Child and tactile hypersensitivity
Hearing, sight, smell, touch, or tactile sensitivity - these five senses are the channels through which our brain receives information about the outside world. Each sense organ is adapted to the perception of certain environmental factors. The information coming from them is analyzed and processed by specialized parts of the brain. Touch is the first sense that appears in our life. Even in the womb, the fetus begins to perceive its environment by touching the walls of the uterus. Tactile sensitivity is provided by many receptors distributed over the surface of the skin. These receptors respond to mechanical stimulation, changes in pressure, or repeated pressure. On average, their density is about 50 per square millimeter of skin, but they are unevenly distributed: on the fingertips, which have fine sensitivity, they are the most. It is with the tips of our fingers that we sometimes want to touch a new surface and get certain sensations, compare them with others that are already familiar. Touch causes completely different sensations depending on what the object that we touched consists of. For example, we can get a feeling of softness in contact with pie dough, cashmere, baby skin, fur hat, downy feather bed; we get a feeling of roughness from contact with a stone, sandpaper, mat; ice, dishwashing liquid, vegetable oil, a frog feel slippery, while glass, satin fabric, polished furniture, a billiard ball, etc. feel smooth. from the object, clench their fingers into fists, hostilely relate to other people's touches. Often such children turn their faces away from everything that is too close to them, do not like to be touched by any objects or even touched by hands, tend to avoid any physical contact, similar reactions are observed in relation to changes in body position in space. According to the American doctor Ann Jean Ayres (1920-1988), this problem may be associated with increased sensitivity to tactile stimuli. Atypical sensitivity (hypo or hypersensitivity) is commonly referred to as sensory modulation disorder. E. J. Ayres believes that if the brain cannot "calm down" the sensory impulses of at least one of the sensory systems, these impulses will interfere with the child and cause negative behavior. It is important to carefully observe the child to make sure what sensations are associated with his reactions. It happens that a child with tactile hypersensitivity avoids even soft toys that are popular with other children. How to find out if a child has tactile hypersensitivity? D. Ayres offers a questionnaire, the majority of positive answers to which may indicate the presence of this problem in a child:
Does the child avoid touching others?
Does he turn his face away from everything that is close to him?
Are you more afraid of doctor visits than other children?
Can't stand having his hair or nails cut?
Doesn't like being touched even in a friendly way?
Dodging hugs, even pats on the back?
Tend to avoid all physical contact?
Does it react differently to touch every time?
Reacts negatively to dressing, certain types of clothing?
Worried if someone comes up to him from behind and he does not see him?
Is he very worried when people are close to him?
Avoid touching certain surfaces?
Feels the need for any touch?
Doesn't like to dip your fingers in the sand, dip them in special paints?
Dislikes touching glue and similar materials?
Particularly picky about the texture or temperature of food?
Tactile hypersensitivity is not evident, but is a serious neurological disorder. Children with severe hypersensitivity are emotionally unprotected: it is likely that a malfunction in the tactile system makes the emotional sphere vulnerable as well. Tactile hypersensitivity is the tendency to react negatively and emotionally to the sensations of touch. Such a reaction occurs only under certain conditions. Children with hypersensitivity react strongly to stimuli that we barely notice. The sensation of touch leads to serious disruptions in their nervous system, which causes negative emotions and inappropriate behavior. Suppression (inhibition) is a neural process in which one area of the nervous system does not allow another area to overreact to sensory impulses. In each of us, the nervous system continuously receives tactile signals from the entire surface of the skin. However, most people suppress the perception of these sensations and do not allow the nervous system to respond to them. In a child with increased sensitivity to tactile stimuli, they are weakly suppressed, so very often tactile sensations are uncomfortable for him. Relatives are sometimes offended if the child avoids their touches or hugs, it seems to them that he does not love them. In fact, such rejection is not personal. With increased sensitivity to tactile stimuli, the child feels touch differently than other children. The touch of a pencil for such children is compared to the prick of a needle, an electric charge, an insect bite. Under-processing of tactile signals usually occurs in the brainstem or areas of the hemispheres that are inaccessible to consciousness, so the child does not realize that his reactions are caused by touch. As a rule, children with tactile hypersensitivity are not fully aware of their sensations, except for irritation or discomfort caused by someone else's actions. Discomfort is a real feeling and the child cannot suppress the reaction to it.
When interacting with hypersensitive children, the following rules should be followed:
1. respect the child's reactions to different situations, taking into account the peculiarities of his reaction;
2. try to touch the baby with the whole palm, and not with your fingertips, this is how irritation can be reduced, given that light touches are usually more irritating than constant strong pressure;
3. periodically offer the child various toys, objects for interaction;
4. try to use the “sandwich” technique more often, that is, lay the child between large pillows in order to “calm down” excessive sensitivity to touch;
5. pay attention to the types of fabrics, clothes, toys that the child can independently contact;
6. observe the child, not forcing him to participate in games, but facilitating and supporting his initiative of independent action;
7. support the child's desire to acquire new tactile experience;
8. timely prevent the development of negative processes;
9. promote the development of trusting relationships;
10. develop interest in the world around.
Literature:
1. E. Jean Ayres with Jeff Robbins, The Child and Sensory Integration, Terevinf, 2009
2. "How to improve memory", Reader's Digest Publishing House, 2005
“In terms of taste, such children almost always have pronounced likes and dislikes. The same applies to touch. Many children show an abnormally strong aversion to certain tactile sensations. They cannot stand the rough surface of a new shirt or a patch on their socks. for them a source of discomfort, which leads to very unpleasant scenes. Hypersensitivity to noise is also present. In this case, the same child may be hypersensitive to noise in some situations, but be hyposensitive in others "- Hans Asperger (1944).
Physicians and scientists define Asperger's Syndrome primarily by a profile of abilities in social reasoning, empathy, language, and cognition, but one of the attributes of Asperger's Syndrome, clearly identified in autobiographies and parental descriptions of their children, is hyper- and hyposensitivity to a particular sensory experience. Recent studies and reviews of previous studies have confirmed that Asperger's syndrome is characterized by an unusual pattern of sensory perception and responses (Dunn, SmithMyles and Orr 2002; Harrison and Hare 2004; Hippler and Klicpera 2004; Jones, Quigney and Huws 2003; O'Neill and Jones 1997 ; Rogers and Ozonoff 2005).
Some adults with Asperger's Syndrome report that sensory sensitivity affects their lives much more than problems with making friends, managing emotions, and finding employment. Unfortunately, doctors and scientists still tend to ignore this aspect of Asperger's syndrome, and we still do not have a satisfactory explanation for why a person may have unusual sensory sensitivity, and do not have effective strategies for modifying sensory sensitivity.
The most common symptom in Asperger's syndrome is sensitivity to very specific sounds, but the person may also have sensitivity to tactile experience, light intensity, the taste and texture of food, and specific smells. There may be both under- and over-reaction to feelings of pain and discomfort, an unusual sense of balance, perception of movement, and orientation of the body in space. One or more sensory systems may be so affected that everyday sensations are experienced as unbearably intense or not perceived at all. Parents often wonder why these sensations are considered unbearable or are not noticed, while a person with Asperger's is also puzzled - how other people can have a completely different level of sensitivity.
Parents often report that their child clearly responds to sounds that are so quiet that other people can't hear them at all. The child is frightened by sudden noises, or he cannot stand a certain tone of sounds (for example, the sound of a hand dryer or a vacuum cleaner). The child has to cover his ears with his hands in a desperate attempt to get rid of the specific sound. The child may dislike gentle displays of affection, such as hugging or kissing, as this is an unpleasant sensory (not necessarily emotional) experience for him. Bright sunlight can be "dazzling", certain colors can be avoided because they seem too intense, and the child can notice and become attracted to extraneous visual details such as motes of dust floating in a beam of light.
A young child with Asperger's may limit himself to an extremely lean diet, flatly refusing to eat certain textures, tastes, smells, or temperatures. Smells such as perfume or cleaning products may be actively avoided because they make the child feel nauseous. There are also problems with a sense of balance, when the child is terrified of taking his legs off the ground and cannot stand hanging upside down.
