Information on healthy drug free programs 
to improve sensory processing & integration

First, it is important to recognize the relationship between sensory abilities and the brain.  We take in information through our senses:  seeing, hearing, touching, tasting, and smelling.   Unless the correct actions take place in the brain, we are not able to perceive and properly make use of the information from our senses.

In a fairly old piece of research from the 70s Torsten Wiesel and David Hubel sewed shut one eye of newborn kittens. Two weeks later the eyes were opened. Although anatomically perfect, the eyes that had been sewn shut could not see. 

It was the most vivid evidence that there are critical stages of development in which the brain needs the right kind of OUTSIDE stimulation to teach brain cells how to do their jobs. In this case it was vision. But it is also true for other functions including auditory processing and speech. 

Sensory deprivation is a state where the senses are deprived of stimulation totally or severely, e.g. where the subject is placed in a soundproof room, with no light at all, and no touch sensations. In these experiments, the subjects have been found to very quickly become disorientated, and show signs of severe mental disturbances.

Studies like these lend weight to the theory that sensory input is essential for adequate brain function - that the stimulation produces “brain tone”. Therefore Sensory Integration is responsible for the “alpha” or baseline brain waves of the conscious state. Dr A Tomatis and others believe that auditory input is the most vital sensory input for this function.

Our bodies are intended to function as "well-oiled machines," which receive input from the senses, and organize and process that information to be able to use it appropriately, or to act on it. It is commonly held that we have five senses: touch - taste - smell - hearing - vision. These basic senses or far senses" respond to external stimuli from the environment. The truth is, we have many more senses than that. Some believe that we can divide the senses into internal and external senses: that the “sense of well-being” is a sense too, but an internal one. So too “homeostasis” or the sense of  balance and well being, is essential for the regulation of temperature, heart rate, and breathing.

Less familiar sensory systems exist within our bodies called interoceptive, tactile, vestibular and proprioceptive senses. These body-centered sensory systems or "near senses" operate without conscious thought and we cannot observe them.

• Interoceptive: "Sensory system of the internal organs (e.g., heart rate, hunger, digestion, state of arousal, mood, etc.),
• Tactile Sense: Processing information about touch received primarily through the skin,
• Vestibular Sense: Processing information about movement, gravity and balance, primarily received through the inner ear, and
• Proprioceptive: Processing information about body position received through the muscles, ligaments and joints".

Three of the senses, tactile (touch), vestibular, and proprioception, are closely related and need to work together smoothly for proper functioning and motor planning. The brain locates, sorts and orders sensations--somewhat like a traffic policeman directs moving cars. Tactile, vestibular and proprioceptive processing is at the core of sensory systems, leading to the five basic sensory systems. Sensory integration is a term that describes the organization, or interconnection, of these senses.

SENSORY INTEGRATION refers to the ability to take in, sort out and connect information delivered by the senses. The organism (man) interacts with his environment, (whether his social or physical environment). He gets to learn, to know about things by taking in information from his environment. Defined like this, sensory integration (SI) can be understood to be a fundamental activity that leads to communication between the person (organism) and his world. Countless bits of sensory information enter our brain at every moment, not only from our eyes and ears, but also from every place in our bodies. The brain must organize and integrate all of these sensations if a person is to move and learn normally. When these systems are all working properly, and the brain is able to correctly interpret the information they send, we refer to this process as sensory integration; the senses are working together!

However, when there are imperfections in this system, we call that "sensory integration dysfunction."  

Although there are many variations in the ways that sensory integration dysfunction (or sensory processing difficulties) can present itself, there are two main underlying problems. The first is when a person receives too much sensory input; in effect, their brain is overloaded. The second is when a person does not receive enough sensory input, resulting in a "craving" of sensory information. The following section will discuss how each of the senses affects behaviors, as well as potential problems, which arise when sensory integration dysfunction is present.

