Relevant bibliographies by topics / Sensory disorders in children

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Sensory disorders in children'

Author: Grafiati
Published: 4 June 2021
Last updated: 26 January 2023

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Sensory disorders in children.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Sensory disorders in children"

1

Mukhina, Anastasiia. "Organization of the Sensory Environment in Work with Children with Autism Spectrum Disorders." Bulletin of Luhansk Taras Shevchenko National University 1, no. 6 (344) (2021): 240–49. http://dx.doi.org/10.12958/2227-2844-2021-6(344)-1-240-249.

Full text
Abstract:
The article is dedicated to the peculiarities of application of the method of sensory integration in working with children with autism spectrum disorder. The authors present historical data on the research of the problem of sensory integration, the main psychological characteristics of children with autistic spectrum disorders. It is specified the definition of «sensory integration», criteria of adequate sensory integration in neurotypical people, the fundamental value for the development of which has the operation of four systems that select and analyze information related to the body. The authors of the article outline the peculiarities of the sensory sphere of children with autistic spectrum disorders, the peculiarities of visual, auditory and tactile perception of such children. It is noted that the peculiarities of the sensory sphere of children with autistic spectrum disorders cause learning problems and lead to various types of disadapted behavior. The essence of the method of sensory integration, its contents and tasks are specified. It is determined the basic rules of organization of training sessions applying the method of «sensory integration» and the categories of children with autism spectrum disorders to whom this method should be used first. Moreover, the authors present the main exercises for stimulation of sensory integration. Sensory integration helps develop such skills and psychological entities as concentration ability, emotional organization, abstract thinking, self-acceptance and self-control.
APA, Harvard, Vancouver, ISO, and other styles
2

Ringold, Sofronia M., Riley W. McGuire, Aditya Jayashankar, Emily Kilroy, Christiana D. Butera, Laura Harrison, Sharon A. Cermak, and Lisa Aziz-Zadeh. "Sensory Modulation in Children with Developmental Coordination Disorder Compared to Autism Spectrum Disorder and Typically Developing Children." Brain Sciences 12, no. 9 (August 31, 2022): 1171. http://dx.doi.org/10.3390/brainsci12091171.

Full text
Abstract:
Developmental Coordination Disorder (DCD) is one of the least studied and understood developmental disorders. One area that has been minimally investigated in DCD is potential issues with sensory modulation. Further, in other neurodevelopmental disorders (e.g., autism spectrum disorder (ASD)) sensory modulation is related to many other challenges (e.g., social issues, repetitive behaviors, anxiety); however, such potential relationships in children with DCD have been largely unexplored. The purpose of this study is to explore sensory modulation differences in DCD and to understand the relationships between sensory modulation and social emotional measures, behavior, and motor skills in DCD in comparison to ASD and typically developing (TD) peers. Participants (aged 8–17) and their caregivers (DCD, N = 26; ASD, N = 57; and TD, N = 53) completed behavioral and clinical measures. The results indicated that 31% of the DCD group showed sensory modulation difficulties, with the DCD group falling between the ASD and TD groups. In the DCD group, sensory modulation was significantly associated with anxiety, empathic concern, repetitive behaviors, and motor skills. Data are compared to patterns seen in ASD and TD groups and implications for interventions are discussed.
APA, Harvard, Vancouver, ISO, and other styles
3

Allen, Susan, and Jackie Casey. "Developmental coordination disorders and sensory processing and integration: Incidence, associations and co-morbidities." British Journal of Occupational Therapy 80, no. 9 (June 14, 2017): 549–57. http://dx.doi.org/10.1177/0308022617709183.

Full text
Abstract:
Introduction Children with developmental coordination disorder or sensory processing and integration difficulties face challenges to participation in daily living. To date there has been no exploration of the co-occurrence of developmental coordination disorders and sensory processing and integration difficulties. Method Records of children meeting Diagnostic and Statistical Manual – V criteria for developmental coordination disorder ( n = 93) age 5 to 12 years were examined. Data on motor skills (Movement Assessment Battery for Children – 2) and sensory processing and integration (Sensory Processing Measure) were interrogated. Results Of the total sample, 88% exhibited some or definite differences in sensory processing and integration. No apparent relationship was observed between motor coordination and sensory processing and integration. The full sample showed high rates of some difficulties in social participation, hearing, body awareness, balance and motion, and planning and ideation. Further, children with co-morbid autistic spectrum disorder showed high rates of difficulties with touch and vision. Conclusion Most, but not all, children with developmental coordination disorder presented with some difficulties in sensory processing and integration that impacted on their participation in everyday activities. Sensory processing and integration difficulties differed significantly between those with and without co-morbid autistic spectrum disorder.
APA, Harvard, Vancouver, ISO, and other styles
4

Janvier, Y., and T. Rugino. "Characteristics of Sensory Based Feeding Disorders and Sensory Motor Feeding Disorders in Children." Journal of Developmental & Behavioral Pediatrics 25, no. 5 (October 2004): 381. http://dx.doi.org/10.1097/00004703-200410000-00037.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Mesquita Reis, J., L. Queiróga, R. Velasco Rodrigues, B. Pinto Ferreira, F. Padez Vieira, M. Farinha, and P. Caldeira da Silva. "Sensory Processing Disorders and Psychopathology." European Psychiatry 41, S1 (April 2017): S216—S217. http://dx.doi.org/10.1016/j.eurpsy.2017.01.2196.