On the other hand, there is a lack of sensitivity to certain sensory experiences, such as a lack of response to certain sounds, an inability to feel the pain of an injury, or a lack of need for warm clothing despite a very cold winter. The sensory system may be hypersensitive at one moment but hyposensitive at another. However, certain types of sensory experience can be intensely enjoyable for a person, such as loud noises and tactile sensations from the vibration of a washing machine or different colors of street lights.
sensory overload
Children and adults with Asperger's Syndrome often describe sensations of sensory overload. Claire Sainsbury, who has Asperger's Syndrome, describes her sensory problems at school this way:
"The corridors and hallways of almost any public school are a constant stream of echoing sounds, fluorescent lights (special sources of visual and auditory stress for people on the autism spectrum), ringing bells, people bumping into each other, smells of cleaning products, and so on. As a result, anyone with the sensory hypersensitivities and stimulus processing problems that are typical of autism spectrum conditions spends most of the day in a state of near sensory overload" (Sainsbury 2000, p.101).
Intense sensory experiences, described by Nita Jackson as "dynamic sensory spasms" (N. Jackson 2002, p.53), in which a person with Asperger's syndrome experiences extreme stress, anxiety, and essentially a "shock state" in situations that other children are intense but enjoyable.
A child with sensory sensitivity becomes hypervigilant, constantly stressed, and easily distracted in a sensory stimulating environment, such as in a classroom, because he does not know when he will have the next painful sensory experience. The child actively avoids certain situations, such as school hallways, playgrounds, crowded shops and supermarkets, which are characterized by overly intense sensory experiences. The fears associated with this expectation can sometimes become very severe, and as a result, an anxiety disorder can develop, such as a phobia of dogs that can bark unexpectedly, or agoraphobia (fear of public places), since the house remains relatively safe and controlled by sensory experience. A person may avoid social situations, such as going to a birthday party, not only because of a lack of knowledge of social conventions, but also because of increased noise levels - screaming children, popping balloons. …
Sensitivity to sounds
Between 70% and 85% of children with Asperger's syndrome are extremely sensitive to certain sounds (Bromley et al. 2004; SmithMyles et al. 2000). Clinical observations and personal experience of people with Asperger's syndrome suggest that there are three types of noise that they perceive as extremely unpleasant. The first category is unexpected, sudden sounds, which one adult with Asperger's Syndrome called "acute." These include barking dogs, a phone ringing, someone coughing, a school fire alarm, pen cap clicking, and crackling noises. The second category includes sustained, high-pitched sounds, especially those made by small electric motors in household appliances such as food processors, vacuum cleaners, or toilet flushes. The third category includes intricate, complex and multiple sounds, such as in large stores or at numerous social gatherings.
It can be difficult for a parent or teacher to show empathy for a person in a situation like this because typical people don't perceive these kinds of noises as unpleasant. However, an analogy can be drawn between this experience and many people's discomfort with specific sounds, such as scratching a blackboard with fingernails. The mere thought of such a sound is enough to make many people shudder in disgust.
The following are quotes from biographies of people with Asperger's Syndrome that illustrate the intensity of such sensory experiences that cause pain or discomfort. The first excerpt is by Temple Grandin: "Loud, unexpected noises still scare me. My reaction to them is more intense than other people's. I still hate balloons because I never know when one of them will burst and The constant high-pitched sounds of a motor, such as a hair dryer or a fan in the bathroom, still bother me, but if the frequency of the motor sounds is lower, then there is no concern" (Grandin 1988, p. 3).
Darren White describes it as: "I'm still afraid of the vacuum cleaner, mixer and shaker because they sound five times louder to me than they really are. The bus engine starts with a deafening bang, the engine sounds almost four times louder than normal and I have to cover my ears with my hands most of the way" (White and White 1987, pp. 224–5).
Teresa Jolliffe describes her auditory sensitivity this way: "The following are just some of the sounds that still upset me so much that I have to cover my ears to avoid them: screaming, noisy crowded places, touching polystyrene, noisy construction machines, hammers and drills , other electrical appliances, the sound of the surf, the creaking of a marker or pen, fireworks... Despite all this, I perceive and play music well, and there are certain types of music that I simply adore. occasion, music is the only thing that allows me to restore inner balance" (Jolliffe et al. 1992, p.15).
Lian Holliday Willie identifies several specific sounds that cause her a state of extreme stress: “The sonorous, piercing sounds at a high frequency seem to dig their claws into my nerves. the world is a very unfriendly place" (Willey 1999, p.22).
Will Headcroft explains how anticipation of an unpleasant auditory experience causes a state of constant anxiety: at the party, a firecracker will blow up that the Christmas cookies will start to crackle.I was wary of anything that could make an unexpected sound.It goes without saying that I am terribly afraid of thunderstorms, and even when I found out that only lightning was dangerous, thunder still scared me a lot more... Guy Fawkes Night [a British holiday traditionally celebrated with fireworks] puts a lot of pressure on me, even though I enjoy watching fireworks" (Hadcroft 2005, p.22).
Acute auditory sensitivity can also be used as an advantage, for example, Albert knew when the train would arrive at the station a few minutes before his parents could hear him. In his words: "I can always hear it, but mommy and daddy can't, and I have noise in my ears and body" (Cesaroni and Garber 1991, p.306). In my clinical practice, one child whose special interest was buses could identify every bus passing by his house by the noise it made. His secondary interest was car numbers, so he could tell the number of every passing bus, even though he couldn't see it. He also refused to play in the garden near the house. When asked about it, he replied that he hated the "clapping" of insects' wings, such as butterflies.
There may be a problem of "switching" and permanent changes in the perception of sounds. Such floating switches are described by Darren: "Another trick that my ears love is the volume changes of the sounds around me. Sometimes when other children spoke to me, I could barely hear them, and sometimes their voices sounded like gunshots" (White and White 1987, p.224).
Donna Williams explains that: “Sometimes people have to repeat a sentence to me over and over again because I only take it in parts, as if my brain is breaking it up into words and turning it into a completely meaningless message. something played with the remote control and constantly turned the sound of the TV on and off" (Williams 1998, p.64).
We do not know if sensory "switching" is due to such intense attention to current activity that auditory cues simply cannot distract attention, or if it is really a temporary and floating loss of perception and auditory information processing. However, it is for this reason that many parents suspect that their young child with Asperger's is deaf. Donna Williams says: "My mother and father thought I was deaf. They stood behind me and took turns making a lot of noise and I didn't even blink. "This topic was closed. Years later, my hearing was tested again. This time it turned out that my hearing was better than average, that is, I heard a frequency that only animals usually hear. The problem with my hearing is that awareness of sounds is constantly changing" (Williams 1998 , p.44).
How can a person with Asperger's Syndrome deal with this auditory sensitivity? Some learn to focus on or shut out certain sounds, as Temple Grandin describes: "When I encountered loud or confusing sounds, I couldn't modulate them. I tried to either turn them off completely and leave or let them in like a train. influence, I was completely disconnected from the world around me.Even as an adult, I still have problems with modulating incoming auditory information.When I use the phone at the airport, I cannot distract myself from the noise in the background, since this will have to distract me and from the voice on the phone. Other people can use the phone in noisy places, but I can't even though I have normal hearing" (Grandin 1988, p.3).
Other techniques include humming under one's breath to block out external sounds, and intense focus on one's current activity (a form of being completely absorbed in one's activity, "bewitched" by it), which prevents unpleasant sensory experiences from invading.
Strategies for Decreasing Sensitivity to Sounds
First of all, it is important to identify what auditory experience is perceived as painfully intense when a child communicates his stress by covering his ears with his hands, flinching and blinking frequently in response to unexpected sounds, or simply telling an adult that he is uncomfortable or hurt by noise. Some of these sounds can simply be avoided. For example, if the noise of the vacuum cleaner is too intense, then you can vacuum only when the child is at school.
There are several simple, practical solutions. One little girl with Asperger's Syndrome couldn't stand the creaking of chair legs when her classmates or teacher moved the chair. This sound was eliminated when the legs of the chair were covered. After that, the girl was finally able to focus on the content of the lessons.
Barriers can be used that reduce the level of auditory stimulation, such as silicone earplugs that a person carries in their pocket at all times and can quickly put on at any time when sounds become unbearable. Ear plugs are especially useful in very noisy environments, such as in a school cafeteria. In the quote above, Teresa Jolliffe suggests a different strategy, namely "... if I feel very angry or desperate about something, then music is the only thing that allows me to restore inner balance" (Jolliffe et al. 1992, p.15 ).