Hearing. We use our ears to hear voices, music, alarms and sirens, as well as "noise" around us generated by electronic equipment, nature, etc. When our brains are able to properly receive and organize the data they receive through our ears, we are able to sense danger, process information and instructions, and feel pleasure through music or sounds of nature. A person whose senses are well-integrated can sit in the middle of a noisy party with music, talking, glasses and silverware clinking, and dogs barking, and still be able to carry on a conversation with the person sitting across the table. This person’s brain simply filters out the unnecessary information, and focuses on the words the individual speaker is saying.

In contrast, a person with sensory integration dysfunction may hear all of the above sounds at the same level, in effect being bombarded by each of the sounds. This person will be unlikely to follow the conversation directed at them by the person across the table. Imagine a similar child in a classroom, surrounded by pencils being sharpened, children talking, music playing, feet shuffling, and chairs being scraped across the tile floor. This child may not be able to complete the math or reading assignments correctly with all of the other stimuli overloading his brain. In fact, this child may even exhibit behavioral problems resulting from his frustration and inability to screen out unnecessary sensory input. The teacher may notice the child "clowning around," staring into space, or flapping his hands. This child may become terrified of the fire alarm, perceiving that sound as painful. Another child may struggle when the room is quiet, because that child is not receiving enough input through his hearing. This child may begin tapping his pencil, humming, kicking his desk, or otherwise producing his own noise. All children are different in their needs, but the teacher should be sensitive to the child with sensory integration dysfunction, taking time to determine whether that child needs a quiet area to study, a set of headphones to block out extra sounds, or perhaps a stereo headset to provide quiet music.

Seeing. Our eyes provide us with input regarding such things as color, light, movement, locations, body language, and facial expressions. This information, when properly received and analyzed by our brains, allows us to find our way around, read, interpret body language and facial expressions, anticipate movement, and sense danger. A child who is under-reactive to sight stimuli might flick her fingers in front of her face, or hold a book close to her eyes.

On the other hand, a child who is overly sensitive or overly reactive to visual input might be frightened in a crowded mall, or become either withdrawn or hyperactive in a room with bright lights and an abundance of color or movement. People with sensory integration dysfunction may not respond appropriately to others’ facial expressions, due to their inability to properly organize visual input. A large classroom which is visually stimulating, with colored posters, stacks of books, bright lights and windows, rows of desks, and many children, can be very distracting to the person with sensory integration disorder, and may require that special accommodations be made for that person.

Smelling. We are often surrounded by fragrant scents from perfume and flowers, and delicious smells of popcorn and freshly baked bread or cookies. Other smells we encounter in our environment include cleaning agents, newly mowed grass, car exhaust, and smoke. Our sense of smell can bring us pleasure, enhance our ability to taste our food, and warn us of danger. However, as with the other senses, the sense of smell can cause frustration for a person whose brain is not able to properly analyze, screen out, or respond to the information it receives.

Some people are overly sensitive to smells, and a whiff of perfume or cleansers can be very distressing to them. Other people are under-reactive to smells, and may hold things close to their nose to be able to smell them better. Whether they are overly- or under-reactive to smells, students who are keenly aware of the smells around them in the classroom may be unable to concentrate on the work they should be doing.

Taste. Taste often brings us pleasure. We tend to eat the things that taste good! But taste can also warn us of danger. We know that milk may be sour or food may be spoiled based on the way they taste. But a person with sensory integration dysfunction may be either a very picky eater, avoiding certain (or many) tastes and textures, or may be an indiscriminate eater, eating almost anything! Taste is an area that will likely cause more distress and grief for the parents of children with sensory problems, than for teachers and peers.

Touch. We only have two eyes, two ears, and one nose, but our bodies are covered with very sensitive touch receptors. Through them we get information about hot and cold, hard and soft, smooth and rough, and pain and pleasure. When a person’s brain is receiving and analyzing this information from the tactile system correctly, he will quickly remove his hand from a hot stove, put mittens on when going out into the snow, and smile when receiving a caress from a loved one.