Full text
Abstract:
IntroductionSensory processing is the individual's ability to receive, process and integrate sensory information from the environment and body movement in the central nervous system, in order to produce adaptive responses. Sensory processing disorders (SPD) are associated to difficulties in regulating emotions and behaviours as well as motor abilities in response to sensory stimulation that lead to impairment in development and functioning. It is estimated that SPD affect 5–16% of school-aged children. Although these diseases constitute a primary diagnostic category in the Diagnostic Classification of Mental Health and Development Disorders of Infancy and Early Childhood: DC0-3, they have not yet been validated by the Diagnostic and Statistical Manual of Mental Disorders-DSM. In the latest edition of DSM, SPD were only included as one of the diagnostic criteria of autism-spectrum disorders. However, several studies have suggested that SPD may present themselves solely or coexist with other clinical conditions.ObjectiveThe aim of this study was to review systematically the relationship between SPD and psychopathology.MethodologyArticles indexed in the Pubmed database were analyzed.Results/conclusionAlthough sensory processing problems are well known to occur in association with autism, their relationship with other mental disorders is not a well studied area. Some studies have related them with ADHD, behavioural disorders and learning disorders. Some studies also comproved that SPD are a valid diagnosis and that there are individuals with SPD who do not meet the criteria for other known disorder. One study found an abnormal white matter microstructure in children with SPD. Despite these findings SPD need to be further studied.Disclosure of interestThe authors have not supplied their declaration of competing interest.
APA, Harvard, Vancouver, ISO, and other styles
6

Mohsen, Eshaq, and Elneny Hegazy. "Psychomotor Problems in Children: Early Detection of Sensory Disorders and Treatment." Journal Wetenskap Health 2, no. 1 (March 3, 2021): 1–6. http://dx.doi.org/10.48173/jwh.v2i1.69.

Full text
Abstract:
This article discusses psychomotor disorders in children, namely when developmental delays in terms of physical, emotional, social and slow communication skills. Disorders of child development can actually be detected from an early age, the development of gross motor skills, fine, cognitive, and language. As for the symptoms that occur when experiencing developmental disorders in children, the body and brain have difficulty processing and responding to sensory stimuli from the environment. Children with Sensory Processing Disorder (SPD) often overreact or overreact in response to touch, sound, or food texture. However, sensory disturbances in children can be reduced and even treated with appropriate therapy. Generally, therapy sessions will focus on ways to help the child engage in activities that they are not normally better at. It also helps them to get used to and accept things that they cannot tolerate.
APA, Harvard, Vancouver, ISO, and other styles
7

Barrios-Fernández, Sabina, Margarita Gozalo, Beatriz Díaz-González, and Andrés García-Gómez. "A Complementary Sensory Tool for Children with Autism Spectrum Disorders." Children 7, no. 11 (November 20, 2020): 244. http://dx.doi.org/10.3390/children7110244.

Full text
Abstract:
Background: Sensory integration (SI) issues are widely described in people with autism spectrum disorder (ASD), impacting in their daily life and occupations. To improve their quality of life and occupational performance, we need to improve clinical and educational evaluation and intervention processes. We aim to develop a tool for measuring SI issues for Spanish children and adolescents with ASD diagnosis, to be used as a complementary tool to complete the Rivière’s Autism Spectrum Inventory, a widely used instrument in Spanish speaking places to describe the severity of ASD symptoms, recently updated with a new sensory scale with three dimensions. Methods: 458 Spanish participants complemented the new questionnaire, initially formed by 73 items with a 1–5 Likert scale. Results: The instrument finally was composed of 41 items grouped in three factors: modulation disorders (13 items), discrimination disorders (13 items), and sensory-based motor disorders (15 items). The goodness-of-fit indices from factor analyses, reliability, and the analysis of the questionnaire’s classification capability offered good values. Conclusions: The new questionnaire shows good psychometric properties and seems to be a good complementary tool to complete new the sensory scale in the Rivière’s Autism Spectrum Inventory.
APA, Harvard, Vancouver, ISO, and other styles
8

Todorović, Jelena, and Mirjana Petrović-Lazić. "Sensory processing disorders in premature infants." Praxis medica 50, no. 1-2 (2021): 19–23. http://dx.doi.org/10.5937/pramed2102019t.

