for example, feels very little pain and actually enjoys sensations that neurotypical children would dislike such as being squeezed very tightly and with hugging with great strength. My son enjoys intense cold feelings such as eating and touching freezing ice (yes!) and especially loves to eat snow. This reminds me of one of the scenes from “Snow Cake” where the Autistic woman loved to eat snow!

The reason for all of this is that the brain seems unable to balance the senses appropriately in cases of Sensory Integration Dysfunction. The brain may not be able to filter out background stimuli yet admit what is important, so the individual may have to deal with overwhelming amounts of sensory input day and night.

Sensory Integration Therapy for Children
This involves occupational therapy with the child placed in a room specifically designed to stimulate and challenge all of the senses. During the session, the therapist works closely with the child to encourage movement within the room. The therapy is driven by four main principles:

1 Just Right Challenge (the child must be able to meet the challenges through playful activities)
2 Adaptive Response (the child adapts behavior to meet the challenges presented)
3 Active Engagement (the child will want to participate because the activities are fun)
4 Child-directed (the child’s preferred activities are used in the session).

Children with lower sensitivity (hyposensitivity) may be exposed to strong sensations, while children with heightened sensitivity (hypersensitivity) may be exposed to quieter activities. Treats and rewards may be used to encourage children to tolerate activities they would normally avoid.
For more information on Sensory Integration Dysfunction, see the Sensory Integration Therapy Guidelines for children with heightened sensitivity
These guidelines may help in more appropriate touch with autistic children who have hypersensitivity: The child finds it easier to initiate hugging than receive it. Touch is more tolerable when the child anticipates

My son also likes the feeling of tactile sensation include water, rice, beans and sand. Children on the autism spectrum often enjoy a sense of firm overall pressure. I do wrap up my son with a blanket or his quilt and he really enjoys this sensatio with pillows, blankets and firm hugs.

Proprioceptive system
The Proprioceptive System helps children (and adults) to locate their bodies in space. Autistic children often have have poor proprioception and will need help to develop their coordination.
Vestibular system
The Vestibular system is located in the inner ear. It responds to movement and gravity and is therefore involved with our sense of balance, coordination and eye movements. 

The above post was written after reading an inspiring article from http://mcchen030.blogdrive.com/archive/387.html

I hope this helps some parents who have a child like mine with hypersensitivity or heightened sensitivity. I wish that it enables you to understand why certain individuals do things such as squeezing and tight hugging. Ouch! Never mind, I am his mother after all.

To Learn more about Sensory Processing Disorder, please visit this site, click here

To all carers, mothers, relatives and people affected by autism

Sofina

Gastrointestinal (GI) Problems and Autistic Children Link

As you my be aware the alarming statistics in there are that about 1 in 110 children who has autism in the USA. Estimated prevalence rate of autism is around 1 in 100 as a best estimate of the prevalence in children in the UK.
No prevalence studies have ever been carried out on adults.

Not only is there concern about this ever alarming statistic, which seems to be increasing over time. Only a couple of years ago it was 1 in 166 children has autism.
Parents of teenagers, who have autism spectrum disorder, many times have reported that their teenage children suffer gastrointestinal (GI) problems such as constipation and diarrohea.
New research confirms that almost half of the children with an autistic spectrum disorder (ASD) have such symptoms of gastrointestinal related problems. I myself, who is writing this post, have a son who is on the autistic spectrum disorder who has suffered from gastrointestinal problems (noticed) since he was 2 years old. Problems such as severe constipation, a lot of wind, not so much diarrohea, but gastrointestinal problems for definite.
My son has been on Lactulose for 3-4 years and now I am trying Movical (paediatric suspension) to aid with relieving his severe constipation. However, these gastrointestinal problems really need to be be addressed more by the child’s physician and/or paediatrician.

Back to the study. The study was conducted by the Autism Speaks’ Autism Treatment Network. The actual study involved autistic 1,185 children, and the study found those gastrointestinal symptoms worsen as a child grows older.
Study Findings:
At the time of enrollment, 45 percent of the children had GI symptoms.
Older children reported symptoms more often than younger children (perhaps because they could explain them better)
39 percent of those under 5 years of age versus 51 percent of kids 7 years and older.
GI symptoms were also linked to sleep problems.
70 percent of kids with GI symptoms also suffered sleep problems compared to 30 percent who didn’t have GI symptoms.
My son suffers from sleep problems again since he was a toddler, even a baby. He is on medication to aid him with his sleep.
“These findings suggest that better evaluation of GI symptoms and subsequent treatment may have benefits for these patients,” Daniel Coury, M.D., medical director of the ATN and professor of pediatrics and psychiatry at The Ohio State University, was quoted as saying. “Primary care physicians and specialists should ask families about these symptoms and address these as part of the overall management plan for the child or adolescent with ASD.” I totally agree with this statement.
Source: Pediatric Academic Societies (PAS) annual meeting, May 1-4, 2010, Vancouver, British Columbia