Today we are beginning to recognize that listening to music through headphones is a way to disguise too intense external sounds. This allows a person to quietly visit large stores or concentrate on work in a noisy classroom.
It is also helpful to explain the source and duration of a sound that is perceived as unbearable. Carol Gray's Social Stories (TM) are exceptionally graphic and can be adapted to tell about auditory sensitivity. A "Social Story" (TM) for a child who is sensitive to the sound of a hand dryer in public restrooms includes a description of the device's function and design, and reassures the child that the dryer will automatically turn off after a certain amount of time. Such knowledge can reduce anxiety and increase noise tolerance.
Obviously, parents and teachers should be aware of the child's auditory sensitivity and try to minimize the level of unexpected sounds, reduce background noise and conversation, and avoid specific auditory experiences that are perceived as unbearable. This will help reduce a person's level of anxiety and will help improve concentration and socialization.
There are two types of hearing loss therapy for children with autism and Asperger's syndrome. Sensory Integration Therapy (Ayers 1972) was developed by occupational therapists and builds on the groundbreaking work of Jean Ayers. This therapy uses specialized play equipment to improve the processing, modulation, organization and integration of sensory information. The treatment is a controlled and pleasurable sensory experience, which is organized by an occupational therapist for several hours a week. Usually the course of such therapy lasts several months.
Despite the great popularity of this treatment, there is remarkably little empirical evidence for the effectiveness of sensory integration therapy (Baranek 2002; Dawson and Watling 2000). However, Grace Baranek argues in her review of the research literature that the lack of empirical evidence for sensory integration therapy does not mean the treatment is ineffective. Rather, one can only say that this effectiveness has not yet been objectively demonstrated.
Audience Integration Therapy (AIT) was developed by Guy Berard of France (Berard 1993). The therapy requires the person to listen to ten hours of electronic modified music through headphones twice a day for half an hour for ten days. First, an assessment is made using an audiogram to determine which frequencies are associated with hypersensitivity in a given individual. A special electro-modulating and filtering device is then applied, which randomly modulates high and low frequency sounds and filters out the selected frequencies that were set during the audiogram evaluation. This treatment is expensive, and although there are anecdotal reports of some success in reducing auditory sensitivity, there is generally no empirical evidence to support AIT (Baranek 2002; Dawson and Watling 2000).
Although some sounds are perceived as extremely unpleasant, it is very important to remember that some sounds can be very enjoyable: for example, a small child may be obsessed with certain motives or the sound of a ticking clock. Donna Williams explains that: "However, there is one sound that I love to hear - it is the sound of any metal. Unfortunately for my mother, the doorbell was in this category, so for many years I constantly rang it like a man possessed" (Williams 1998, p.45).
"Recently my mother rented a piano, and I have loved these tinkling sounds since I was very young. I started plucking the strings, and if I didn't chew them, I would tickle my ears with them. Similarly, I adored the sound of metal on metal , and my favorite items were a piece of crystal and a tuning fork, which I carried with me for many years" (Williams 1998, p.68).
Tactile sensitivity
Sensitivity to certain types of touch or tactile experience occurs in more than 50% of children diagnosed with Asperger's syndrome (Bromley et al. 2004; Smith Myles et al. 2000). This may be an extreme degree of sensitivity to certain touches, pressure levels, or touching certain parts of the body. Temple Grandin describes the acute tactile sensitivity she had in early childhood: "As an infant I rebuffed attempts to touch me, and I remember as I grew older I would tense, wince and pull away from my relatives when they hugged me" (Grandin 1984, p.155).
For Temple, the types of touch that are used for social greetings or displays of affection were too intense and caused an overstrain, like a "tidal wave" of sensations. In this case, the avoidance of social contacts is associated with a purely physiological reaction to touch.
A child with Asperger's Syndrome may be afraid of being around other children due to the risk of sudden or accidental touching, they may avoid meeting relatives because they are usually associated with affection, such as hugs and kisses, which is perceived as too intense sensations.
Lian Holliday Willie tells the following about her childhood: "It was impossible for me to even touch some objects. I hated tight things, satin things, piercing things, everything that was too tight to the body. Just thinking about them, imagining them, visualizing them … as soon as my thoughts found them, I would break out in goosebumps and chills, and a general state of discomfort set in. I constantly took off my clothes, even if we were in public places" (Willey 1999, pp.21–2).
As far as I know, as an adult, Lian stopped behaving in this way in public. However, in a recent email she informed me that she still has tactile sensitivity. According to her, sometimes she has to stop and go to the nearest store to buy some new clothes, because she can no longer stand what she is currently wearing. And I am sure that this is not just an excuse for a husband to justify huge expenses.
As a child, Temple Grandin was also intolerant of certain tactile sensations from certain types of clothing: “Some episodes of bad behavior were directly caused by sensory difficulties. I often misbehaved in church and screamed because my Sunday clothes felt different. During cold weather, when I had to go outside in a skirt, my legs hurt.Spiky coats drove me crazy.For most people, such sensations meant nothing, but for an autistic child, they were tantamount to sandpaper, which was rubbed over exposed skin.Certain types of stimulation repeatedly were exacerbated by my damaged nervous system.The solution would be to find Sunday clothes that feel the same as everyday clothes.Even as an adult, I feel extreme discomfort with any new type of underwear.Most people are used to different types of clothes, but I I can feel the clothes on me for hours.Now I buy casual and festive clothes, which both feel the same" (Grandin 1988, pp. 4–5).
A child may insist on a very limited wardrobe because it guarantees a consistent tactile experience. Parents have trouble getting this limited set of clothes washed and buying new clothes. If a child can tolerate a certain item, then parents should buy several of the same items in different sizes to cope with washing, wear and tear and growth of the child.
Certain areas of the body may be more sensitive. Most often it is the child's head, arms and hands. A child can experience tremendous stress while washing their hair, cutting their hair or combing. Stephen Shore describes his reaction to having his hair cut as a child: "The haircut was a significant event. It hurt! To somehow reassure me, my parents said that the hair was dead and that they did not feel anything. that my discomfort was related to pulling hair on my skin. If someone else was washing my hair, that was also a problem. Now that I'm older, my nervous system has matured, and cutting my hair is no longer a problem" (Shore 2001, p.19).
The negative experience of cutting hair can also be related to auditory sensitivity, namely the aversion to the "sharp" sound of scissors cutting hair or the vibrations of an electric razor. Another problem may be the reaction to the tactile sensations of the hair falling on the face and shoulders of the child, and for very young children the situation is complicated by the lack of stability - they sit in an adult chair, where their feet do not even touch the floor.
Asperger noted that some of the children he observed could not bear the feeling of water on their faces. Leah wrote to me explaining the phenomenon this way: "As a child, I always hated taking showers and preferred to take a bath. The feeling of water hitting my face was absolutely unbearable. I still hate this feeling. I have not washed for weeks, and I was shocked when I found out that the rest of the children showered regularly, and some did it every day!
Obviously, this feature negatively affects personal hygiene, and this, in turn, can interfere with communication with peers. Tactile sensitivity can also lead to aversion to certain activities at school. A child with Asperger's may find the feel of glue on their skin unbearable, refuse to paint with their fingers, play clay, or participate in theater performances because they don't like the feel of costumes. An overreaction to being tickled is also possible, as is an overreaction to touching certain areas of the body, such as touching the lower back. When teens find out about this, they may be tempted to tease and torment a teen with Asperger's by pointing a finger at his back and enjoying his frightened reaction and obvious discomfort.
Tactile sensitivity can also affect the sensual and sexual relationship between an adult with Asperger's syndrome and their partner (Aston 2003; Hénault 2005). Everyday expressions of affection, such as placing a comforting hand on a shoulder or expressing love through a tight hug, are far from pleasant for a person with Asperger's. A typical partner of such a person may worry that his gentle touches do not cause joy, or that a person with Asperger's syndrome rarely uses them himself. More intimate touching, which is supposed to evoke mutual sexual pleasure, can be unbearable, not at all pleasant, for a person with Asperger's syndrome and tactile sensitivity. The rejection of physical touch during moments of sexual intimacy is usually associated with sensory perception problems, and not at all with a lack of love and desire for a relationship.