Full text
Abstract:
Introduction. Children born prematurely have an increased risk of immediate medical complications, as well as socioemotional, cognitive, linguistic and sensory processing disorders later in life. Studies have examined the effects of prematurity on developmental outcomes, such as cognition, however, there is a need for a more detailed examination of sensory processing disorders in preterm infants. Not only is prenatal neurosensory development interrupted in utero, but these children may also experience intense stimulation in the neonatal unit, which can further alter the development and function of the sensory system. Objective. The paper presents an overview of research on sensory processing disorders in premature infants, with special emphasis on the impact of the environment of the neonatal unit. Method. Insight into the relevant literature was performed by specialized search engines on the Internet and insight into the electronic database. Results. Sensory processing disorders affect 39% to 52% of newborns born prematurely, with some evidence to suggest that children born before 32 weeks are most at risk. The literature to date has consistently reported difficulties in sensory modulation of preterm infants, within the tactile, vestibular, auditory, oral, and visual domains. Conclusion. Sensory processing disorders in preterm infants appear to occur as a result of their immature neurological and biological system and being in the environment of a neonatal intensive care unit, which is unable to meet the sensory needs of preterm infants. Altered sensory experiences, during periods of neurodevelopmental vulnerability and fragility, can result in sensory processing disorders, which may include enhanced responses or less response to stimuli (hyper or hyposensitivity).
APA, Harvard, Vancouver, ISO, and other styles
9

Zdzienicka-Chyła, Agnieszka. "The occurrence and significance of coexisting diseases and disorders in the process of diagnosis and treatment of sensory integration disorders – preliminary report." Rehabilitacja Medyczna 20, no. 2 (December 14, 2016): 20–24. http://dx.doi.org/10.5604/01.3001.0009.4807.

Full text
Abstract:
Therapy of sensory processing disorders is becoming more widespread and available as a therapeutic method, and supports the development of a child. Recently, the availability of classes conducted using this method has greatly increased, and more and more children are beginning to take part in these therapeutic activities. Sensory processing disorders have signifi cant impact on the functioning of a child. The study was conducted to answer the question of whether and how co-existing diseases and disorders can affect the process of diagnosis and therapy in the fi eld of sensory processing disorders. The study included a group of children reported to diagnosis for sensory integration disorders at the Center for Sensory Integration Disorders and Rehabilitation in Lublin between 2012-2014. All subjects lived in the Lublin Voivodeship. We analyzed records of 40 children aged 2 years 6 months to 9 years 8 months, for whom the diagnosis was carried out in the direction of sensory processing disorders, and their diagnosis indicated a sensory integration dysfunction. At the time of beginning therapy, on the basis of interviews conducted with parents/legal guardians, co-existing diseases or disorders related to 37% of those undergoing therapy. Additional tests and consultations, conducted already in the course of therapy, showed co-existing disorders or diseases for a larger group of children - data collected during the 6-month period from the beginning of treatment showed that 65% of children required care of a specialist clinic. The largest group were children who required additional orthoptic therapy. Knowledge of co-existing diseases and disorders is a condition making the therapy safe and effective. Cite this article as: Zdzienicka-Chyła A.M. The occurrence and significance of coexisting diseases and disorders in the process of diagnosis and treatment of sensory integration disorders – preliminary reports. Med Rehabil 2016; 20(2): 20-24.
APA, Harvard, Vancouver, ISO, and other styles
10

Purpura, Giulia, Francesco Cerroni, Marco Carotenuto, Renata Nacinovich, and Luca Tagliabue. "Behavioural Differences in Sensorimotor Profiles: A Comparison of Preschool-Aged Children with Sensory Processing Disorder and Autism Spectrum Disorders." Children 9, no. 3 (March 14, 2022): 408. http://dx.doi.org/10.3390/children9030408.

Full text
Abstract:
Sensory Processing Disorders (SPDs) define dysfunctions in modulating, organising, and using information from several sensory channels for regulating motor, behavioural, emotional and attention responses. Although SPD can be identified also as an isolated condition in young children, its presence in Autism Spectrum Disorder (ASD) population is really frequent. The study purpose is to explore the SPD clinical expression and the putative correlation with several behavioural aspects both in children with ASD and in those with isolated SPD. Therefore, 43 preschool-aged children (25 ASD vs. 18 SPD) were recruited, and their parents completed three questionnaires (Developmental Profile-3, Sensory Processing Measure–Preschool, Repetitive Behaviour Scale-Revised) to evaluate behavioural alterations and developmental levels. The main result is that both ASD and SPD groups had significantly sensory-related behavioural symptoms, although ASD children seem to be more impaired in all areas. Several significant correlations were found between sensory processing difficulties and repetitive behaviours, but in the SPD group a specific relationship between Body Awareness and Ritualistic/Sameness Behaviour was found. Conversely, in the ASD group, more diffuse interlinks between sensory processing difficulties and motor behaviours were significant. In conclusion, the present study confirms the key role of sensory–motor skills in early diagnosis and intervention among children at risk for neurodevelopmental disorders.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Sensory disorders in children"

1

Dotson, Deborah, Michelle Johnson, and Christy Isbell. "Treating Children With Sensory Processing Disorders." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etsu-works/8281.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Dotson, Deborah, Michelle Johnson, and Christy Isbell. "Caring for Children With Sensory Processing Disorders." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etsu-works/8282.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Greer, Lindsay P. "Sensory and Behavioral Based Feeding Disorders in Young Children." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/1692.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Taylor, Morgan. "Bringing the outdoors in: designing a mobile sensory garden for children with sensory integration disorders in elementary schools." Thesis, Kansas State University, 2017. http://hdl.handle.net/2097/35453.

