SID - Sensory Integration Disorder and Neurofeedback

Sensory Integration Disorder (SID) was discovered by Jean Ayres, Ph.D. about 40 years ago. Symptoms of SID in children are often misinterpreted as psychological problems or just plain bad behavior.
Higher cognitive functions including things such as learning and behavior depend upon having normal sensory integration.
As a psychologist, I am sad to say that when I was in graduate school, (1982 - 1987) that this disorder wasn't talked about much. At this time I am often involved with families who have a child with Sensory Integration Disorder.
Imagine, if you will, that for each of your 5 senses, there is a wire of a different color that leads the information form that particular sense, into your brain. For example, for the information that comes in from your eyes, or your visual senses, you might imagine a red wire; and blue one for hearing (auditory), etc.
Now, assuming that your brain was able to notice what color of "wire" the information was coming from, and knew that the red "wire" was information from your eyes, and blue was from your ears, it would be a fairly straightforward process for keeping things figured out. Someone with SID, however, doesn't experience it quite like this.
When someone is dealing with SID, their brain is getting mixed signals. At times, the red "wire "might be visual information; at other times, it might be the blue "wire" that is shuttling the visual data. Then, there may be times when the red "wire" is carrying both visual and auditory information. Can you see how this might be very confusing for the brain to interpret?
This sounds like a rather complex challenge, does it not? One could argue that it is, I suppose, but I've never been one for building a "case" for difficulty. Instead, I prefer to gather evidence for possibility.
In short, when neurofeedback is helpful for those with SID, it's as though neurofeedback is able to teach the brain to start recognizing the "wires" accurately and stop acting "color blind" when it comes to incoming sensory information. And, why shouldn't everyone's brain learn to clearly interpret sensory information?

Want to know more about the amazing world of Neurofeedback? Click on this link to go to http://www.NeurofeedbackBook.com Dr. Clare Albright is a psychologist and the author of a 168 page book, "Neurofeedback: Transforming Your Life with Brain Biofeedback" and can be reached at (949) 454-0996 http://www.NeurofeedbackBook.com. The pdf version of the book can be downloaded for only $7.99!

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Do Children With Autism Have Varying Degrees With Their Senses?

I want to learn out of curiosity, if children with autism have varying degrees with their senses. How would I determine the answer to my curiosity? Can it be done with all of the five senses that we have, for it to be accomplished?

What about the senses of smell, touch, and taste? They are just as important to us, as to what we see, hear and how we express ourselves.

I believe there are varying degrees individuals have, with autism. For example: To learn and express their senses. They may have difficulty understanding what their senses mean or what to do with their senses. There may be some correlation in this area, that could be considered to be dysfunctional in their behavior.

I have observed, some children who have the disorder of autism, are extremely sensitive to bright lights, texture, touch, certain sounds, loud, soft and high-pitched noises. In addition, to some smells and odors.

Therefore, I have observed some people with autism, have varying degrees with other senses, such as tastes, colors and flashing images.

Learning could be a challenge for autistic children, because of their varying degrees of trying to understand how they react to their senses and what they are expressing or trying to express through their senses, compared to other people who do not have autism.

I was in a classroom recently, that was teaching autistic children. I noticed, one child, put his head down between his knees and plugged his ears with his hands, to protect himself from hearing the noise, when an airplane flew over the classroom.

I noticed later, how this same child was struggling, when he was around a group of children that were noisy and participating in a game outside the classroom.

I approached the teacher, with a question to determine if this particular child, would be able to over come his fear of noise. If this was an option, will he do better in learning?

I continued my observation of another child who was using clay to construct and create an object. I noticed, she became oversensitive to the touch.

There were moments, she did not want to put the clay back on the table, because she felt the touch of it was a stimulus. Later, her actions indicated to throw the clay on the floor. I could see anger and frustration in her face.

Take interest in the senses of your child who have autism. Gather information about how he or she. is communicating through these senses.

What senses are shown to be strong? For example: Is touch, smell, noises, watching various objects, because of the color or movements, appear to be a strength? What is your child expressing with these varying degrees of senses? Does bright or flickering lights, create another area that your child might be expressing for his or her senses?

Bonita Darula's informational web sight==> http://www.autismintoawareness.com Take action and SIGN up to RECEIVE your FREE WEEKLY NEWSLETTER on Autistic TOPICS. For example: Senses of varying degrees, because you're autistic? Order your E-Books to identify symptoms of Autism.

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