Strategies for Reducing Tactile Sensitivity
What can be done to reduce tactile sensitivity? Family members, teachers, and friends should be aware of the perception difficulties and possible reactions to certain tactile experiences. They should not force a person to endure sensations that can be avoided. A young child with Asperger's may play with toys or engage in educational activities that do not elicit a tactile defensive response (technical term for hypersensitivity to certain tactile experiences). Sensory Integration Therapy may reduce tactile defensiveness, but as discussed in the section on auditory sensitivity, empirical evidence for the effectiveness of Sensory Integration Therapy is lacking.
Family members can reduce the frequency and duration of affection during greetings. A person with Asperger's syndrome should be warned when and how they will be touched, in which case the tactile sensations will not be unexpected and less likely to cause panic. Parents can remove all tags from their child's clothes and encourage him to endure washing and cutting. Sometimes head massage helps - the parent slowly but firmly rubs the head and shoulders of the child with a towel, and only then uses scissors or a clipper. This helps to preliminarily reduce the sensitivity of the baby's head.
Sometimes the problem lies in the intensity of the touch, when light touches are most unbearable, and intense pressure on the skin is acceptable and even pleasant. Temple Grandin found that intense pressure and squeezing was both pleasurable and calming: “I would pull away and tense up when being hugged, but I just longed to have my back rubbed. This rubbing of the skin had a calming effect. I dreamed of being stimulated with deep pressure. "I climbed under the sofa cushions and coaxed my sister to sit on them. The pressure was very calming and relaxing for me. As a child, I loved to climb into all the small and narrow spaces. It made me feel safe, calm and protected" (Grandin 1988, p.4 ).
Subsequently, she created a "squeeze machine" that is lined with styrofoam and wraps around her entire body to provide intense pressure. She found that the machine had a calming and relaxing effect that gradually reduced her sensitivity.
Lian Holliday Wyllie received intense tactile pleasure when she was underwater. In her autobiography, she writes: “Underwater I found peace. I adored the feeling of floating underwater. silence to me - pure and effortless silence. The whole morning could pass unnoticed as I swam under water for many hours on end, straining my lungs in silence and darkness until they forced me to take a breath again "(Willey 1999, p. 22).
Thus, some individual tactile sensations can be very pleasant, but the presence of a tactile defensive reaction not only affects the mental state of a person, it also negatively affects interpersonal relationships, since typical people often touch each other. The suggestion to "reach out to your neighbor" can sound quite intimidating to someone with Asperger's.
Sensitivity to tastes and smells
Parents often report that their young child with Asperger's Syndrome has an amazing ability to recognize smells that other people don't even notice and can be unusually picky eaters. More than 50% of children with Asperger's syndrome have olfactory and gustatory sensitivity (Bromley et al. 2004; Smith Myles et al. 2000).
Sean Barron explains his perception of the taste and texture of food: "I have a huge problem with food. I like to eat only lean and simple food. My favorite foods are dry cereal without milk, pancakes, pasta and spaghetti, potatoes, including potatoes with milk Since these are the foods I ate at the very beginning of my life, they soothe and comfort me.I never wanted to try anything new.
I've always been super sensitive to the texture of food, I have to touch everything with my fingers to determine how it feels before I put it in my mouth. I just hate it when different things are mixed up in food, like noodles with vegetables or bread with fillings for sandwiches. I definitely can't put anything like that in my mouth. I know it will just make me vomit violently" (Barron and Barron 1992, p.96).
Steven Shore had a similar sensory experience: "Canned asparagus is unbearable for me because of its slimy texture, and I didn't eat tomatoes for a year after a small tomato popped in my mouth while eating. Sensory stimulation from the explosion of a small vegetable in my mouth was simply unbearable and I was terrified of repeating the same experience.Carrots in green salad and celery in tuna salad are still unbearable for me, because the difference in texture between carrots with celery and tuna is too big.I like to eat celery and small carrots separately . It happened, especially in childhood, when I ate only in batches - I ate one thing on a plate and only then moved on to the next product" (Shore 2001, p.44).
A young child may insist on an extremely lean and restricted diet, such as only boiled rice or sausages and potatoes every night for several years. Unfortunately, hypersensitivity and consequent avoidance of hard or "wet" textures in food and combinations of certain foods can be a source of stress for the whole family. Mothers may become frustrated because their child does not even want to hear about new or more nutritious foods. Fortunately, most children with Asperger's who have this kind of sensitivity are able to expand their diet as they get older. In many children, this feature almost completely disappears by early adolescence.
For some products, there may be an element of tactile defensive reaction. We see this reaction when a person sticks his finger down his throat. This is an automatic reflex that prompts you to get rid of a hard object in your throat that causes extreme discomfort. However, a child with Asperger's may also react to high-fiber foods in the mouth, not just in the throat.
Sometimes a child refuses a certain fruit or vegetable due to increased sensitivity to certain smells. While a typical child or adult may find a scent pleasant and appetizing, a child with Asperger's syndrome may suffer from heightened olfactory sensitivity and variation in perception and find the scent frankly nauseating.
When I ask children with Asperger's who have this trait to describe the different flavors they smell when they eat a ripe peach, for example, they come up with answers like "it smells like urine" or "it smells like rot". Olfactory sensitivity can lead to severe nausea from the smell of someone else's perfume or deodorant. One adult told me that he perceives the smell of perfume as the smell of insecticides. A child with olfactory sensitivity may avoid the smell of paint and art supplies at school, and may refuse to enter a cafeteria or room where a particular cleaning agent has been used.
Heightened sensitivity to odors can also have benefits. I know several adults with Asperger's who combine a heightened sense of smell with a special interest in wines. As a result, these people were able to become world famous wine experts and vintners. When Lian Holliday Willie approaches her table in a restaurant, her keen sense of smell allows her to immediately tell the waiter that the seafood is a little out of date and she could get sick from it. She can also smell the breath of her daughters that they are getting sick (in a personal conversation).
Strategies for increasing dietary diversity
It is very important to avoid force-feeding or fasting programs to encourage diversity in the diet. The child suffers from hypersensitivity to certain foods: this is not just a behavioral problem when the child deliberately disobeys and is stubborn. However, it is important for parents to ensure that a child eats a variety of foods, and a professional dietitian can develop guidelines for a nutritious but tolerable diet for the child.
With age, such sensitivity gradually decreases, but food fears and constant avoidance may remain. In this case, the clinical psychologist may conduct a systematic desensitization program. First, the child is encouraged to describe his sensory experiences and to identify foods that he finds least unpleasant, which he can try with the necessary support. When offered food with low preference, the child is first encouraged to only lick and taste it, but not to chew or swallow. When experimenting with different sensations from food, the child should be relaxed, there should be an adult supporting him, he should be congratulated and praised, even rewarded for showing courage and trying something new. A sensory integration therapy program may also be helpful.
However, the diet of some adults with Asperger's will remain very restrictive, always eating the same set of foods that must be prepared and served in the same way throughout their lives. Well, at least over the years of practice, the preparation of these dishes will become as effective as possible.
visual sensitivity
Sensitivity to certain levels of light or colors, as well as visual distortions, occur in one in five children with Asperger's syndrome (Smith Myles et al. 2000). For example, Darren mentions how "on sunny days my vision becomes blurry". From time to time, he becomes sensitive to a certain color, for example: "I remember one Christmas I was given a new bike. It was yellow. I refused to look at it. Red paint was added, which made it look orange, and it felt like it was on fire, and I also couldn't see the blue, it was too light and looked like ice" (White and White 1987, p.224).
On the other hand, there may be an intense fascination with various visual details, looking at dots on a carpet or spots on someone else's skin. When a child with Asperger's Syndrome has an innate talent for drawing, and if this is combined with his special interest and practice in drawing, the result can be paintings that are literally photographic realism. For example, a young child who is interested in trains can carefully draw railway scenes in perspective, including the smallest details when drawing locomotives. At the same time, the people present in the picture can be drawn in a way characteristic of this age without attention to detail.
There are reports of visual distortions in Asperger's syndrome. Here is how Darren describes them: "I hated small shops because they seemed to me much smaller than they actually were" (White and White 1987, p.224).