Full text
Abstract:
Master of Landscape Architecture
Department of Landscape Architecture/Regional and Community Planning
Anne E. Beamish
The purpose of this research was to develop a mobile sensory garden to help children with Sensory Integration Disorders. Sensory Integration (SI) is how an individual processes sensory information. Issues with sensory integration can lead to behavioral disorders, which can cause difficulties with social-emotional skills, gross motor skills, fine motor skills, play skills, and self-help skills. The goal of the project was to develop a mobile sensory garden to help alleviate or reduce the negative aspects of Sensory Integration Disorders. The research involved qualitative research, projective design, and evaluative research on a mobile sensory cart that was used in an elementary school in Topeka, Kansas. Methods included: interviews, design/build, and observation. The current sensory room was inventoried in Williams Science & Fine Arts Elementary Magnet School in Topeka, Kansas, and the children who used were observed. The faculty at the school, including the principal, teachers whose students use the current sensory room, counselors, and other support faculty, were interviewed. Once the observations were analyzed, a mobile sensory garden cart was designed and built. The new cart was brought to the elementary school and placed in the sensory room. A second phase of observation assessed how the children interacted with the new mobile sensory garden cart. During the second phase of observation the children showed intense interest in the mobile sensory garden cart. Some of this can be attributed to it being a new item in the sensory room. Some of the most popular items included the zen garden, wood slices on the wooden dowel, and the plants. In the second week children transitioned to using both the sensory garden cart and the original items in the sensory room. When an item on the sensory garden cart best suited their needs, that item was chosen and when their needs were best suited by other items in the room then that item was chosen. Overall the mobile sensory garden cart was beneficial to the school and the children. It can be easily replicated and modified to fit the individual needs of the children and school.
APA, Harvard, Vancouver, ISO, and other styles
5

Cummings, Alycia Erin. "Brain and behavior in children with phonological delays phonological, lexical, and sensory system interactions /." Diss., [La Jolla] : [San Diego] : University of California, San Diego ; San Diego State University, 2009. http://wwwlib.umi.com/cr/ucsd/fullcit?p3352373.

Full text
Abstract:
Thesis (Ph. D.)--University of California, San Diego, and San Diego State University, 2009.
Title from first page of PDF file (viewed May 8, 2009). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 244-259).
APA, Harvard, Vancouver, ISO, and other styles
6

Piette, Melissa. "A grant proposal to study the benefits of utilizing a sensory diet approach to assist in on task behavior for students with Autism Spectrum Disorders." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009piettem.pdf.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Pfeiffer, Elizabeth. "Sensory modulation and affective disorders in children and adolescents with asperger syndrome." Diss., NSUWorks, 2003. https://nsuworks.nova.edu/hpd_ot_student_dissertations/21.

Full text
Abstract:
Objective. The purpose of the study was to determine if there were significant relationships between dysfunction in sensory modulation, affective disorders, and adaptive behaviors in children and adolescents between the ages of 6 and 17. There were four main hypotheses: (a) there will be a positive relationship between sensory defensiveness and anxiety, (b) there will be a positive relationship between sensory hyposensitivity and depression, (c) there will be a negative relationship between the levels of anxiety and depression and overall adaptive behaviors, and (d) there will be a negative relationship between levels of hyper and hyposensitivity and overall adaptive behavioral functioning. Method. Parents of 46 children and adolescents between the ages of 6 and 17 diagnosed with Asperger Syndrome based on the DSM-IV-TM criteria completed the (a) Sensory Profile for children ages 6 to 10 or the Adolescent/Adult Sensory Profile for adolescents ages 11 to 17; (b) the Adaptive Behavior Assessment System: Parent Version; (c) Revised Children's Manifest Anxiety Scale Adapted Parent's Version; and (d) the Children's Depression Inventory Adapted Parent's Version. Descriptive statistics and the Pearson product-moment coefficient of correlation calculations were used for data analysis. Results. There were statistically significant positive correlations between anxiety and sensory defensiveness (r = .270, p = .035) in the total group and depression and sensory hyposensitivity in only the older group (r = .461, p =.024). There was an inverse significant relationship between depression and the total adaptive behaviors score (r = −.256, p = .043) and specific inverse relationships with the adaptive behaviors of functional academics, leisure and social skills. The relationship between anxiety and adaptive behaviors was not significant (r = −.121, p = .212) although there was a significant inverse relationship between sensory defensiveness and adaptive behaviors (r = −.254, p = .044). The relationship between hyposensitivity and adaptive behaviors approached significance (r = −.214, p = .077). Conclusion. The data supports relationships between anxiety and sensory defensiveness in all age ranges and the relationship between depression and hyposensitivity in older children. A temporal relationship between anxiety and depression may explain the developmental nature of the results. Depression and sensory defensiveness demonstrated significant inverse relationships with overall adaptive behavior functioning. Occupational therapy evaluations and interventions need to address these relationships when treating children with Asperger Syndrome.
APA, Harvard, Vancouver, ISO, and other styles
8

Wilson, Beverly Jean. "Sensory Gardens for Children With Autism Spectrum Disorder." Thesis, The University of Arizona, 2006. http://hdl.handle.net/10150/193299.