However, a person who has sensory integration dysfunction may react violently to a warm surface or a gentle pat on the back. He may not remember to wear mittens even on an extremely cold day, or he may always wear long sleeves, even when it’s warm, because he dislikes having his skin exposed. If he is under-reactive to touch, he may receive a serious wound, acting as though it is merely a scratch. He may hate to get his hands dirty and to touch unfamiliar objects, or may have an intense need to touch anything and everything.

A child with sensory integration dysfunction is going to present unique challenges to the science teacher leading a lab dissecting frogs. This child is either going to resent having to be involved in such a messy endeavor, or is going to be attacking the frog to find and to handle every slimy bit of the innards. Similar problems may arise in art class and in the cafeteria. This child may have difficulty standing in line, because either he will be touching everyone, or he will be complaining that everyone is touching him. Often he may perceive a light touch from a classmate as a hit, and he may strike out at the other child. Parents may have difficulty choosing a wardrobe for this child, because there are certain fabrics or articles of clothing that he refuses to wear, or the tags in the back are bothersome to him.
A child with tactile defensiveness or a need to touch things may benefit from carrying a stimulating object in his pocket. This may be a small textured ball, a key ring, or something that vibrates. When the child needs help concentrating, or needs to be able to touch something, he can reach into his pocket for that item. Many children with sensory integration dysfunction twirl their hair, rub their fingers together, or even chew their fingernails.

Vestibular System. Although most people are familiar with the above senses, there are actually two other systems that play a very large role in our brains’ ability to receive information and to respond to it. The first is the vestibular system, which has to do with movement and balance.

 A person with sensory integration dysfunction may be hyper-responsive (over-reactive) to movement, or hypo-responsive (under-reactive) to movement. Hyper-responsiveness to movement may cause a person to experience motion sickness in the car or on an amusement park ride. This person may be afraid of heights or dislike being upside down, which is referred to as gravitational insecurity. This person may seem stiff, and even hold his head upright, to avoid excessive movement. (Problems with their vestibular system may have caused the strange crawl that both of my sons developed; they did not like to put their heads down, so crawled in a way that allowed them to keep their heads upright.) A child with these difficulties may struggle on the playground or in physical education classes, where they may be expected to swing, go on a merry-go-round, hang upside down, or run.

Hypo-responsiveness to movement may result in a child who is always moving: spinning, swinging, rocking, flapping her hands, and fidgeting. Many children with sensory integration dysfunction appear as though they have Attention Deficit with Hyperactivity Disorder (ADHD) simply because they rarely stop moving. These children often exhibit poor balance, and may have difficulty navigating around objects, bumping into walls and tripping over chairs. They might enjoy hanging upside down, and appear able to spin without becoming dizzy. While a child with sensitivity to movement is going to be presented with many frustrations outdoors, hyperactive children are likely to be more challenged indoors, especially during times when they are expected to be quiet, focused and attentive.

Proprioceptive System. The last system deals with body position, and is known as the proprioceptive system. This system is often referred to as "awareness of body in space." When this system functions properly, it allows us to sit down onto a chair without falling, walk up and down stairs without watching our feet, close a door with just the right amount of effort, squeeze a glue bottle just hard enough to squirt out a small dot of glue, and walk down a crowded sidewalk without bumping into anyone.

Disturbances in this system can obviously lead to problems. A person who does not know how far her arm extends may end up hitting someone as she reaches for an object. This person may step on someone’s foot as she walks, not realizing that a foot was in her way. She may slam doors, or close them so lightly that they do not latch. She may be clumsy, and may be unable to climb a piece of playground equipment or walk up stairs without difficulty, perhaps needing to watch her feet to see where to place them. Problems with the proprioceptive system can be the main contributor to difficulties with motor planning, which is the ability to figure out how to use one’s body. For example, when walking under a low doorway, most people know just how far to bend down to avoid hitting their head. A person with motor planning difficulties may bend over too far, or not far enough. This person may not know how to climb up the monkey bars on the playground, or may not be able to get down once she is up there! Routine tasks such as dressing, tying shoes, eating with utensils, and writing can be challenges for people with motor planning difficulties.