This can lead to fears or anxiety in response to certain visual experiences, as Teresa Jolliff mentions: “Perhaps it was that what I saw did not always give the right impression. As a result, many things scared me - people, especially their faces, very bright lights, crowds, sudden movement of objects, large cars and unfamiliar buildings, unfamiliar places, my own shadow, darkness, bridges, rivers, canals, streams and the sea" (Jolliffe et al. 1992, p.15).
Some types of visual experience can be confusing, such as light that reflects off a blackboard in a classroom, making text written on it unreadable, or the person is constantly distracted by the experience. Lian Holliday Willey describes it this way: "Bright lamps, midday sun, flashing lights, reflected lights, fluorescent lights that literally ripped my eyes apart. Together, the harsh sounds and bright lights quickly overwhelmed my senses. My head seemed to shrink, my stomach turned inside out, my pulse began to skyrocket until I found a safe place" (Willey 1999, p.22).
In her e-mail to me, Carolyn explains that: "Fluorescent lights annoy me not only with their light, but also with their flashing. They cause 'shadows' in my vision (which were very scary as a child), and if I'm under them long enough, it causes confusion and dizziness, which often ends in a migraine."
There are descriptions of people who were unable to see something clearly visible, even if that was what they were looking for (Smith Myles et al. 2000). A person with Asperger's may be more likely to suffer from the phenomenon of not being able to see "what's right under your nose." The child may ask where his book is, although it lies right in front of him on the table, and everyone around him sees it, but the child does not understand that this is the very book that he is looking for. Often this infuriates both the child and the teacher.
However, not all visual experiences are negative. For a person with Asperger's syndrome, visual stimulation can become a source of intense pleasure, for example, if he observes visual symmetry. Young children may gravitate towards any parallel lines, such as rails and sleepers, fences, power lines. An adult with Asperger's may transfer an interest in symmetry to architecture. Lian Holliday Wyllie has a remarkable knowledge and passion for architecture: "To this day, architectural design remains my favorite subject and now that I am older, I enjoy this interest, I completely indulge in the joy that it brings me. In many ways, this is an elixir that always heals me.When I feel exhausted and tense, I take out my books on the history of architecture and design and consider the various spaces and arenas that make sense to me, linear, rectangular and solid buildings that are the very embodiment of balance" ( Willey 1999, p.48).
Several well-known architects may have had personal characteristics associated with Asperger's syndrome. However, love for the symmetry of buildings can also have a negative side. Lian explained to me that if she sees asymmetrical buildings or, as she says, "flawed" design, then she feels sick and very anxious.
Strategies for reducing visual sensitivity
Parents and teachers can avoid situations in which the child is exposed to intense and disturbing visual sensations. For example, you can not put the child on the sunny side in the car or at the most lit desk. Another approach is to wear sunglasses when outdoors to avoid strong light or direct sunlight, and a protective screen around your desk or workspace to block out unnecessary visual information.
Some children have a natural "screen" - they grow long hair that covers their face like a curtain and acts as a barrier to visual (and social) experience. Worrying about the perceived intensity of colors can lead a child to only want to wear black, and very often this has nothing to do with fashion.
There are additional programs that can reduce a child's visual sensitivity. Helen Earlen has developed stained glass windows that enhance visual experience and reduce perceptual overload and visual distortion. Colored non-optical lenses (Irlen filters) are designed to filter the frequency of the light spectrum to which a particular person is sensitive. First, a preliminary assessment is carried out using a special questionnaire and testing, which allows you to choose the right color. There are currently no empirical studies that support the value of lenses for people with Asperger's, but I personally know several children and adults who report that Irlen lenses have significantly reduced their visual sensitivity and sensory overload.
Behavioral optometrists have developed vision therapy that retrains the eyes and brain structures that process visual information. Potential visual dysfunction and any compensatory mechanisms are assessed first, including tilting and turning of the head, use of peripheral vision, and a preference for looking with one eye. The Complementary Therapy Program is conducted through daily therapy sessions and homework assignments. To date, there is no empirical evidence to support visual therapy for people with Asperger's syndrome.
It is very important to remember that when a person with Asperger's is experiencing extreme stress or agitation, it may be helpful for them to retire to a space or room where they can calm down, away from other people. Sensory, this room should be soothing. This may include very symmetrical furniture, a calm carpet and wall color, and a complete absence of sounds, smells, and unpleasant tactile sensations.
Sense of balance and movement
Some children with Asperger's syndrome suffer from problems with the vestibular system that affect their sense of balance, movement perception, and coordination (SmithMyles et al. 2000). Such a child can be called "gravitationally insecure". He begins to experience anxiety if his feet do not touch the ground, feels disorientated if he needs to suddenly change the position of the body in space, for example, when playing with the ball.
A sense of balance can also play a role if a person experiences acute discomfort when lowering their head down. Lian Holliday Willie explains that: “Movement is not my friend. My stomach twitches and turns inside out when I look at a carousel or drive uphill or turn a corner too fast. When my first child was born, I quickly learned that my vestibular problems extended beyond rides and car rides. I couldn't rock my girls. I could rock them, and I did it even in a rocking chair" (Willey 1999, p.76).
On the other hand, I have known children with Asperger's who have experienced intense enjoyment of roller coasters to the point where these rides have become their special interests. They are a pleasure to listen to and look at.
We are just beginning to study the problems of children and adults with Asperger's syndrome with the vestibular system, but if the child has problems with balance and movement, then sensory integration therapy can be recommended.
Perception of pain and temperature
A child or adult with Asperger's may appear to be quite stoic - they don't even flinch or show the slightest bit of stress in response to pain that would be unbearable for other people. Often a child notices a bruise or cut, but does not remember where he got it from. Splinters are removed without problems, hot drinks are drunk without hostility. On a hot day, a person walks in warm clothes, and on a cold day, he insists on summer clothes. You might think that he lives according to some special thermometer of his own.
Hyposensitivity or hypersensitivity to pain occurs in Asperger's syndrome (Bromley et al. 2004). A low pain threshold for certain types of pain and discomfort can cause a child to react violently, and peers may tease him for this as a "crybaby". However, hyposensitivity to pain is much more common in children with Asperger's syndrome. The high pain threshold was described to me by the father of a teenager with Asperger's: "Two years ago my son came home with a badly injured leg, covered in bruises and countless cuts. I ran to the first aid kit. When I got back, I told him to sit down so I could process his injuries, but he did not understand what I was talking about. He said, "it's okay, it doesn't hurt at all" and "it happens all the time" and went to his bedroom. Until he was 18, it happened every now and then. He also doesn't feel the cold like other people. In winter, he rarely wore a coat and always wore short-sleeved shirts to school, and he was very comfortable."
I once chanced upon a young American with Asperger's Syndrome while vacationing in the Australian wilderness during the winter. We both ended up with a group of tourists who ate outside so we could enjoy the view of the beautiful desert stars and listen to the astronomer's lecture in the evening. However, the temperature was unbearably cold and everyone, with the exception of the person with Asperger's Syndrome, complained about the cold and put on several layers of warm clothes. The young man came to dinner in one T-shirt and refused the warm clothes that his companions offered him. He explained that he was already fine, but his view in the cold night desert caused discomfort to everyone around him.
Carolyn described another example in her email. She reported: “My response to pain and temperature is similar to my response to normal or traumatic events. At low levels of stimulation, my response is exaggerated, but at high levels, sensations are muted and I can function better than normal. Trivial events can drastically undermine my ability to function.” , but real trauma allows me to think logically and act calmly and effectively when others are panicking in a similar situation."
Asperger noted that one in four children he observed had a delay in toilet training (Hippler and Klicpera 2004). It is possible that such children have difficulty receiving discomfort signals from the bladder and intestines, which leads to "accidents".
Lack of response to discomfort, pain, or extreme temperatures can make it difficult for a very young child with Asperger's syndrome to avoid dangerous situations, resulting in frequent visits to the local emergency room. Health care providers may be surprised at the child's behavior or feel that the child's parents are not looking after the child properly.
Parents are often very concerned about how to understand that a child is in chronic pain and needs medical attention. Ear infections or appendicitis can progress to dangerous levels before they become known. Side effects of drugs may go unnoticed. Toothache and menstrual pain may never be mentioned. The parents of one child noticed that he was not himself for several days, but he did not mention significant pain. After some time, they went to the doctor, and he diagnosed the displacement of the testicle, which had to be removed.
