| Imagine a world where things around you just | | | | I like using the term "sensory overload" when |
| bugged you to death! Well, that is a reality for many | | | | describing those moments where they have reached |
| people with Aspergers Syndrome. Sensory sensitivity | | | | a breaking point. Obviously multiple issues all at once |
| is a symptom of Aspergers and can range from | | | | will lead to sensory overload. Crowd noise or |
| minor to severe. There is a large variety of sensory | | | | commotion alone can be overwhelming and a major |
| sensitivities as well. Everyday experiences with sound, | | | | sensory overload moment. Help them describe their |
| light, touch, taste and overall comfort can be such a | | | | sensory level. We use the "volumn control" theory. |
| challenge. Identifying sensitivities can allow you to | | | | Based on the television or radio volumn where is their |
| work with or even modify your environment to | | | | sensitivity level? |
| make each day a little easier to get through. | | | | Like everything with Aspergers not everyone will |
| In our experience with our Aspergers daughter we | | | | have sensory sensitivity or the same sensory issues. |
| have found that sensory issues have to be identified | | | | If you suspect sensory issues may be the cause of |
| and addressed. We have found that at times when | | | | acting out or shutting off the world take the situation |
| she "shuts down" or will "act out" we can trace it | | | | apart to see what is going on that might be the |
| back to a sensory sensitivity. We find this especially | | | | sensitivity. Discuss ways to block out or remove |
| in school situations. Our daughter is sensitive to | | | | sensory sensitivities from their environment and find |
| crowd noise. It is like she can not think or compute | | | | some re-focusing techniques that can be used as |
| with all the noise. She might act out, but usually will | | | | well. Here is a list of other sensory issues I have |
| retreat into herself and shut down. She also is fearful | | | | found during my research that have been associated |
| of loud noises and will cover her ears. Especially with | | | | with Aspergers Syndrome: |
| fireworks. We have found that in situations where | | | | 1. Intense staring or may avoid eye contact |
| she is unsure about what is about to happen she will | | | | 2. Standing extremely close to others or objects |
| still cover her ears as a way to protect herself from | | | | 3. Covers ears with certain sounds or has extreme |
| sensory issues. During quiet work time in class she is | | | | fear when unexpected noises are occurring. |
| easily distracted by noises and movement. She will | | | | 4. Will leave or withdraw to avoid noises |
| not be able to focus on work until she is able to stop | | | | 5. Needs to smell or touch food before eating it |
| focusing on the sensory issue. She can be distracted | | | | 6. Difficulty when being touched by others (even |
| by a clock ticking, light bulbs buzzing or blinking and | | | | lightly brushed by another) and my display anxiety |
| even someone tapping a pencil. We have worked | | | | when touched |
| with her to identify these moments on her own and | | | | 7. Needs to smell materials before using them |
| she has ways to help herself re-focus. Sometimes | | | | 8. Complains about the way clothing feels especially |
| counting to ten, breathing, or re-focusing techniques | | | | with tags or seams. |
| work. | | | | 9. Underreacts or overreacts to pain |
| Re-focusing techniques we have used might be to | | | | 10.Limited on their food choices and may only |
| take a paper with words on it and circle all the "a's" | | | | tolerate foods with particular color or texture. |
| and then underline all the "b's". She has even asked | | | | 11.Cannot have different foods on plate to touch |
| to go to the bathroom or leave the room until she | | | | eachother or may have to eat all of one item before. |
| can feel comfortable and refocus. We have also | | | | moving to the next. |
| realized that giving her a little space or corner can | | | | 12. Oversensative or undersensative to environmental |
| help. Even in a classroom situation she can ask to | | | | stimulation such as change in light, sound, smell, or |
| move to a desk or table in the corner, or even face | | | | even location of objects. |
| a corner or wall if there is too much going on to | | | | 13.May engage in self-stimulatory behaviors like |
| focus. Her teachers are aware of her disability and | | | | rocking, chewing, hand movements, playing with |
| she knows she can let them know when she is in | | | | objects. |
| "sensory overload" and needs help. | | | | |