Full text
Abstract:
One of every 166 children born today could be diagnosed with Autism Spectrum Disorder (ASD) (CDC 2006). Growing bodies of evidence show sensory integration issues may be at the root of many of the symptoms children with ASD exhibit. Sensory integration is defined as the ability to feel, understand, and organize sensory information from the body and environment. The issues surrounding sensory integration are reflected in both hypersensitive and hyposensitive reactions by children with ASD to the vestibular, proprioception, visual, audio, tactile, and olfactory senses.The goal of this paper is to address the sensory integration issues of children with ASD by creating a sensory garden which would allow them to focus on therapeutic and diagnostic interventions. By using the principles and elements of design, guidelines for this garden focused on producing calming effects for hyper reactive children with ASD and stimulating effects for hypo reactions.
APA, Harvard, Vancouver, ISO, and other styles
9

DeBoth, Kelle K. "SENSORY-BASED SUBTYPING IN CHILDREN WITH AUTISM SPECTRUM DISORDER." VCU Scholars Compass, 2016. http://scholarscompass.vcu.edu/etd/4150.

Full text
Abstract:
Children with autism spectrum disorder (ASD) present with a myriad of diagnostic characteristics and associated behaviors. Secondarily, this population is extremely heterogeneous. Efforts have been made by many disciplines to identify more homogenous subgroups in order to improve both research and clinical outcomes. In occupational therapy, the focus has been on establishing sensory-based subtypes. This dissertation is a compilation of three separate research papers related to sensory-based subtypes in children with ASD. The first paper is a systematic review on sensory subtyping systems published in the last 12 years. Findings indicate that the majority of subtyping schemes characterize group differences by patterns of sensory responsivity (i.e., hyperresponsivity, hyporesponsivity and sensory seeking). One subtyping scheme has emerged as the most well researched of these, and includes responses to specific sensory domains for four different subtypes. The subsequent two papers presents additional research examining this subtyping system. The second paper examined neurophysiological response to sensory stimuli between the four subtypes. Salivary cortisol, skin conductance level (SCL) and respiratory sinus arrhythmia (RSA) were used examine neuroendocrine function, parasympathetic and sympathetic nervous system responses. Results indicate that parasympathetic response (as indexed by RSA) may best distinguish subtypes with typical sensory processing versus those with atypical sensory processing. More discrete differences between each of the subtypes hallmarked by different sensory processing differences were less substantial. The third paper examined functional and adaptive behaviors, in addition to clinical behaviors (psychopathology) in relationship to subtype membership. Subtypes with greater sensory processing dysfunction were found to have poorer communication, socialization and performance of daily living skills. In addition, subtypes with atypical sensory processing characteristics had higher levels of internalizing and externalizing behaviors. Again, certain subtypes were not found to differ significantly from each other on these measures. Overall findings suggest that current sensory-based subtyping schemes may not fully explain sensory processing differences or the variety of behavioral traits observed in this population. In addition, neurological reactivity patterns may not completely align with these subtype divisions. Stronger statistical differences found between certain subtypes indicates particular sensory processing characteristics may be more impairing and have more clinical relevance than others.
APA, Harvard, Vancouver, ISO, and other styles
10

Scotch, Melissa. "The Experience of Children Living with Sensory Processing Disorder." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4328.

Full text
Abstract:
Sensory processing disorder (SPD) is a neurological condition that alters the way an individual perceives sensory information. Although the condition has been studied for more than 40 years, SPD remains a difficult condition to diagnose, treat, and live with because it affects individuals uniquely, and the symptoms can change from childhood to adulthood. For children diagnosed with SPD, the misinterpretation of sensory cues can cause difficulties in family, social, and academic settings. While there is some research on the assessment and treatment of SPD, what is missing is a deeper understanding of the family, social and academic challenges these children and their families face. The purpose of this case study was to examine the experiences of children diagnosed with SPD, as told by 4 parents and their occupational therapist in semi-structured interviews. Four themes emerged from the analysis: family dynamics (challenges within the family structure), support impact (seeking and having support), emotion and balance (overcoming the struggles related to the emotional demand), and an SPD child (the search for balance for the child and the family). The results may serve as a catalyst to encourage positive social change for the children with SPD and their families by expanding the available knowledge on the challenges of SPD.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Sensory disorders in children"