If a child with Asperger's Syndrome rarely responds to pain, parents should be especially vigilant for signs of discomfort and any physical signs of illness, including fever or inflammation. Parents can use emotional expression relief strategies, such as an emotional thermometer, to help their child communicate pain. It is also important to write a "Social Story" (TM) to explain to the child why it is important to tell adults about the pain and that this will help the child feel good again and avoid serious consequences.
The above material is a translation of Chapter 7 of Tony Attwood's book "Asperger's Syndrome: A Guide for Parents and Professionals".
A child cannot develop a comprehensive idea of the surrounding objective world without tactile-motor perception, since it is precisely this that underlies sensory cognition. "Tactile" (from lat. tactilis) - tactile. Tactile images of objects are a reflection of a whole complex of qualities of objects perceived by a person through touch, sensation of pressure, temperature, pain. They arise as a result of contact of objects with the outer integuments of the human body and make it possible to know the size, elasticity, density or roughness, heat or cold, characteristic of the object. With the help of tactile-motor perception, first impressions are formed about the shape, size of objects, location in space, and the quality of the materials used. Tactile perception plays an exceptional role in the performance of various labor operations in everyday life and wherever manual skills are needed. Moreover, in the process of habitual actions, a person often almost does not use vision, relying entirely on tactile-motor sensitivity. We emphasize that the child's initial action with objects is grasping, during which various signs of the object are recognized by touch, therefore, the hand "teaches" the eye. On the terminal phalanges of the fingers, the back surface of the hand, there is the largest number of tangoreceptors (from lat. tangere- touch and receptor- receiving) - specialized endings of sensitive nerve fibers located in the skin and reacting to touching it. This explains the special sensitivity of these areas of the body when exposed to one of the types of irritations (touch, pressure, vibration, itching, etc.). The organ of touch is the hand, which means that the main efforts of the teacher-psychologist should be aimed at developing the sensitivity of the hand receptors. For this purpose, various types of activities are used that directly or indirectly contribute to the development of tactile and motor sensations: - modeling from clay, plasticine, dough; - applique from different materials (paper, fabric, fluff, cotton wool, foil); - applique molding(filling the relief pattern with plasticine); - paper construction(origami); - macrame(weaving from threads, ropes); - drawing fingers, a piece of cotton wool, a paper “brush”; - games with large and small mosaic, constructor(metal, plastic, push-button); - collecting puzzles;-sorting small items(pebbles, buttons, acorns, beads, chips, shells), different in size, shape, material. In addition, practical activities cause positive emotions in children and help reduce mental fatigue. Don't forget the traditional finger gymnastics, about using elements massage And self-massage hands, which undoubtedly also contributes to an increase in tactile sensitivity. It is known that almost 18% of the body is skin. Stimulation of its nerve endings contributes to the formation of more complete ideas about the objects of the surrounding world. For the development of tactile sensitivity in children with intellectual disabilities, an object-spatial developing environment is needed, which should include appropriate materials. The harmonious combination of various shapes, sizes, textures, colors of objects, the natural qualities of natural materials not only allow children to master new sensations, but also create a special emotional mood. A fully organized tactile environment allows, through the development of tactile sensitivity, to expand ideas about various objects and objects of the surrounding reality. Let us give examples of the use of various didactic simulators, games, and manuals that serve to develop tactile sensitivity in children. A good effect is the use massage balls. Roller balls of different shape, elasticity, texture of the surface provide a wide range of different sensations that can be obtained by acting with these objects on your own or by focusing on your sensations, while a specialist gives them a light massage. Ball baths are a large container filled with multi-colored plastic balls of the same or different sizes. "Bathing" in such baths or putting their hands in them, children get new tactile sensations. By analogy, one can make "tactile" baths- Scatter peas or beans, beans, acorns in a small box. The search for small objects in such a "bath" contributes to the activation of finger gnosis. Gaming tactile panel "Glade in the forest"(touch panel for hands) is a panel made of carpet and a number of removable parts depicting a plot (in this case, a “clearing in the forest” - a stump, trees, bushes, flowers, berries, a hedgehog, grass, etc.) . All parts are attached to the main panel using buttons, hooks, various fasteners, Velcro. Details must be different in color, shape, size, texture, material. Composing plot compositions on a panel from the proposed details, children experience a variety of tactile sensations, simultaneously learning the qualities of various materials, exercising in modeling spatial relationships according to the teacher's instructions, and later on according to their own plan. "Sensory footpath"- this is a carpet track, on which “bumps” of different texture are fixed with the help of Velcro: bags of thin but durable fabric with different fillers (rags, pieces of leather, foam rubber, small pebbles, peas, etc.). A variety of sensations makes walking on the path exciting. Such walking is useful for the development of tactile perception, as well as for coordination of movements and the prevention of flat feet. For a more complete experience, it is recommended to walk barefoot or in thin socks. Rubber mat with non-sharp spikes: stand, lie down, walk. Useful self-massage and mutual massage of the arms, legs, back with the help of massage brushes, terry gloves, wheel massager, massage roller for legs, etc. vibration sensations children receive in the process of massaging individual parts of the body with an electric massager, brushing their teeth with an electric toothbrush, etc. If possible, you should use the natural conditions of the natural environment: organize games with water (at different temperatures), small pebbles, dry sand (warm and cold), etc. Very useful for students (especially first grade) games with numbers from rough(velvet, emery, etc.) paper : “Define by touch”, “Find the desired number”, “Show the number”. The child repeatedly runs his hand over the number, feels it and calls it. At the same time, not only the form is remembered, but also the way of writing this number, which are associated with its name. Pupils who wish to immediately write this figure should be given the opportunity to do so. Games of this type are recommended to be carried out with gradual complication: from learning groping actions under the guidance of a teacher to independent completion of the task by the student, moreover, with his eyes closed. By analogy, it is possible to use different letters of the alphabet. In the currently accepted classification, two types of touch are distinguished: passive and active. Passive touch is carried out due to the activity of the skin-mechanical analyzer. However, while tactile stimuli act on the body (or any part of it) at rest, the emerging image of the object is characterized by globality, some uncertainty and inaccuracy. It becomes clear that the primary role in cognition is given to active touch. A tactile image is formed on the basis of the synthesis of many tactile and kinesthetic signals that are formed by direct action on the skin. An important component of the process of touch is musculo-motor sensitivity. Thus, sensation and perception, physiologically speaking, are of a reflex nature, are a kind of orienting action. The sensory image itself can be interpreted, in the words of B. G. Ananiev, as "a reflex effect of the analyzer's work." This is especially evident in the process of tactile and visual perception. Acquaintance with the special properties of objects turns out to be impossible without the movements of the hands and eyes, in a certain sequence, examining various parts of the object. The completeness and correctness of the image of the perceived object depends on the synchronism of the movements of the fingers of both hands, the accuracy and purposefulness of movements, the sequence of perceptual actions. Children with intellectual disabilities are characterized by an orientation to separately perceived, often insignificant features of the object. Tactile movements during the examination are chaotic and cannot give an idea about the object under study. Children often miss, wanting to take a distant object or perform some action with it, which is a consequence of the underdevelopment of motor (kinetic and kinesthetic) sensitivity and the coordination of movements closely related to it. Shortcomings in the development of touch negatively affect the formation of visual-effective thinking. Separate available studies (A.P. Gozova, R.B. Kaffemanas) have shown that three-dimensional objects are recognized by children with intellectual disabilities more easily than flat ones, since flat images of objects lack a number of perceived features, including with the help of touch. The practice of working with such children confirms that they have the most complete ideas when perception is included in practical activities: in this case, the general and diffuse idea of the subject is later replaced by a more definite and detailed one. That is why it is so important to teach children about systematic examination. Tactile-motor perception is carried out in different ways - by feeling the object or tracing it along the contour. In this case, a different image also arises: in the process of feeling - volumetric, while tracing - contour, planar. Tactile perception is a process deployed in time, which means that the speed of receiving information is low. However, in the course of training, the expediency of groping movements is gradually developed, the role of different types of sensitivity increases. All correctional work on the development of tactile sensitivity in children with intellectual disabilities is carried out in several stages, each of which is characterized by a gradual complication of both the examination process itself and the verbal report on the identified qualities and properties of the object, its main features. We list the main ones: - feeling objects with different surfaces with open eyes, later with closed ones; training in special examining movements (stroking, kneading, tapping, squeezing, etc.), designating in separate words the properties and qualities of the materials used, the signs of the object; - finding by touch the necessary three-dimensional object according to the description of the properties and qualities of the material from which it is made (selection first from 2 objects, and then from 3-5 objects); - finding the contour of the proposed object from several (3-4 objects); - determination along the contour with closed (tied) eyes of the object itself; - finding two identical contours of an object from several proposed with closed (blindfolded) eyes. Thus, through repeated consistent use of practical exercises, an increase in tactile sensitivity in children is achieved. One of the main ways to correct these defects is didactic games. In games, it is necessary to create special conditions for highlighting tactile-motor perception: put up a screen, use an opaque napkin or bag, offer to close (or blindfold) the child’s eyes, etc.
