1. HYPERSENSITIVITY TO VISUAL INPUT:
(over-responsiveness)

__ sensitive to bright lights; will squint, cover eyes, cry and/or get headaches from the light

__ has difficulty keeping eyes focused on task/activity he/she is working on for an appropriate amount of time

__ easily distracted by other visual stimuli in the room; i.e., movement, decorations, toys, windows, doorways etc.

__ has difficulty in bright colorful rooms or a dimly lit room

__ rubs his/her eyes, has watery eyes or gets headaches after reading or watching TV

__ avoids eye contact

__ enjoys playing in the dark

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2. HYPOSENSITIVITY TO VISUAL INPUT (under-responsive or difficulty with tracking, discrimination, or perception):

__ has difficulty telling the difference between similar printed letters or figures; i.e., p & q, b & d, + and x, or square and rectangle

__ has a hard time seeing the "big picture"; i.e., focuses on the details or patterns within the picture

__ has difficulty locating items among other items; i.e., papers on a desk, clothes in a drawer, items on a grocery shelf, or toys in a bin/toy box

__ often loses place when copying from a book or the chalkboard

__ difficulty controlling eye movement to track and follow moving objects

__ has difficulty telling the difference between different colors, shapes, and sizes

__ often loses his/her place while reading or doing math problems

__ makes reversals in words or letters when copying, or reads words backwards; i.e., "was" for "saw" and "no" for "on" after first grade

__ complains about "seeing double"

__ difficulty finding differences in pictures, words, symbols, or objects

__ difficulty with consistent spacing and size of letters during writing and/or lining up numbers in math problems

__ difficulty with jigsaw puzzles, copying shapes, and/or cutting/tracing along a line

__ tends to write at a slant (up or down hill) on a page

__ confuses left and right

__ fatigues easily with schoolwork

__ difficulty judging spatial relationships in the environment; i.e., bumps into objects/people or missteps on curbs and stairs

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Do you remember the lava lamps how they would move up and down as the oil would warm? Your eyes would track that oil up and down and sometimes you'd find yourself just staring into it? ... anyway,
There are bubble tubes and fiber optics, bubble blowers, ooze tubes, slate falls, numerous products on the market that encourage visual tracking, focusing and concentration in a calming atmosphere.

Bubble tubes also encourage touch and introduce cause and effect. Some of the products are fairly inexpensive and others are a lot more - but hopefully this will help with Visual input regarding SPD and what to look for, and products that can assist with redirecting, training and learning new skills such as the cause and effect while aiding with the visual input.

• IF you would like to discuss products for your child please contact us for many ideas.
  
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__ unable to locate the source of a sound

__ difficulty identifying people's voices

__ difficulty discriminating between sounds/words; i.e., "dare" and "dear"

__ difficulty filtering out other sounds while trying to pay attention to one person talking

__ bothered by loud, sudden, metallic, or high-pitched sounds

__ difficultly attending to, understanding and remembering what is said or read; often asks for directions to be repeated and may only be able to understand or follow two sequential directions at a time

__ looks at others to for reassurance before answering

__ difficulty putting ideas into words (written or verbal)

__ often talks out of turn or "off topic"

__ if not understood, has difficulty rephrasing; may get frustrated, angry, and give up

__ difficulty reading, especially out loud (may also be dyslexic)

__ difficulty articulating and speaking clearly

__ ability to speak often improves after intense movement

__ covers ears for a fire drill or when class is too loud.

__ Hums or sings to self.

__ Demands that only one person talks at the dinner table.

__ Talks louder than anyone in the class.

__ Prefers very loud music or none at all in the car.

__ Runs out of restroom as toilet flushes.

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Auditory Processing Products
Beating to the Rhythm of a Different Drum? Drumming can be a very powerful tool for persons of all abilities. A persistent rhythm may elicit a calming, organizing effect from even the most withdrawn or neurologically challenged individual. We offer drumming music, metronomes and drums that bring out healing effects. For a full experience, check out a drumming cafe' or "drumming circle" in your local area.

SensoryCritters.com offers a wide variety of products for Auditory Processing and since we do not have these products listed on our site as of today, we wanted to let you know that we do offer these products and if you are interested in any of these - send us an e-mail from the link and we will send you the information about it and your price. SensoryCritters.com's Gator is in the process of adding these new products to our site.

