Sensory Problem Checklist
Here is a list from a professional diagnostic about different sensory disorder symptoms. Many children exhibit a variety of these symptoms occasionally, but should get over them with time or experience them in a mainly isolated way. Clusters of symptoms, or ones that are getting worse or more intrusive with time should encourage you to seek professional help. If the symptoms are mostly confined to sensory issues, an occupational therapist can be a great help. If the symptoms are compounded with other cognitive/emotional problems (see my other lists), an autistic spectrum disorder will be investigated.
Also keep in mind that a child can have both hypersensitive and hyposensitive behaviors simultaneously. His or her behavior may be erratic or inconsistent (like lights or smells bother them on bad days but on good days does not), and you should still consider that symptom a problem because “normal” sensory kids are usually very consistent unless there is a special circumstance.
• Has a body tic or twitch s/he seems unable to control
• makes sounds sh/he seems unable to control
• holds food in cheeks
• chokes or gags easily
• is very worried about getting dirty (or sticky)
• Hates to get wet
• needs things to be clean or neat
• plays with own private parts
• pulls own hair out (or eyelashes, eyebrows)
• worries about own body
• plays with bowel movements or overly loves/hates the bowel process
• runs fingers along wall, sticks them in gaps, pushes buttons repetitively
• shreds or destroys clothes, blankets, fabric
• has nervous habit, twitches
• chews on things s/he shouldn’t
• eats paper or other inedible things
• hugs too hard or too soft
• is overly gentle or forceful in nature
• can’t hold pencil or grips too hard
• can’t bang or bangs too hard, too much
• can’t squeeze clay, get lids off, turn knobs, twist wind-up toy
• can’t dress self or do large buttons
• spits out food, refuses to chew or otherwise strange eating habits
• hugs, bites, kicks, shoves, or is overly aggressive with touch (when not angry)
• runs from hugs, pats, or physical touch; wipes off kisses
• touches, leans on, picks at, or otherwise “bothers” others when in proximity (often not noticing)
• complains about lights being too bright and/or sounds being too loud
• overly responds to humming, buzzing, or white noise sounds
• chokes or gags on smells
• covers ears when watching TV
• complains of going to fast when in car, too high when lifted up
• has trouble with stairs
• doesn’t run
• doesn’t catch self when falls
• slow reflexes
• picky eater; refuses crunchy, sticky, or rough foods
• shreds food, pushes it around, puts too much in mouth, or combines/mixes in unusual ways
The growing years of a child are perhaps the most difficult a family ever has. It is during these years that a child comes to terms with various concepts of life, like family belonging, discipline, social norms etc. These further lead to child behavior problems.
Child behavior problems can crop up from anything and everything, and they can be anything. It is necessary to differentiate between mischievous children and child behavior problems. Child behavior problems can occur in toddlers as well as teenagers. Needless to say, toddler behavior problems are a bit simpler as compared to teenage behavior problems. Child behavior problems or behavior disorders are when children have show a permanent pattern of hostile, destructive or disruptive behavior towards oneself or towards the society.
It's common for preschool children to exhibit behavioral problems, as the result of increased interaction with others and not knowing how to communicate their needs effectively. The majority of common behavioral problems are exhibited in children 18 months and older.
Physical problems
Mental retardation, learning disorders, communication skills disorders and pervasive developmental disorders (such as autistic disorder) appear to have biological components. Some psychologists specialize in the identification and treatment of these disorders, but they are not frequently encountered in a general psychological practice because of the need for specialized training and treatment. Therefore, they will not be discussed here. Elimination disorders are encountered in general psychological practice, but are typically seen as a symptomatic expression of other psychological problems. They will also not be discussed here.
Attention-deficit disorder and disruptive behavior disorders are quite common, and treatment is provided by psychologists to both children and parents to assist in managing these problems. Dr. franklin provides treatment for Attention-deficit hyperactive disorders, oppositional disorder and conduct disorders. These problems will be addressed here.