In newborn babies, tactile sensitivity manifests itself in every part of the body. Consequently, the baby is already ready to receive information that manifests itself in touches and contacts with various objects and things.
Very often, caring mothers put scratchy mittens on their babies, fearing that the baby will scratch himself. This limits the amount of tactile sensations in the crumbs. Because of these limitations, the nerve endings on the little fingers and hands lack tactile sensations. And although there is no coordination in the movements of babies, this does not mean that touching a wooden crossbar or mother's chest, pulling a blanket over himself or tightly squeezing an adult by the finger, he will not feel the difference. And so that the baby does not hurt himself, you should carefully trim your nails and keep them clean.
By the age of three months, children begin to compare tactile sensations with visual perception. Parents need to provide as many opportunities as possible for children's fingers to explore new things. So, even the face of mom or dad is not only the most interesting object, but also vital for tactile sensitivity. It attracts the baby with incredible curiosity, the baby carefully examines and feels the hair, eyes, cheeks, nose, lips of the parents, because no toy can replace communication with adults. By studying mom or dad, the baby is already involving everyone in the game.
Here his finger got into his mother's mouth, she closed her lips - and the finger hid. Funny! And more than once the baby will specifically try to hit the intended target with his finger, which will cause him a joyful smile every time.
Babies, with whom their parents spend a lot of time and, what is important, with pleasure, practically do not need classes according to special methods until they are a year old. In moments of such spontaneous games, the child will never miss the opportunity to get to a new and unknown goal for him, whether it be his father's shoe, his mother's hairpin or a trash can.
Games for tactile sensitivity
"Hot - cold"
Prepare in advance a piece of ice, which should be placed in a plastic bag, and two small bottles of cool and warm enough (not hot!) Water. Give these items to the baby one by one, saying what he feels from each touch: “This is cool, this is cold, and this is oh, oh, hot!” Then touch the back of the baby's hand or his cheek, first with a metal spoon, and then with a wooden one. You can bring it to a tap with water and provide an opportunity to touch first cold water, then hot. All your actions and sensations that the child experiences should be pronounced in a calm, affectionate voice.
For babies 9-10 months old, you can cook two equivalent items, for example, two apples. One pre-hold for 20 minutes in the refrigerator. Now give two apples to the baby in his hands, naming the feature of each of them, and then put the apples in front of him and ask him to take one - cold (warm). Such a continuation of the game, in turn, improves not only the tactile, but also the speech and intellectual development of the child.
The next game is suitable for babies from 5 months old, when the baby can already lean on the support with his toes, of course, with the support of adults.
"Feet in the bathroom"
Before starting the bathing procedure, play with the baby, giving him new and unusual sensations. You need to prepare two containers with warm water. In one, cut (not very finely) a few foam rubber sponges, and add bath foam to another container and beat well. Now lower the baby's legs first into the foam, saying which foam is white and very light, and then into another container, saying that washcloths are floating there, they are soft and wet. After bathing, you can put the child, holding it under the armpits, first on a terry towel, then on a rubber mat or straw mat. Say each of your actions what the baby’s fingers and heels feel at this time.
A child cannot develop a comprehensive idea of the surrounding objective world without tactile-motor perception, since it is precisely this that underlies sensory cognition. "Tactile" (from lat. tactilis) - tactile.
Tactile images of objects are a reflection of a whole complex of qualities of objects perceived by a person through touch, sensation of pressure, temperature, pain. They arise as a result of contact of objects with the outer integuments of the human body and make it possible to know the size, elasticity, density or roughness, heat or cold, characteristic of the object.
With the help of tactile-motor perception, first impressions are formed about the shape, size of objects, location in space, and the quality of the materials used. Tactile perception plays an exceptional role in the performance of various labor operations in everyday life and wherever manual skills are needed. Moreover, in the process of habitual actions, a person often almost does not use vision, relying entirely on tactile-motor sensitivity.
We emphasize that the child's initial action with objects is grasping, during which various signs of the object are recognized by touch, therefore, the hand "teaches" the eye. On the terminal phalanges of the fingers, the back surface of the hand, there is the largest number of tangoreceptors (from lat. tangere- touch and receptor- receiving) - specialized endings of sensitive nerve fibers located in the skin and reacting to touching it. This explains the special sensitivity of these areas of the body when exposed to one of the types of irritations (touch, pressure, vibration, itching, etc.). The organ of touch is the hand, which means that the main efforts of the teacher-psychologist should be aimed at developing the sensitivity of the hand receptors.
For this purpose, various types of activities are used that directly or indirectly contribute to the development of tactile-motor sensations:
- modeling from clay, plasticine, dough;
- applique from different materials (paper, fabric, fluff, cotton wool, foil);
- applique molding(filling the relief pattern with plasticine);
- paper construction(origami);
- macrame(weaving from threads, ropes);
- drawing fingers, a piece of cotton wool, a paper “brush”;
- games with large and small mosaic, constructor(metal, plastic, push-button);
- collecting puzzles;
- sorting small items(pebbles, buttons, acorns, beads, chips, shells), different in size, shape, material.
In addition, practical activities cause positive emotions in children and help reduce mental fatigue.
Don't forget the traditional finger gymnastics, about using elements massage And self-massage hands, which undoubtedly also contributes to an increase in tactile sensitivity.
It is known that almost 18% of the body is skin. Stimulation of its nerve endings contributes to the formation of more complete ideas about the objects of the surrounding world.
For the development of tactile sensitivity in children with intellectual disabilities, an object-spatial developing environment is needed, which should include appropriate materials. The harmonious combination of various shapes, sizes, textures, colors of objects, the natural qualities of natural materials not only allow children to master new sensations, but also create a special emotional mood.
A fully organized tactile environment allows, through the development of tactile sensitivity, to expand ideas about various objects and objects of the surrounding reality.
Let us give examples of the use of various didactic simulators, games, and manuals that serve to develop tactile sensitivity in children.
A good effect is the use massage balls. Roller balls of different shape, elasticity, texture of the surface provide a wide range of different sensations that can be obtained by acting with these objects on your own or by focusing on your sensations, while a specialist gives them a light massage.
Ball baths are a large container filled with multi-colored plastic balls of the same or different sizes. "Bathing" in such baths or putting their hands in them, children get new tactile sensations.
By analogy, one can make "tactile" baths- Scatter peas or beans, beans, acorns in a small box. The search for small objects in such a "bath" contributes to the activation of finger gnosis.
Gaming tactile panel "Glade in the forest"(touch panel for hands) is a panel made of carpet and a number of removable parts depicting a plot (in this case, a “clearing in the forest” - a stump, trees, bushes, flowers, berries, a hedgehog, grass, etc.) . All parts are attached to the main panel using buttons, hooks, various fasteners, Velcro. Details must be different in color, shape, size, texture, material. Composing plot compositions on a panel from the proposed details, children experience a variety of tactile sensations, simultaneously learning the qualities of various materials, exercising in modeling spatial relationships according to the teacher's instructions, and later on according to their own plan.
"Sensory footpath"- this is a carpet track, on which “bumps” of different texture are fixed with the help of Velcro: bags of thin but durable fabric with different fillers (rags, pieces of leather, foam rubber, small pebbles, peas, etc.). A variety of sensations makes walking on the path exciting. Such walking is useful for the development of tactile perception, as well as for coordination of movements and the prevention of flat feet. For a more complete experience, it is recommended to walk barefoot or in thin socks.
Rubber mat with non-sharp spikes: stand, lie down, walk.