Are you aware of these products or do you have Questions about these? Click on the link to send us an e-mail: Sound to light panels, interactive acoustic panels, sound spa classic clock radio & sound machine, sound spa acoustic relaxation machine, way auditory blankets, pillow sonic and dream covers, ring-a-lingers (they attach to the shoe and make sounds of bells ~ it encourages stepping), disco taps (provide auditory responses to movement), metronomes (remember the calming "tick" of your favorite clock?  you can set this to 60 beats/minute, metronomes have an amazing calming and organizing effect on many), drum buckets (catch the rhythm),  light up tambourine, techno bongo, water drums and flutes, funky keyboard, rapper snappers, chime frame and hammer, wiggly giggly, mini orchestra, flip fingers, clapping heads, joker face bell stick, musical fantasy, infrared music maker plus, adapted cd player, learning centers, concentration station carrels, cordless headphone system, califone listening center, soundtracks, color cards, sound box, sensory soother, beaded rainbow spiral rainstick and flomotion tube, environments flashlight, musical glitter pins and much more.

Do you have questions about any of these products listed? Are you curious what they are or how they could help  your child with his or her auditory processing skills? Send us an e-mail and we'll explain to you what each item of your interest does, how it helps and the cost of the product. NO OBLIGATION to purchase!

There are so many different directions you can go with auditory sensitivities  - from the listening program - and something fun and educational as well as an auditory processing product that  teaches cause and effect of sounds - so the child  understands that when you do this - that sound will occur - its called : Funky Keyboard - it is a brightly colored, oversized keyboard and is a great cause and effect tool. Simply turn it on and press any animal, bell or piano for 5 different sounds. it features musical notes; melodies; "follow me" and follow the flashing lights. it also has 8 textured handprints for keys. Its not expensive - but it allows the child to interact and learn when they push the music note a musical melody will play....

• IF you would like to discuss products for your child please contact us for many ideas.
  
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__ difficulty accepting changes in routine (to the point of tantrums)

__ gets easily frustrated

__ often impulsive

__ functions best in small group or individually

__ variable and quickly changing moods; prone to outbursts and tantrums

__ prefers to play on the outside, away from groups, or just be an observer

__ avoids eye contact

__ difficulty appropriately making needs known


IF you would like to discuss products for your child please contact us for many ideas.

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1. HYPERSENSITIVITY TO SMELLS  (over-responsive):

__ reacts negatively to, or dislikes smells which do not usually bother or get noticed by other people

__ tells other people (or talks about) how bad or funny they smell

__ refuses to eat certain foods because of their smell

__ offended and/or nauseated by bathroom odors or personal hygiene smells

__ bothered/irritated by smell of perfume or cologne

__ bothered by household or cooking smells

__ may refuse to play at someone's house because of the way it smells

__ decides whether he/she likes someone or some place by the way it smells

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2.HYPOSENSITIVITY TO SMELLS  (under-responsive):

__ has difficulty discriminating unpleasant odors

__ may drink or eat things that are poisonous because they do not notice the noxious smell

__ unable to identify smells from scratch 'n sniff stickers

__ does not notice odors that others usually complain about

__ fails to notice or ignores unpleasant odors

__ makes excessive use of smelling when introduced to objects, people, or places

__ uses smell to interact with objects

IF you would like to discuss products for your child please contact us for many ideas.

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Tactile Task List - (Check list is right above this)

Things you can do with your child at home with little to no money:

1. Take one of your long plastic storage boxes enough to hold a couple of pounds of rice or sand and dump into the sand:  foam shapes, wooden blocks, feathers, money, what ever is appropriate for your child at their developmental stage. Anything that has different textures to it as well as various grips in picking each item up. This will help him build fine motor skills as well as work on the defensiveness. Working with alphabet wooden blocks is great because together you can say out loud the letter A or C or G and without him realizing it - you now have not only a session for tactile defensiveness, fine motor works, learning his alphabet, but learning his shapes too. Check out your dollar stores in your area.   