1

1961-, Anderson Liz McKendry, ed. Understanding sensory dysfunction: Learning, development and sensory dysfunction in autism spectrum disorders, ADHD, learning disabilities and bipolar disorder. Philadelphia: Jessica Kingsley Publishers, 2005.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Emmons, Polly Godwin. Understanding sensory dysfunction: Learning, development and sensory dysfunction in autism spectrum disorders, ADHD, learning disabilities and bipolar disorder. Philadelphia, PA: Jessica Kingsley Publishers, 2004.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Association, American Occupational Therapy, ed. Occupational therapy practice guidelines for children and adolescents with challenges in sensory processing and sensory integration. Bethesda, MD: American Occupational Therapy Association, 2011.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Woodhouse, Kimberley. Welcome home: Our family's journey to extreme joy. Carol Stream, Ill: Tyndale House Publishers, 2009.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Woodhouse, Kimberley. Welcome home: Our family's journey to extreme joy. Carol Stream, Ill: Tyndale House Publishers, 2009.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Laird, Chynna T. I'm not weird, I have sensory processing disorder (SPD): Alexandra's journey. 2nd ed. Ann Arbor, MI: Loving Healing Press, 2012.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Reebye, Pratibha. Understanding regulation disorders of sensory processing in children: Management strategies for parents and professionals. London: Jessica Kingsley Publishers, 2008.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Reebye, Pratibha. Understanding regulation disorders of sensory processing in children: Management strategies for parents and professionals. London: Jessica Kingsley Publishers, 2008.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Sensory Processing Disorder Answer Book. Naperville: Sourcebooks, Inc., 2008.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

R, Gouze Karen, ed. The sensory-sensitive child: Practical solutions for out-of-bounds behavior. [New York]: HarperResource, 2004.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Sensory disorders in children"

1

Goldstein, Mark L., and Stephen Morewitz. "Sensory Integration Dysfunction." In Chronic Disorders in Children and Adolescents, 125–30. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-9764-7_6.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Kretschmer, Laura W., and Richard R. Kretschmer. "Intervention for Children with Auditory or Visual Sensory Impairments." In The Handbook of Language and Speech Disorders, 57–98. Oxford, UK: Wiley-Blackwell, 2010. http://dx.doi.org/10.1002/9781444318975.ch3.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Cermak, Sharon A., Carol Curtin, and Linda Bandini. "Sensory Sensitivity and Food Selectivity in Children with Autism Spectrum Disorders." In Comprehensive Guide to Autism, 2061–76. New York, NY: Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4614-4788-7_126.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Schaaf, Roseann C. "Interventions That Address Sensory Dysfunction for Individuals with Autism Spectrum Disorders: Preliminary Evidence for the Superiority of Sensory Integration Compared to Other Sensory Approaches." In Evidence-Based Practices and Treatments for Children with Autism, 245–73. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-1-4419-6975-0_9.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Iyama-Kurtycz, Tina. "Respect for the Sensory and Anxiety Issues of Children with ASD." In Diagnosing and Caring for the Child with Autism Spectrum Disorder, 133–35. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-26531-1_14.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Özcan, Beste, Valerio Sperati, Flora Giocondo, and Gianluca Baldassarre. "“X-8”: An Experimental Interactive Toy to Support Turn-Taking Games in Children with Autism Spectrum Disorders." In HCI International 2021 - Posters, 233–39. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-78635-9_32.

Full text
Abstract:
AbstractTurn-taking is a type of interaction where two individuals alternate a behaviour (e.g. during a conversation). Such competence – which is a foundamental key in the social behaviour – is often compromised in children with Autism Spectrum Disorders (ASDs). Neurodevelopmental therapists report how it is extremely difficult to teach this skill to young ASDs, yet it would be very important. In the current proposal we present an early prototype of interactive toy called X-8: it is a soft, wearable, six-legged octopus able to distinguish between two people, and produce different luminous patterns according to the user who is touching it. The toy can then potentially support therapists in set up sensory-motor games based on turn-taking rules. A first proof of concept is described and possible activities are proposed.
APA, Harvard, Vancouver, ISO, and other styles
7

Feldman, Heidi M., Maria A. Salinas, and Brian G. Tang. "Sensory Disorders." In Textbook of Clinical Pediatrics, 597–611. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-02202-9_44.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Khadilkar, Satish V., Rakhil S. Yadav, and Bhagyadhan A. Patel. "Sensory Neuronopathies." In Neuromuscular Disorders, 505–13. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-5361-0_44.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Patel, Arsh, Mohammad Jafferany, and Bárbara Roque Ferreira. "Cutaneous Sensory Disorders." In The Essentials of Psychodermatology, 83–89. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-45582-8_10.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Schultz-Krohn, Winifred. "Sensory Diet." In Encyclopedia of Autism Spectrum Disorders, 2765–70. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_1191.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Sensory disorders in children"

1

Safronova, A. A., and E. A. Akhtimirova. "The effectiveness of the use of sensory-motor correction in children with autism spectrum disorders in the process of adaptive physical education." In VIII Vserossijskaja konferencija s mezhdunarodnym uchastiem «Mediko-fiziologicheskie problemy jekologii cheloveka». Publishing center of Ulyanovsk State University, 2021. http://dx.doi.org/10.34014/mpphe.2021-174-177.

