Helping Hyperactive Kids - A Sensory Integration Approach: by Ms. Lynn J. Horowitz MHS OT, Cecile Rost

By Ms. Lynn J. Horowitz MHS OT, Cecile Rost

Sensory integration has supplied aid to young ones with habit, studying, and motor talents difficulties for over forty years. A remedy in accordance with play, it is helping kids soak up, procedure, and reply to info in a suitable demeanour. This e-book presents a whole review and clarification of the treatment, in addition to useful sensory integration–based recommendations that may be utilized by academics and fogeys to aid the hyperactive baby. This non-medical procedure can be utilized together with, or as an alternative for, conventional drugs.

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A: This kind of child may not be registering the information that you are sending her way. The first step in understanding and acting on a command is being able to orient, or zero in on, what the stimulus is. In this case, the mother’s request is not even attended to for several seconds. This is frustrating, but a possible explanation is that the child just does not have the right level of arousal to pick up the clues. Think of them as a child being woken up. If you told them at the moment of waking that they could do their favorite thing, like go to the zoo, they would be so sleepy or in such low arousal state that they might not even be looking at the person, much less taking in or even understanding what is being said to them.

We direct our attention to whatever we want to absorb; thus, for example, we are able to read a book in a crowded bus. For some people, however, this state of arousal may still be too low to be able to read a book in a crowded subway. A child with a problem reaching this state can be rocked to sleep by the movement of the train because he or she cannot maintain the level of focus associated with being awake and reading a book. This is similar to what happens to many children who have to sit still for a long time in class.

The brain can also decide not to react to incoming information. Not reacting can also be seen as a reaction. How we react to what our senses perceive determines ultimately how we react to our environment; this reaction is called behavior. Problems exist if we react too strongly to mild stimuli; for example, if we become angry just because another person has accidentally bumped into us. Children with sensory processing problems often exhibit inappropriate reactions. Problems can also exist if we do not react strongly enough to stimuli; for example, if we belatedly notice we have stepped on something sharp.

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