We sell the "My Sandbox" Versatile... this is so simple... and so fun! High-quality hardwood sandbox features a clear plexi-glass bottom and two colorful patterns on the lid. When the lid (or your own art) is slid under the plexi-glass bottom, removing sand reveals and awesome artful pattern. Use your hands or the two included tools for sensory input. Substitute  cornstarch, birdseed, popcorn or beans for more tactile art. Use for letter formation. Hide language  pictures under the plexi-glass and work on oral motor skills by having the kids "blow off" the surprise pictures. Every way you use it...it's a blast! Comes with handles, lid, two pattern tools, and bag of sand. $25.59

2. Work together with play dough - silly putty is also great and really helps with strengthens the fine motor muscles and helps with experiences, for example - take the comic page from the newspaper and roll the silly putty over it - then the child can see the comics on the silly putty. Now take the putty and stretch the cat or the dog and stretch it to make it long and funny looking. This takes the fear out of it by making it fun.

3. Icky Yicky Keychains - they are $5.29 each and they are great - we have them in smiley faces (5 smiley face balls inside of the ick, Color morph gel (changes colors with playing with it) $5.29, Bead Gel Ball tiny, even texture, 5.29, Fuzzy rainbow texture on texture 5.29 each.
These Icky Yicky Keychains are absolutely intriguing to the hand and body... they're almost impossible to set down. Every person seems to have their own favorite based on texture. The lovely part about these attachable fidgets is the balls are just right for child size hands. Approximately 2" in diameter. Should always be used with supervision of an adult. Or you can purchase the set for $19.29

4. Snow Mobility - for those that don't get the Real Stuff this feels like the real thing! With water, like magic, it expands 100 times its size in seconds! Safe and non-toxic. Lasts for months. It is reusable and won't stain or wet surfaces. Snow Mobility makes about 80 ounces (2365 ml).

5. Water Bubble/Color/Glitter Set Wave your wand, drop in a color packet or sprinkle some glitter and - voila - you've added visual appeal to your water table. Set includes four bubble wands, 23 Color splash packets and 12 glitter packets. $63.99 set.

6. DELTA START SET - Contains everything you need to get started with Delta Sand Lightweight.  An inflatable workspace measuring 700x500x50mm (28"x20x2") with a lid and a pocket where you can put decorative backgrounds or instructions. If folded once it forms a transportable case with everything stored inside. 900 grams (2.0 lbs) of white Delta Sand Lightweight, 6 designed castle molds, 2 cutting tools. $39.99 for the set.

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• IF you would like to discuss products for your child please contact us for many ideas.
  
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__ has difficulty with fine motor tasks such as buttoning, zipping, and fastening clothes

__ may not be able to identify which part of their body was touched if they were not looking

__ may be afraid of the dark

__ may be a messy dresser; looks disheveled, does not notice pants are twisted, shirt is half un-tucked, shoes are untied, one pant leg is up and one is down, etc.

__ has difficulty using scissors, crayons, or silverware

__ continues to mouth objects to explore them even after age two

__ has difficulty figuring out physical characteristics of objects; shape, size, texture, temperature, weight, etc.

__ may not be able to identify objects by feel, uses vision to help; such as, reaching into backpack or desk to retrieve an item

• IF you would like to discuss products for your child please contact us for many ideas.
  
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• IF you would like to discuss products for your child please contact us for many ideas.
  
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1. SENSORY SEEKING BEHAVIORS:

__ seeks out jumping, bumping, and crashing activities

__ stomps feet when walking

__ kicks his/her feet on floor or chair while sitting at desk/table

__ bites or sucks on fingers and/or frequently cracks his/her knuckles

__ loves to be tightly wrapped in many or weighted blankets, especially at bedtime

__ prefers clothes (and belts, hoods, shoelaces) to be as tight as possible

__ loves/seeks out "squishing" activities

__ enjoys bear hugs

__ excessive banging on/with toys and objects

__ loves "roughhousing" and tackling/wrestling games

__ frequently falls on floor intentionally

__ would jump on a trampoline for hours on end

__ grinds his/her teeth throughout the day

__ loves pushing/pulling/dragging objects

__ loves jumping off furniture or from high places

__ frequently hits, bumps or pushes other children

__ chews on pens, straws etc.

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2. DIFFICULTY WITH "GRADING OF MOVEMENT":