Useful self-massage and mutual massage of the arms, legs, back with the help of massage brushes, terry gloves, wheel massager, massage roller for legs, etc.
vibration sensations children receive in the process of massaging individual parts of the body with an electric massager, brushing their teeth with an electric toothbrush, etc.
If possible, you should use the natural conditions of the natural environment: organize games with water (and at different temperatures), small pebbles, dry sand (warm and cold), etc.
Very useful for students (especially first grade) games with numbers from rough(velvet, emery, etc.) paper: “Define by touch”, “Find the desired number”, “Show the number”. The child repeatedly runs his hand over the number, feels it and calls it. At the same time, not only the form is remembered, but also the way of writing this number, which are associated with its name. Pupils who wish to immediately write this figure should be given the opportunity to do so.
Games of this type are recommended to be carried out with gradual complication: from learning groping actions under the guidance of a teacher to independent completion of the task by the student, moreover, with his eyes closed. By analogy, it is possible to use different letters of the alphabet.
In the currently accepted classification, two types of touch are distinguished: passive and active. Passive touch is carried out due to the activity of the skin-mechanical analyzer. However, while tactile stimuli act on the body (or any part of it) at rest, the emerging image of the object is characterized by globality, some uncertainty and inaccuracy. It becomes clear that the primary role in cognition is given to active touch. A tactile image is formed on the basis of the synthesis of many tactile and kinesthetic signals that are formed by direct action on the skin. An important component of the process of touch is musculo-motor sensitivity.
Thus, sensation and perception, physiologically speaking, are of a reflex nature, are a kind of orienting action. The sensory image itself can be interpreted, in the words of B. G. Ananiev, as "a reflex effect of the analyzer's work." This is especially evident in the process of tactile and visual perception.
Acquaintance with the special properties of objects turns out to be impossible without the movements of the hands and eyes, in a certain sequence, examining various parts of the object. The completeness and correctness of the image of the perceived object depends on the synchronism of the movements of the fingers of both hands, the accuracy and purposefulness of movements, the sequence of perceptual actions.
Children with intellectual disabilities are characterized by an orientation to separately perceived, often insignificant features of the object. Tactile movements during the examination are chaotic and cannot give an idea about the object under study. Children often miss, wanting to take a distant object or perform some action with it, which is a consequence of the underdevelopment of motor (kinetic and kinesthetic) sensitivity and the coordination of movements closely related to it. Shortcomings in the development of touch negatively affect the formation of visual-effective thinking.
Separate available studies (A.P. Gozova, R.B. Kaffemanas) have shown that three-dimensional objects are recognized by children with intellectual disabilities more easily than flat ones, since flat images of objects lack a number of perceived features, including with the help of touch.
The practice of working with such children confirms that they have the most complete ideas when perception is included in practical activities: in this case, the general and diffuse idea of the subject is later replaced by a more definite and detailed one. That is why it is so important to teach children about systematic examination.
Tactile-motor perception carried out in different ways - by feeling the object or tracing it along the contour. In this case, a different image also arises: in the process of feeling - volumetric, while tracing - contour, planar.
tactile perception is a process deployed in time, which means that the speed of receiving information is low. However, in the course of training, the expediency of groping movements is gradually developed, the role of different types of sensitivity increases.
All correctional work on the development of tactile sensitivity in children with intellectual disabilities is carried out in several stages, each of which is characterized by a gradual complication of both the examination process itself and the verbal report on the identified qualities and properties of the object, its main features.
We list the main ones:
- palpation of objects with different surfaces with open eyes, later with closed ones; training in special examining movements (stroking, kneading, tapping, squeezing, etc.), designating in separate words the properties and qualities of the materials used, the signs of the object;
- finding by touch the necessary three-dimensional object according to the description of the properties and qualities of the material from which it is made (selection first from 2 objects, and then from 3-5 objects);
- finding the contour of the proposed object from several (3-4 objects);
- determination along the contour with closed (tied) eyes of the object itself;
- finding two identical contours of an object from several proposed with closed (blindfolded) eyes.
Thus, through repeated consistent use of practical exercises, an increase in tactile sensitivity in children is achieved.
One of the main ways to correct these defects is didactic games. In games, it is necessary to create special conditions for highlighting tactile-motor perception: put up a screen, use an opaque napkin or bag, offer to close (or blindfold) the child’s eyes, etc.
Didactic games for the development of tactile sensitivity
"Catch the pussy"
The teacher touches different parts of the child's body with a soft toy (pussy), and the child, with his eyes closed, determines where the pussy is. By analogy, other objects can be used to touch: a wet fish, a prickly hedgehog, etc.
"Wonderful bag"
Objects of various shapes, sizes, textures (toys, geometric shapes and bodies, plastic letters and numbers, etc.) are placed in an opaque bag. The child is offered to touch, without looking into the bag, to find the desired item.
"Identify by touch"
The bag contains paired items that differ in one feature (large and small buttons, wide and narrow rulers, etc.). You need to recognize the object by touch and name its features: long - short, thick - thin, large - small, narrow - wide, etc.
"Handkerchief for a doll"(determining objects by the texture of the material, in this case, determining the type of fabric)
Children are offered three dolls in different scarves (silk, woolen, knitted). Children take turns examining and feeling all the handkerchiefs. Then the handkerchiefs are removed and put in a bag. Children by touch look for the right handkerchief for each doll in the bag.
“Guess by touch what this object is made of”
The child is offered to determine by touch what various objects are made of: a glass cup, a wooden block, an iron spatula, a plastic bottle, a fluffy toy, leather gloves, a rubber ball, a clay vase, etc.
By analogy, you can use objects and materials of various textures and determine what they are: viscous, sticky, rough, velvety, smooth, fluffy, etc.
"Recognize the Shape"
Geometric figures are laid out on the table, the same as those that lie in the bag. The teacher shows any figure and asks the child to get the same one out of the bag.
"Recognize the object by the contour"
The child is blindfolded and given a figure cut out of cardboard (it can be a bunny, a Christmas tree, a pyramid, a house, a fish, a bird). They ask what it is. They remove the figure, untie their eyes and ask them to draw it from memory, compare the drawing with the outline, circle the figure.
"Guess what the item is"
Various voluminous toys or small objects (a rattle, a ball, a cube, a comb, a toothbrush, etc.) are laid out on the table, which are covered on top with a thin, but dense and opaque napkin. The child is offered to identify objects by touch through a napkin and name them.
"Find a Pair"
Material: records pasted over with velvet, sandpaper, foil, velveteen, flannel.
The child is offered blindfolded to the touch to find pairs of identical plates.
"Find the box"
Material: matchboxes pasted on top with various materials: velveteen, wool, velvet, silk, paper, linoleum, etc. Pieces of material are also glued inside the drawers. Drawers are located separately.
The child is offered to determine by touch which box is from what box.
"What's in the bag"
The child is offered small bags filled with peas, beans, beans or cereals: semolina, rice, buckwheat, etc. Going through the bags, he determines the filler and arranges these bags in a row as the size of the filler increases (for example, semolina, rice, buckwheat, peas, beans, beans).
"Guess the number" (letter)
On the palm of the child, the back of the pencil (or finger) writes a number (letter), which he determines with his eyes closed.
"What is this?"
The child closes his eyes. He is offered to touch the object with five fingers, but not to move them. By texture, you need to determine the material (you can use cotton wool, fur, fabric, paper, leather, wood, plastic, metal).
"Collect the Matryoshka"
Two players approach the table. They close their eyes. In front of them are two disassembled nesting dolls. On command, both begin to collect their nesting dolls - who is faster.
"Read"
The players stand next to each other. The finger standing behind writes letters, words, numbers on the back of the partner, draws figures, objects. The one in front guesses. Then the children change places.
"Cinderella"
Children (2-5 people) sit at the table. They are blindfolded. Before each pile of seeds (peas, seeds, etc.). For a limited time, the seeds should be disassembled into piles.
"Guess What's Inside"
Two are playing. Each playing child has an opaque bag filled with small objects: checkers, pen caps, buttons, erasers, coins, nuts, etc. The teacher calls the object, the players must quickly find it by touch and get it with one hand, and hold the bag with the other. Who will do it faster?
Metieva L. A., Udalova E. Ya. Development of the sensory sphere of children