Separation anxiety is also described here. This problem is distinct from the other anxiety disorders, because it applies exclusively to children and adolescents. Separation anxiety also occurs frequently after some emotional stress or trauma, such as relocation or divorce, so the problem may also be connected to life stress issues frequently treated in private practice. It also occurs more frequently in children whose mothers have been diagnosed with panic disorder. This may suggest a biological component, or it may suggest that separation anxiety can be a psychosocial byproduct of the panic disorder in the parent. This problem is relatively common, and is usually treated by psychologists after the child has encountered adjustment problems with peers or in school.
EMOTIONAL PROBLEMS
Emotional problems in children have become more widely recognized. A child's emotional problem can become a chronic problem if it's not attended to properly and in a timely manner. Many adult emotional problems can also affect children, but these problems may not be as easily recognized in children. Some emotional problems in children can be treated quite easily, but some require long-term care that can be complicated.
Childhood Bipolar Disorder
Childhood bipolar disorder is an emotional problem that can affect children. This childhood emotional problem can be hard to diagnose, because its symptoms are also symptoms of many other childhood emotional problems. Common symptoms include mood swings, irritability, episodes of extreme happiness and episodes of severe depression. Childhood bipolar disorder is a serious condition and should be treated as such. Treatment most often includes a combination of medication (sometimes more than one) and behavior therapy (teaching the child how to handle certain situations better).
Childhood Depression
Childhood depression is an emotional problem that can affect children. This childhood emotional problem is considered serious, but it can be difficult to diagnose because its symptoms are not unique. Common symptoms include irritability, fatigue, hopelessness, social withdrawal and poor performance in school.
Childhood depression is most often treated with medication and behavior therapy.
Autism
Autism is an emotional problem that can affect children. This childhood emotional problem is often serious and consists of three distinctive behaviors. These autism behaviors include trouble interacting socially, obsessive and competitive behavior and difficulty with nonverbal and verbal communication. Medications (often more than one) and behavioral and educational therapies and interventions are used to treat autism. Family counseling is also used to help families learn about autistic children and to help them cope.
Childhood Schizophrenia
Childhood schizophrenia is an emotional problem that can affect children. This emotional disorder often affects a child's ability to develop normal social, educational and emotional skills and habits. Children with emotional disorder often have difficulty performing daily tasks, think and act irrationally and have delusions and hallucinations. Childhood schizophrenia is most often treated with a variety of treatments including medications (most often antipsychotics) and psychotherapy (teaches the child to cope with the illness and its challenges).
Tourette Syndrome
Tourette syndrome is an emotional problem that can affect children. This emotional problem is also considered a neurological disorder. Tourette syndrome is characterized by stereotyped and repetitive vocalizations and involuntary movements referred to as tics. Tourette syndrome is most often treated with a combination of medication and psychotherapy.
Social problems
• Working with Shy or Withdrawn Students
This digest focuses on the middle range of such students, who are commonly described as SHY (inhibited, lacking in confidence, socially anxious) or WITHDRAWN (unresponsive, uncommunicative, or daydreaming) and suggests strategies for working with these students.
• Children's Peer Relationships
Children who are unable to form close or satisfying relationships with peers should be of concern to parents and teachers alike. For one thing, these children miss out on opportunities to learn social skills, skills needed to initiate and maintain social relationships and to resolve social conflicts, including communication, compromise, and tact.
• Peer Conflicts in the Classroom
Traditionally, many adults have viewed conflicts between children as undesirable and have tried to prevent them or to intervene. Recent theory and research, however, suggest that peer conflict contributes to children's development and represents an important form of social interaction.
• Bullying
Bullying can take many forms; racial discrimination and sexual harassment are examples of abuse students can face. Child rearing influences, the characteristics of the child, and factors of the environment are cited as possible reasons why children bully. Most bullying occurs in the school environment so how schools respond to such interactions impacts the school climate.
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