Touching Makes Sense

Many of today's children suffer from conditions linked to a disorganized sensory system. ADD/ADHD, autism and sensory processing disorder are only a few of prevalent conditions that have their roots in the body's sensory system. No one is completely sensory balanced in every area. It's that imbalance that allows us to be strong in some areas and weak in others. It's what makes the Bill Gates of the word fumble around the basketball court while the Michael Jordons of the world struggle with email. It also gives credence to the saying that someone may be book smart but totally lacking common sense.

Generally the imbalance is more of a nuisance; but there are some whose world is heavily impaired by their sensory issues. All five of their senses are likely impacted but in varying degrees. Yet, the child that appears to have no issues with one of senses can still benefit from exercises in that area. The human body is complex with one system working in tandem with another. Therefore, the child may not exhibit a need in the touch sense but touch exercises may help a speech problem.

The tactile or touch sense operates without instruction. Through skin receptors our brain receives messages about our environment. Walk outside on a chilly evening and your brain will quickly let you know you need a jacket. The tactile sense is a continual conversation between our skin and brain.

Considering the brain receives, realizes and responds to millions of messages daily, it's no surprise that some of those messages are rerouted, lost or misinterpreted. When touch messages are lost in translation, the result is either hypersensitivity or hyposensitivity.

Children with hypersensitivity are extremely sensitive to being touched. They may not like being hugged, avoid being close to people or experience pain in such bizarre things as a haircut. Hyposensitive kids on the other hand cannot get enough of touching or being touched. They love being squeezed, have an unbelievable pain tolerance and must be protected from themselves as they'll crash dangerously into things in a desperate attempt to feed the constant sensory hunger gnawing inside them.

Sensory dysfunction can only be managed, not cured. In order for children to safely manage their sensory needs they must first understand what the senses are. Because danger is often spelled out (warning: coffee is very hot) he or she must also learn to recognize and understand the words in order to remain safe. Children are not "text book" and should be taught according to his or her age, maturity level and ability. Textures that the child responds to negatively should be worked toward, as opposed to being in the beginning. Children will not resist as much if they have the reassurance of a pleasant past experience.

For this touch exercise, you will need to clear an area large enough for the child to maneuver easily. Using one index card per word write the following: 5, senses, touch, soft, hard, hot, cold, wet, dry. For each descriptive word fill a bowl with appropriate content. I used cotton balls for soft, dry beans for hard, wash cloths for wet and dry and water for hot and cold. Never use water hot enough to cause injury. Place a couple of ice cubes in the cold water and enhance the temperature difference by dipping hands into the cold water first

Position bowls so they are easily accessible to the child. Begin by presenting the card with the five written on it and then the one with the word senses written on it, pronouncing each word as you do so. Do the same with the touch card indicating that touch is one of the five senses.

One bowl at a time, allow the child to explore the contents of each. As he or she is doing so, hold up and pronounce the corresponding word. Make certain you have the child's attention and point out each letter of the word. Repeat this process for every bowl and every word.

When you feel the child has a good working knowledge of what's taking place, you can move to the next level. Allow the child to place his or her hand in a bowl then offer them a choice between two words to describe what he or she is touching.

You can further increase the difficulty by having the child feel inside the bowl, select the appropriate word and then place it by the corresponding bowl. Remember to vary the contents of the bowl. By using beans every time for the word hard, the child will think hard is the name for beans rather than the description of them. There are many items that can be utilized such as shaving cream, powder, rocks, ice, grass or feathers.

Start slowly and work according to the child's timetable. Be patient and remember what didn't compute in your child's mind today might be crystal clear tomorrow. The purpose of the exercise is to feed a sensory hungry child with tactile stimulations his or her body needs in a way that is safe, fun and educational.

Mel Levine, MD A Mind At A Time pgs 30, 35 & 42

Carol Stock Kranowitz, MA The Out-of-Sync Child pgs. 3,8,9,10,17-27,38-87