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Pervasive Development Disorders (PDD)

The term “PDD” is widely used by professionals to refer to children with autism and related disorders; however, there is a great deal of disagreement and confusion among professionals concerning the PDD label. Diagnosis of PDD, including autism or any other developmental disability, is based upon the Diagnostic and Statistical Manual of Mental Disorders – Fourth Edition (DSM-IV), published by the American Psychiatric Association (Washington, DC, 1994), and is the main diagnostic reference of mental health professionals in the U.S.

According to the DSM-IV, the term “PDD” is not a specific diagnosis, but an umbrella term under which the specific diagnoses are defined.

Diagnostic labels are used to indicate commonalities among individuals. The key defining symptom of autism that differentiates it from other syndromes and/or conditions is substantial impairment in social interaction (Frith, 1989). The diagnosis of autism indicates that qualitative impairments in communication, social skills, and range of interests and activities exist. As no medical tests can be performed to indicate the presence of autism or any other PDD, the diagnosis is based upon the presence or absence of specific behaviors. For example, a child may be diagnosed as having PDD-NOS if he or she has some behaviors that are seen in autism, but does not meet the full criteria for having autism. Most importantly, whether a child is diagnosed with a PDD (like autism) or a PDD-NOS, his/her treatment will be similar.

Autism is a spectrum disorder, with symptoms ranging from mild to severe. As a spectrum disorder, the level of developmental delay is unique to each individual. If a diagnosis of PDD-NOS is made, rather than autism, the diagnosticians should clearly specify the behaviors present. Evaluation reports are more useful if they are specific and become more helpful for parents and professionals in later years when reevaluations are conducted.

Ideally, a multidisciplinary team of professionals should evaluate a child suspected of having autism. The team may include, but may not be limited to, a psychologist or psychiatrist, a speech pathologist and other medical professionals, including a developmental pediatrician and/or neurologist. Parents and teachers should also be included, as they have important information to share when determining a child’s diagnosis.

In the end, parents should be more concerned that their child find the appropriate educational treatment based on their needs, rather than spending too much effort to find the perfect diagnostic label. Most often, programs designed specifically for children with autism will produce greater benefits, while the use of the general PDD label can prevent children from obtaining services relative to their needs.

Also within each diagnosis is the Autism Society’s Panel of Professional Advisors’ recommended definition of the autism spectrum and related syndromes and conditions, which is not to be used for research purposes but rather for defining the demographics of the Autism Society’s membership. The Autism Society is not attempting to represent individuals with related syndromes or conditions who do not also have autism, but rather those where autism is present in related syndromes and conditions, and where autism is the defining syndrome (e.g., autism-Asperger’s). The rationale for this position is due to the unique service needs that are imperative for individuals with autism that may not be required of the cohort disability. (See also “General Standards of Care for Individuals with Autism Throughout the Lifespan.”)

• Autistic Disorder (299.00 DSM-IV)
• Asperger’s Disorder (299.80 DSM-IV)
• Rett’s Disorder (299.80 DSM-IV)
• Childhood Disintegrative Disorder (299.10 DSM-IV)
• PDD-NOS (299.80 DSM-IV)

The above was taken from the Autism Society of America . Please visit this site for more details on PDD and Autism.

Pervasive Development Disorder Assessment – PDD

There is a really good website that has a The PDD Assessment Scale/ Screening Questionnaire
It allows you to carry out a PDD (Pervasive Development Disorder) Assessment.

Note it is an experimental screening tool that requires a traditionally established PDD diagnosis.

http://www.childbrain.com/pddassess.html

Please go and visit the site to do an initial assessment. It won’t cost you anything to give you an idea about PDD related to Autism.

This an excellent website that has lots of information and resources for parents and parent of an Autistic Spectrum disorder including Pervasive Development Disorder.

It is run by parents and was created as a resource tool for parents to support provide encouragement and learn from each others challenges.

There is Information, Resources, News, Videos, Autism Message Boards, Autism support and much more.

It really is an excellent website to support you and your loved one.

www.autismkey.com