Helping Hyperactive Kids - A Sensory Integration Approach: Techniques and Tips for Parents and Professionals

162 Pages·2007·2 MB·English

by  Ms. Lynn J. Horowitz MHS OT

HHK_finaltext_Transcon_1.qxp 5/3/2007 2:44 PM Page i
Helping Hyperactive Kids–
A Sensory Integration Approach
HHK_finaltext_Transcon_1.qxp 5/2/2007 10:08 AM Page ii
Ordering
Trade bookstores in the U.S. and Canada please contact:
Publishers Group West
1700 Fourth Street, Berkeley CA 94710
Phone: [phone] Fax: [phone]
Hunter House books are available at bulk discounts for textbook course adoptions,
to qualifying community, health-care, and government organizations,
and for special promotions and fund-raising. For details please contact:
Special Sales Department
Hunter House Inc., PO Box 2914, Alameda CA 94501-0914
Phone: [phone] Fax: [phone]
E-mail: [email protected]
Individuals can order our books from most bookstores,
by calling(800) 266-5592,or from our website at
www.hunterhouse.com
HHK_finaltext_Transcon_1.qxp 5/3/2007 2:44 PM Page iii
Techniques and Tips for Parents
and Professionals
MHS, OT
Lynn Horowitz,
PT
Cecile Röst,
HHK_finaltext_Transcon_2.qxp 5/7/2007 3:09 PM Page iv
© 2004 Reed Business Information bv / Elsevier Gezondheidszorg, Maarssen, The Netherlands
© 2007 English translation: Hunter House Publishers, Alameda, CA, USA
Originally published in The Netherlands by Reed Business Information as Help, een druk kind!
All rights reserved.No part of this publication may be reproduced or transmitted in any form or by
any means, electronic or mechanical, including photocopying and recording, or introduced into
any information storage and retrieval system without the written permission of the copyright
owner and the publisher of this book. Brief quotations may be used in reviews prepared for in-
clusion in a magazine, newspaper, or for broadcast. For further information please contact:
Hunter House Inc., Publishers
PO Box 2914
Alameda CA 94501-0914
Library of Congress Cataloging-in-Publication Data
Horowitz, Lynn.
Helping hyperactive kids : a sensory integration approach /
Lynn Horowitz and Cecile Röst. — 1st ed. p. cm.
Originally published as: Help, een druk kind! / Cecile Röst en Lynn Horowitz.
Reed Business Information, 2004.
Includes bibliographical references and index.
Translated from the Dutch, with rev. and new material in English from the original work.
ISBN-13: 978-0-89793-481-7
ISBN-10: 0-89793-481-4
1. Attention-deficit-disordered children. 2. Hyperactive children. 3. Senses and sensation in chil-
dren. I. Röst, Cecile C. M. II. Röst, Cecile C. M. Help, een druk kind! English. III. Title.
[DNLM: 1. Attention Deficit Disorder with Hyperactivity—psychology. 2. Attention Deficit Dis-
order with Hyperactivity—therapy. 3. Child. 4. Occupational Therapy—methods. 5. Physical
Stimulation. 6. Sensation. WS 350.8.A8 H816h 2006a]
RJ506.H9H67 2006
618.92’8589—dc22 2006020905
Project Credits
Cover Design Peri Poloni-Gabriel
Book Production John McKercher
Translator Joan McDonald
Developmental and Copy Editor Jude Berman
Proofreader John David Marion
Indexer Nancy D. Peterson
Translation Editor Lynn Horowitz
Acquisitions Editor Jeanne Brondino
Editor Alexandra Mummery
Senior Marketing Associate Reina Santana
Rights Coordinator Candace Groskreutz
Customer Service Manager Christina Sverdrup
Order Fulfillment Washul Lakdhon
Administrator Theresa Nelson
Computer Support Peter Eichelberger
Publisher Kiran S. Rana
Printed in Canada by Transcontinental Printing
9 8 7 6 5 4 3 2 1 First U.S. Edition 07 08 09 10 11
HHK_finaltext_Transcon_1.qxp 5/2/2007 10:09 AM Page v
Contents
Preface . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ix
Acknowledgments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xii
Chapter 1: Why This Book? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
To the Parents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Better Understanding . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Dealing with Unconscious Behavior . . . . . . . . . . . . . . . . . . . . . . . 2
A Different Approach . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Sensory Integration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Sensory Integration Therapy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
A Brief History of SI Therapy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
How We Process Stimuli . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
From Stimuli to Reaction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Problems in Processing Stimuli . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Sensory Integration Diagnosis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Dealing with Divergent Behavior . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Seeking Help and Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
SI Diagnosis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Possible Causes of SI Problems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
One Way to Understand a Child . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Case Study: Problems with the Sense of Touch . . . . . . . . . . . . . . . 12
Questions about SI Therapy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Chapter 2: The Hyperactive Child . . . . . . . . . . . . . . . . . . . . . . . . 17
Active or Hyperactive? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Attention Deficit Hyperactivity Disorder . . . . . . . . . . . . . . . . . . . . 18
Attention Deficit Disorder . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Differences and Similarities Between ADHD and SI Problems . . . . . . . 19
Possible Factors that Could Cause Hyperactive Behavior . . . . . . . . . . . . 24
Problems Planning and Organizing . . . . . . . . . . . . . . . . . . . . . . . . 24
Allergies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Sleep Problems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Eating Problems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Environmental Problems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
■ v
HHK_finaltext_Transcon_1.qxp 5/2/2007 10:09 AM Page vi
HELPING HYPERACTIVE KIDS
Parents, Children, and Emotions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Understanding the Child . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Understanding for Parents and Caregivers . . . . . . . . . . . . . . . . . . 29