Full text
Abstract:
The study involved 10 children aged 8 to 12 years with a diagnosis of autism spectrum disorder (ASD). Combinations of physical exercises were used, for the main muscle groups, and effects on the tactile, proprioceptive and vestibular sensory systems. The exercises are performed using the shells of the sensory-dynamic hall, which includes a number of various suspended modular elements. The data obtained showed the effectiveness of using sensory-motor correction to improve motor functions, normalize motor and vestibular sensitivity, form muscle feeling and differentiate muscle efforts, form and correct visual-motor coordination and attention. Key words: autism spectrum disorders, sensory integration, sensory-motor correction, sensory-dynamic hall.
APA, Harvard, Vancouver, ISO, and other styles
2

Zalys, Vytautas. "Interactive Multi-Sensory Environments for Children with Autism Spectrum Disorders." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/39.

Full text
Abstract:
The emerging of digital technology not only encourages the development of new tools but also changes traditional approaches to solving emerging problems. The sound, music, art, colors, etc. that prevailed in the 20th-century forms of therapy are being replaced by integrated systems that overcome many of these forms, thanks to digital technology. With the increasing number of people with autism spectrum disorder (ASD) in the world, such systems provide new opportunities for the treatment of these disorders. In this research, the creation of such a system has been chosen as the object of work. The article presents an interactive tool for the education of children with ASD created by audio, video, and computer technologies and assesses its potential impact. The experimental research and its results are presented. This study aims to evaluate an interactive instrument developed for the education of such children. Following the objectives of ensuring the interactivity of the process, provoking all the perceptions of the subject, and developing the subject's ability to respond to the environment, a personalized audiovisual environment was created. For interactivity, the virtual program EyeCon, Webcam and camcorders, video projector, and speaker system were used. The study was conducted with one subject and a case study method was used. The impact of the instrument was established based on a survey of the parents of the child and the findings of childcare experts. The results of the study demonstrated the positive benefits for this child such as increased eye-to-hand coordination, concentration duration, improved communication, and emotional expression. The results obtained show that such interactive multi-sensory environments in special and general education schools can be a supplemental tool for traditional methods.
APA, Harvard, Vancouver, ISO, and other styles
3

Shagrov, Leonid. "DEVELOPMENT OF SENSORY-PERCEPTUAL PROCESSES IN PRIMARY SCHOOL CHILDREN WITH DISORDERS OF THE MUSCULOSKELETAL SYSTEM." In XVI International interdisciplinary congress "Neuroscience for Medicine and Psychology". LLC MAKS Press, 2020. http://dx.doi.org/10.29003/m1338.sudak.ns2020-16/520-521.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Usenkova, Ekaterina V., and Olga A. Shirokova. "The use of information and communication technologies in the development of sensorimotor skills in preschool children with speech disorders." In Специальное образование: методология, практика, исследования. Yaroslavl state pedagogical university named after К. D. Ushinsky, 2021. http://dx.doi.org/10.20323/978-5-00089-532-0-2021-53-58.

Full text
Abstract:
The dissemination of information and communication technologies in speech therapy practice makes it possible to open up new training options, which makes it possible to achieve better results in correctional work in order to eliminate violations of speech and sensory development of children. Children develop a holistic view of the world around them, social and cultural life, and their own personality. The formation of knowledge concerning a variety of areas is carried out, the ability to make decisions in accordance with their own knowledge and experience is improved, skills of interaction with other people of different ages are created. The article offers various options for the use of information and communication technologies in the formation of sensorimotor skills in children with speech disorders.
APA, Harvard, Vancouver, ISO, and other styles
5

Koirala, Ankit, Zhiwei Yu, Hillary Schiltz, Amy Van Hecke, Kathleen A. Koth, and Zhi Zheng. "An Exploration of Using Virtual Reality to Assess the Sensory Abnormalities in Children with Autism Spectrum Disorder." In IDC '19: Interaction Design and Children. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3311927.3323118.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Deng, Lingling, Prapa Rattadilok, Gabrielle Saputra Hadian, and Haoyang Liu. "Effect of Sensory-based Technologies on Atypical Sensory Responses of Children with Autism Spectrum Disorder: A Systematic Review." In ICSET 2021: 2021 5th International Conference on E-Society, E-Education and E-Technology. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3485768.3485782.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Bevill, Rachael, Chung Hyuk Park, Hyung Jung Kim, Jong Won Lee, Ariana Rennie, Myounghoon Jeon, and Ayanna M. Howard. "Interactive robotic framework for multi-sensory therapy for children with autism spectrum disorder." In 2016 11th ACM/IEEE International Conference on Human-Robot Interaction (HRI). IEEE, 2016. http://dx.doi.org/10.1109/hri.2016.7451786.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Tarnovskaya, Tatiana, Olga Alekseeva, Svetlana Chepko, Anna Buhvalova, and Angela Kolupaeva. "THE USE OF VISUAL ACTIVITY FOR THE EDUCATIONAL AND CORRECTIONAL PROCESS OF CHILDREN WITH COMPLEX DISORDERS IN THE DEVELOPMENT OF SENSORY FUNCTION." In XVIII INTERNATIONAL INTERDISCIPLINARY CONGRESS NEUROSCIENCE FOR MEDICINE AND PSYCHOLOGY. LCC MAKS Press, 2022. http://dx.doi.org/10.29003/m2957.sudak.ns2022-18/342.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Duker, Leah Stein, Jose Polido, and Sharon Cermak. "Sensory Adapted Dental Environments to Enhance Oral Care for Children with Autism Spectrum Disorder." In AAP National Conference & Exhibition Meeting Abstracts. American Academy of Pediatrics, 2021. http://dx.doi.org/10.1542/peds.147.3_meetingabstract.779.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Nunzi, M., F. Sylos Labini, A. Meli, S. Baldi, D. Tufarelli, and C. Di Brina. "Static Balance Performance and Sensory Integration Abilities of Children with Dyslexia and Developmental Coordination Disorder." In 2nd International Conference on Computer-Human Interaction Research and Applications. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0006930601500155.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Sensory disorders in children"

