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The vestibular system refers to the areas that detect movement and head position changes in the inner ear. Perhaps you have heard the term "knowing where your body is in space". This the area that communicates this information with your brain.
If there is dysfunction in this area, some of the problem areas that could be present may be: difficulty climbing stairs, ramps, etc., crawling or walking on uneven or unstable surfaces. An individual may react with apprehension or fear. On the other end of the scale,they may seek out very intense input with excessive whirling, spinning, jumping, flapping, etc.
At one point I thought of my son as having a great deal in common with my blender on puree. It sure was good news when I found out why and what was going on so I could begin to address it.
If this is an area that sounds familiar, it may be a good idea to share this information with the O.T. at school or group home professional. (Yes, adults can also be affected by sensory dysfunction. They can also be benefited by a good sensory diet that addresses this dysfunction.)
You can also find clinical O.T.'s with Sensory Integration certification that can help you design clinical and home programs. Sheila Frick and her staff at Therapeutic Resources in Madison are some of the very best in the field. People come from great distances to obtain services at this clinic.
Generally, if you wait for the behavior to change, it won't. It can become more and more intense and extremely difficult to control. Once it is addressed however, life can become much easier for everybody. This is one area that can have a positive effect on sleep patterns. (Maybe I should refer to this as NO-sleep patterns.) Editor's Note: O.T. recommendation is a personal opinion of the author.
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When the time came to hire a new educational assistant for my son, I was fortunate enough to be a part of the interview team. Several candidates were chosen from a healthy list of applicants. By following a list of prepared questions that the school principal provided, the team was able to select 3 possible aides who then met with the student individually. The grade school inclusion team (myself included) felt it was important for my son to feel comfortable with the person he would be spending all day with in the regular education classroom. The final selection was accomplished with input from the student with autism. The following list of questions were used as a guide in the interview process:
1. Tell us a little about yourself. (Where are you from, educational background, teacher aide experience, etc.)
2. Being a teacher aide for this student takes a special kind of person. What are some of the important qualities which you possess that would make you the right person for the job?
3. What experience have you had with working with children with special needs?
4. What kind of relationship do you feel the aide should have with the student and his parents?
5. We all have certain strengths and weaknesses. (a) What are some of the strengths which you possess in working with a student on a one-to-one basis? (b) What are some of the weaknesses you possess in working with a student on a one-to-one basis?
6. Teamwork is very important. How would you integrate yourself into a classroom team/school family?
7. Describe what you feel is a good teacher/aide relationship.
8. This position requires some specialized training. How do you feel about this added commitment?
9. Why are you interested in this position?
10. If we asked people who work with you to describe you, what would they say? How would parents of students you've worked with describe you?
11. What are some short and long range goals that you may have while working as a elementary aide?
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My 9 year old son reads everything in sight. This becomes a significant problem at places such as sit-down restaurants where he watches the swinging doors and sees labels, etc. to read in the kitchen. We have significant tantrums when we won't allow him to go into the kitchen to "read." Any ideas?
First of all, it's wonderful that your son loves to read. Use that strength to teach him the meanings of community signs. Especially focus on such signs as: "Employees Only," "Keep Out," and "Private." You'll also want to teach him the meaning of signs that indicate places that are okay to enter such as: "Bathroom/Mens," "Enter," "Exit," and "Push." Point out these community signs wherever you go and discuss the meanings. Social Stories would probably work well too.
I'd also recommend taking reading material along to restaurants so that your son has something that he can read while remaining seated with you at the table.
My daughter, age 3, is obsessed with the furry parts on coats (hoods, etc.). Wherever we go, she can find fur. It is very embarassing as she will go up to total strangers to touch the fur on their clothing. We have a difficult time getting her to let go. What should we do?
One idea that has worked for some of my students is to give them a piece of whatever they like to touch to keep in their pocket. I know students who like to touch slippery fabrics, ones who love serrated edges (such as on quarters) and ones who like to touch long hair. Providing them with an alternative
on their person allows them free access to touch the desired sensory object in a manner that is socially acceptable.
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