sensory symptoms, sensory, symptoms

Sensory Symptoms

Signs That Your Child May Have Sensory Integration Disorder

Infants (approximately from birth to 2 years)

Difficulty tolerating lying either on back or on stomach
Slow to roll over, creep, sit, or stand
Resists being held, becomes tense when held, or dislikes being cuddled
Difficulty consoling self when upset
Is a restless sleeper or may be colicky
Dislikes baths
Avoids putting items in mouth
Exhibits sucking difficulties which makes bottle feeding challenging or slow
Difficulty with self-feeding

Preschool Child (3 to 5 years)

Difficulty with potty training
Difficulty learning to tie shoes, zip, or button clothes
Because of poor eye-hand coordination and/or poor motor planning has difficulty coloring between lines, putting puzzles together, or learning to cut with scissors
Struggles increase as the child's fine motor skills develop
May be described as clumsy, uncoordinated, or always bumping into things or tripping
Does not enjoy or appears to fear jumping, climbing, swinging
Difficulty learning to ride bicycles, rollerskate/rollerblade, jump rope, or jump on trampolines
Difficulty making transitions from one situation to another
Dislikes getting hands dirty (i.e. in sand or finger paints)
Dislikes walking barefoot, especially in grass or sand
Dislikes having face washed or hair washed, combed, or cut
Dislikes certain clothes such as turtlenecks, new jeans, tube socks, belts, hats, specific materials, etc.
Difficulty inhibiting stimuli; therefore, overreacts to noises, touch - often light, certain odors, or lights or does not respond to sound, touch, smell, or light
Delayed language development (fails to develop speech by 2 to 3 years)

School Age Child (6 years and up)

Finds it hard to make friends with children of own age
Has trouble keeping up with peers in physical education
Does not like to participate with other kids on playground equipment
Play challenges may emerge (bike riding, skipping rope, rollerblading, jumping on trampolines, ball activities, organized sports, etc.)
Tends to need much more practice than peers to learn new skills
Becomes upset when tickled, hugged, or when in a crowd
Difficulty transitioning between people, places, or activities
Teacher may report that the child "goofs off" too much, cannot seem to "get his or her act together," or is "too messy"
May be sent to principal's office for touching, poking, or hitting other children
Difficulty focusing attention
Difficulty following instructions
Difficulty learning to write
Cannot keep letters between lines
Rests head on hand or on desk while sitting at a desk or writing
Grades may start to slip, self-esteem and motivation may also become issues
Morning routines may be difficult to follow
Insists on sleeping with heavy blanket (even in summer) or overdresses for the weather

"It's so hard for a parent to place their child in a residential program. The only way I can do it is because I know everyone at Children's Care loves and cares for my child just as I do."

– Sara S., Parent

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