1

Weitlauf, Ph.D., Amy S., Nila A. Sathe, M.A., M.L.I.S., and Melissa L. McPheeters, Ph.D., M.P.H. Interventions Targeting Sensory Challenges in Children With Autism Spectrum Disorder—An Update. Agency for Healthcare Research and Quality (AHRQ), 2017. http://dx.doi.org/10.23970/ahrqepccer186.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Jacobsen, George. Group experience with parents of preschool children with seizure disorders. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2892.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

PELIKHOVA, ANNA. Methodology of health-improving work with preschool children with speech disorders. Science and Innovation Center Publishing House, December 2020. http://dx.doi.org/10.12731/metodika-ozdorovitelnoy-raboty.

Full text
Abstract:
Пособие нацелено на формирование педагогов ДОУ готовности к педагогической деятельности в области здоровьесбережения детей с нарушениями речи, на реализации государственного образовательного стандарта, обогащению профессионального опыта педагогов. Учебно-методическое пособие предназначено для организации учебных занятий в рамках курсовой подготовки и переподготовки педагогов ДОУ по программам: «Педагогическая деятельность в условиях реализации ФГОС ДО» и «Теория и методика воспитания и обучения детей с ОВЗ».
APA, Harvard, Vancouver, ISO, and other styles
4

Wallace, Ina F. Universal Screening of Young Children for Developmental Disorders: Unpacking the Controversies. RTI Press, February 2018. http://dx.doi.org/10.3768/rtipress.2018.op.0048.1802.

Full text
Abstract:
In the past decade, American and Canadian pediatric societies have recommended that pediatric care clinicians follow a schedule of routine surveillance and screening for young children to detect conditions such as developmental delay, speech and language delays and disorders, and autism spectrum disorder. The goal of these recommendations is to ensure that children with these developmental issues receive appropriate referrals for evaluation and intervention. However, in 2015 and 2016, the US Preventive Services Task Force (USPSTF) and the Canadian Task Force on Preventive Health Care issued recommendations that did not support universal screening for these conditions. This occasional paper is designed to help make sense of the discrepancy between Task Force recommendations and those of the pediatric community in light of research and practice. To clarify the issues, this paper reviews the distinction between screening and surveillance; the benefits of screening and early identification; how the USPSTF makes its recommendations; and what the implications of not supporting screening are for research, clinical practice, and families.
APA, Harvard, Vancouver, ISO, and other styles
5

Shin, Su-Jeong Hwang, Brianna Smith, and Kristi Gaines. Investigation of Therapy Clothing Products for Children with Autism Spectrum Disorders. Ames: Iowa State University, Digital Repository, November 2015. http://dx.doi.org/10.31274/itaa_proceedings-180814-1151.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Mitcham, Sara. Location of Dyspraxic Characteristics in Children with Severe "Functional" Articulation Disorders. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2277.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Ylvisaker, Mark. Rehabilitation of Children and Adults With Cognitive-Communication Disorders After Brain Injury. Rockville, MD: American Speech-Language-Hearing Association, 2003. http://dx.doi.org/10.1044/policy.tr2003-00146.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Woodward, Gail. Identification of dyspraxic characteristics in children with moderate and severe articulation disorders. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5998.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Sandberg, David, Melissa Gardner, Nina Callens, Patricia Fechner, Kristin Kopec, Melissa Sharp, Margarett Shnorhavorian, Laura Siminoff, Stefan Timmermans, and Eric Vilain. Helping Caregivers of Children with Differences/Disorders of Sex Development Decide on Treatment. Patient-Centered Outcomes Research Institute® (PCORI), November 2019. http://dx.doi.org/10.25302/11.2019.cer.1360.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Habermann, Barbara. Speechreading ability in elementary school-age children with and without functional articulation disorders. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5971.

Full text
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Sensory disorders in children' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography