Sensory Integration Disorder

 There are some great tools for isolating areas for sensory integration disorder treatment.  The Sensory Profile, which was developed by Winnie Dunn, Ph.D., is often used as part of the assessment process when sensory integration disorder is suspected.   It is designed to “profile the effect of sensory processing on functional performance in the daily life of a child.” (p. 1, Sensory Profile Manual, 1999).  Pediatric occupational therapists and speech language pathologists gain important insight from the results of this assessment.

The Sensory Profile utilizes a caregiver questionnaire, which the professional reviews with the parent.  Completing the profile is an educational experience in itself.   As a parent, caregiver, or teacher goes through each section, there is a realization that the behaviors they have observed are associated with particular neurologically-based sensory responses.  The Profile is divided into sections that look at auditory processing, visual processing, vestibular processing, touch processing, and multisensory processing to name a few.   As each section is completed, the parent or teacher rates how the child responds to a given situation.  In auditory processing, for instance,  the parent responds to statements like “Can’t work with background noise (for example, fan, refrigerator)” and “Doesn’t respond when a name is called but you know the child’s hearing is okay”.  Each section is further divided by whether a particular statement indicates a high threshold or low threshold for sensory information.

After the entire profile is scored, the results are placed into four quadrants:*

High Neurological Thresholds – It takes more sensory stimuli than is typical

Registration-The degree to which a child misses sensory input.  A child with a Definite Difference Score in this pattern misses sensory input at a higher rate than others.  This means the child is under-responsive to sensory stimuli or input or they are responding in accordance with the threshold.

Seeking-The degree to which a child obtains sensory input.  A child with a Definite Difference score in this pattern seeks sensory input at a higher rate than others.  This means that the child is over-responsive to sensory input or is responding to counteract the threshold.

Low Neurological Thresholds – It takes less sensory stimuli than is typical

Sensitivity– The degree to which a child detects sensory input.  A child with a Definite Difference score in this pattern notices sensory input at a higher rate than others or respond with oversensitivity to stimuli.   This means that their sensory system is over-responsive so even little things will cause them to stop what they are doing to pay attention to the new activity around them.

Avoiding– The degree to which a child is bothered by sensory input.  A child with a Definite Difference score in this pattern moves away from sensory input at a higher rate than others.    This means that the child is over responsive to sensory input or responds by avoiding stimuli.

*Definitions taken from the Sensory Profile Manual

Combined with other assessment results, one sees how helpful it is to have an understanding of a child’s sensory processing.  Not only for designing appropriate treatment activities but in planning the environment in such a way that the child is best able to take in new information.  When planning sensory integration disorder treatment, the Sensory Profile offers valuable insight into a format that is helpful for families and professionals.   Though occupational therapists use this information extensively when designing treatment, speech-language pathologists also benefit from the Sensory Profile when developing goals and effective learning environments for a child with sensory challenges.  For more information about sensory integration disorders, visit www.speechandot.com.

Language Stimulation for Children

 Language stimulation is a set of activities and procedures that a parent, guardian, or educator can perform to promote a child’s language comprehension. When used properly, language stimulation can help a child learn and understand additional words, speak in longer sentences, participate in back-and-forth communication, and learn how to use language for a variety of social situations

Self-Talk

Self-talk is a language stimulation technique in which the parent, guardian, or educator describes their actions before or while performing them. Self-talk is more potent when the child being taught is involved. One example of self-talk would be, “I’m sitting next to you so I can see what you’re trying to put into your mouth.”

Parallel Talk

Parallel talk is similar to self-talk, but it focuses on the child’s actions instead of the actions of the parent, guardian, or educator. It is important to use pauses, eye contact, and body language when employing parallel talk to encourage the child to participate in the communication. One example of parallel talk would be, “It’s your snack time. You’re eating applesauce. When you finish eating your applesauce, you will eat some orange slices next.”

Child-Directed Speech

Child-directed speech is not the same concept as “baby talk.” Child-directed speech involves the parent, guardian, or educator changing the pitch, tone, and tempo of their voice to make the voice easier for the child to understand. Pronounced fluctuations in pitch, slow speaking rates, frequent pauses, and clear, emphasized pronunciations are some factors that can help a child understand an adult’s speech more clearly.

Expansions

The expansions technique prompts the parent, guardian, or educator to take a one-word or two-word phrase from a child and turn it into a complete and relevant sentence. Not only will expansions teach the child how to form complete sentences, expansions indicate that the adult is listening to the child. For example: if the child sees a dog and says, “doggy,” the adult could use expansion and say, “Yes, the dog is running through the park with its owner.”

Extensions

Extensions are similar to expansions, where the parent, guardian, or educator takes the child’s speech and lengthens it to a complete sentence. However, extensions differ in how they’re used; when a child combines two or more words, but does not yet have a complete sentence, the adult creates a complete sentence. This allows the adult to subtly correct the child and teach the child how to use the words properly. If a child were to say, “Car go,” the adult could use extensions to respond, “The car is red. The red car is going towards the stop sign. The red car stops.”

If you have questions or concerns about your child’s speech and language development, please feel free to contact us at the Speech and Occupational Therapy in North Texas to schedule a consultation.

Source Code: https://speechandot.com/language-stimulation-for-children/