Reacting to a Hyperactive Child . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Questions about the Hyperactive Child . . . . . . . . . . . . . . . . . . . . . . . . . . 31
Chapter 3: What You Should Know about How the Brain Works . . 33
Arousal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
Deep Sleep . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
Awake . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
Ready for Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
Focused on Specific Stimuli . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
Registration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
Modulation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
Processing Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
Reacting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
Fight, Flight, Fright, and Freeze (FFFF) . . . . . . . . . . . . . . . . . . . . . 40
Planning Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
Chapter 4: Understanding the Main Sensory Systems . . . . . . . . . 46
The Vestibular System: The Sense of Balance and Orientation . . . . . . . 47
The Importance of the Vestibular System . . . . . . . . . . . . . . . . . . . 48
The Normal Development of the Vestibular System . . . . . . . . . . . 50
Problems Hyperactive Children Can Have
with the Vestibular System . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
The Touch System: The Sense of Feeling with the Skin . . . . . . . . . . . . . 53
The Importance of Touch . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
The Normal Development of Touch . . . . . . . . . . . . . . . . . . . . . . . . 55
Problems Hyperactive Children Can Have with Touch . . . . . . . . . 56
The Auditory System: The Sense of Hearing . . . . . . . . . . . . . . . . . . . . . . 61
The Importance of Hearing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
The Normal Development of Hearing . . . . . . . . . . . . . . . . . . . . . . 63
Problems Hyperactive Children Can Have
with Hearing and Communication . . . . . . . . . . . . . . . . . . . . . . 67
The Visual System: The Sense of Sight . . . . . . . . . . . . . . . . . . . . . . . . . . 68
The Importance of Sight . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
The Normal Development of Sight . . . . . . . . . . . . . . . . . . . . . . . . . 71
Problems Hyperactive Children Can Have with Sight . . . . . . . . . 74
vi ■
HHK_finaltext_Transcon_1.qxp 5/2/2007 10:09 AM Page vii
CONTENTS
The Proprioceptive System: The Sense of Feeling
in the Muscles and Joints . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74
The Importance of the Proprioceptive System . . . . . . . . . . . . . . . . 75
The Normal Development of the Proprioceptive System . . . . . . . 77
Problems Hyperactive Children Can Have
with the Proprioceptive System . . . . . . . . . . . . . . . . . . . . . . . . . 79
The Sense of Smell and Taste . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80
Smell . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81
Taste . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82
The Importance of Smell and Taste . . . . . . . . . . . . . . . . . . . . . . . . 84
The Normal Development of Smell and Taste . . . . . . . . . . . . . . . . 85
Problems Hyperactive Children Can Have with Smell and Taste . 86
Problems with Smell . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88
Chapter 5: SI Therapy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89
The Adaptive Response and SI Therapy . . . . . . . . . . . . . . . . . . . . . . . . . . 90
The Environment for SI Therapy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91
Play as Therapy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92
Structure Within the Treatment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95
Inner Drive . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96
The Goals of Treatment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97
An SI Treatment Session . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100
Involving Other Children . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101
Other Factors that Influence Success . . . . . . . . . . . . . . . . . . . . . . . 101
The Skill of the Therapist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102
Training for SI Therapists: What Education Is Necessary? . . . . . . 102
SI-Trained Therapists: Where Do I Find One? . . . . . . . . . . . . . . . . 103
Conclusions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103
Chapter 6: Tips for Dealing with Your Hyperactive Child . . . . . . .105
Communicating . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105
Organizing the Day . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107
Fostering Calmness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107
Giving Directions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109
Avoiding Injury . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109
Making Necessary Adaptations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110
Toys . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110
Sports . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111
Minimizing Tactile Defensiveness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112
■ vii
HHK_finaltext_Transcon_1.qxp 5/2/2007 10:09 AM Page viii
HELPING HYPERACTIVE KIDS
Chapter 7: Scientific Insight . . . . . . . . . . . . . . . . . . . . . . . . . . . . .115
Chapter 8: A Questionnaire for Parents . . . . . . . . . . . . . . . . . . . .121
General Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123
Pregnancy and Delivery . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123
School Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124
Illnesses and Hospital Admissions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125
Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126
Behaviors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127
Current Behaviors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128
Endnotes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .132
Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .137
Additional References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .139
Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .141
Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .143
viii ■