__ misjudges how much to flex and extend muscles during tasks/activities (i.e., putting arms into sleeves or climbing)

__ difficulty regulating pressure when writing/drawing; may be too light to see or so hard the tip of writing utensil breaks

__ written work is messy and he/she often rips the paper when erasing

__ always seems to be breaking objects and toys

__ misjudges the weight of an object, such as a glass of juice, picking it up with too much force sending it flying or spilling, or with too little force and complaining about objects being too heavy

__ may not understand the idea of "heavy" or "light"; would not be able to hold two objects and tell you which weighs more

__ seems to do everything with too much force; i.e., walking, slamming doors, pressing things too hard, slamming objects down

__ plays with animals with too much force, often hurting them

• IF you would like to discuss products for your child please contact us for many ideas.
  
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1.HYPERSENSITIVITY TO MOVEMENT (over-responsive):

__ avoids/dislikes playground equipment; i.e., swings, ladders, slides, or merry-go-rounds

__ prefers sedentary tasks, moves slowly and cautiously, avoids taking risks, and may appear "wimpy"

__ avoids/dislikes elevators and escalators; may prefer sitting while they are on them or, actually get motion sickness from them

__ may physically cling to an adult they trust

__ may appear terrified of falling even when there is no real risk of it

__ afraid of heights, even the height of a curb or step

__ fearful of feet leaving the ground

__ fearful of going up or down stairs or walking on uneven surfaces

__ afraid of being tipped upside down, sideways or backwards; will strongly resist getting hair washed over the sink

__ startles if someone else moves them; i.e., pushing his/her chair closer to the table

__ as an infant, may never have liked baby swings or jumpers

__ may be fearful of, and have difficulty riding a bike, jumping, hopping, or balancing on one foot (especially if eyes are closed)

__ may have disliked being placed on stomach as an infant

__ loses balance easily and may appear clumsy

__ fearful of activities which require good balance

__ avoids rapid or rotating movements

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2.HYPOSENSITIVITY TO MOVEMENT (under-responsive):

__ in constant motion, can't seem to sit still

__ craves fast, spinning, and/or intense movement experiences

__ loves being tossed in the air

__ could spin for hours and never appear to be dizzy

__ loves the fast, intense, and/or scary rides at amusement parks

__ always jumping on furniture, trampolines, spinning in a swivel chair, or getting into upside down positions

__ loves to swing as high as possible and for long periods of time

__ is a "thrill-seeker"; dangerous at times

__ always running, jumping, hopping etc. instead of walking

__ rocks body, shakes leg, or head while sitting

__ likes sudden or quick movements, such as, going over a big bump in the car or on a bike

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3. POOR MUSCLE TONE AND/OR COORDINATION:

__ has a limp, "floppy" body

__ frequently slumps, lies down, and/or leans head on hand or arm while working at his/her desk

__ difficulty simultaneously lifting head, arms, and legs off the floor while lying on stomach ("superman" position)

__ often sits in a "W sit" position on the floor to stabilize body

__ fatigues easily!

__ compensates for "looseness" by grasping objects tightly

__ difficulty turning doorknobs, handles, opening and closing items

__ difficulty catching him/her self if falling

__ difficulty getting dressed and doing fasteners, zippers, and buttons

__ may have never crawled as an baby

__ has poor body awareness; bumps into things, knocks things over, trips, and/or appears clumsy

__ poor gross motor skills; jumping, catching a ball, jumping jacks, climbing a ladder etc.

__ poor fine motor skills; difficulty using "tools", such as pencils, silverware, combs, scissors etc.

__ may appear ambidextrous, frequently switching hands for coloring, cutting, writing etc.; does not have an established hand preference/dominance by 4 or 5 years old

__ has difficulty licking an ice cream cone

__ seems to be unsure about how to move body during movement, for example, stepping over something

__ difficulty learning exercise or dance steps

IF you would like to discuss products for your child please contact us for many ideas.

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SELF-REGULATION:

__ excessive irritability, fussiness or colic as an infant

__ can't calm or soothe self through pacifier, comfort object, or caregiver

__ can't go from sleeping to awake without distress

__ requires excessive help from caregiver to fall asleep; i.e., rubbing back or head, rocking, long walks, or car rides

IF you would like to discuss products for your child please contact us for many ideas.

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