Remember that not all individual preferences or behavioral problems are caused by sensory integration dysfunction. Generally, a person who has sensory processing difficulties will manifest this in several different areas. However, if you recognize your child in the preceding descriptions, do not despair!

Many things can be done to enable a person’s brain to properly receive and respond to sensory stimuli.  

The Hypothalamus (with the Cerebral Hemispheres) is intimately involved in the integration of all physiological stimulation, all 5 senses, including taste, smell, sight, sound, and touch, which it then translates, distills and assembles into one discernible "package," relating all the attributes of an experience, all the associated stimulation into one clear harmonious concept, one memory, one experience. Thus, yielding a succinct emotionally satisfying understanding and judgment of the experience itself. 

What Happens When The Hypothalamus Doesn’t Work Properly?
When the Hypothalamus is not working correctly, when it’s not functioning up to par, the wrong neuro-signals are generated and the wrong neuro-messages are received, resulting in an inaccurate integration of all our sensory input, leading to faulty perceptions.  Dysfunction of the hypothalamus often leads to depression, hyperactivity, abnormal responses to stress, or disturbances in brain and limbic functioning. Our Balance Formula 1 should be a primary  tool in improving sensory perception by improving the functioning of the hypothalamus. 

There are additional 
First, provide your child with an environment that is full of a variety of sensory input: colors, light and dark, sounds, music, things to climb on, different textures, and opportunities for movement and exploration, exposing all of the senses to various types of input. This varied exposure to sensory input (targeting specific needs) is often referred to as a sensory diet. It is important to learn what excites your child, what calms him, and what frightens him. Allow your child to choose activities that fit his needs and interests. Providing different experiences, along with support and encouragement, will be a good foundation for helping your child with sensory problems.

Second, knowing that your child may encounter things that are disturbing or overwhelming, help her to adapt the activity, or even avoid it when necessary. If your child does not like light touch (many people with sensory integration dysfunction do not), make a point of using a firm, calming, deep pressure touch. If your child cannot study in an environment with a high level of noise and other stimuli, help him to find a quiet place to complete assignments and prepare for tests.

Remember that your child may not be able to process a lot of sensory input simultaneously. For example, she may not be able to talk while she is walking on a balance beam. She may not be able to look at you when you are giving her verbal instructions. Although you might encourage a child to make eye contact with people when greeting them, asking a question, or beginning or ending an interaction, he or she might not be able to look at you when you are giving instructions or discipline. Instead, when we finished, we ask the child to rephrase what was said in order to monitor his or her comprehension.
 
SI Dysfunction is a neurological problem, which affects behavior and learning. Medicine doesn't fix it. One needs a therapeutic sensory program that addresses the child's underlying difficulties processing sensations rather than just the symptoms of inattention. A therapeutic sensory program may be a major component in treating the child with an attention problem. Taking a conservative approach can not hurt and often helps the inattentive child whose problem is not ADD, but developmentally delayed sensory processing.  

Theoretically, sensory sensitivity or can be due to high transmitter levels that interact with hypothalamic functioning. Our daughter was extremely sensitive in the mornings due to a neurotransmitter build up in her sleep. What is nice about making some physiological markers with Sensory dysfunctions is that it makes treatment easier.

Our Balance Formula 1supplement would be ideal in aiding in balancing the neurotransmitters and improving the sensory functions managed by the hypothalamus. The Hypothalamus (with the Cerebral Hemispheres) is intimately involved in the integration of all physiological stimulation, all 5 senses, including taste, smell, sight, sound, and touch, which it then translates, distills and assembles into one discernible "package," relating all the attributes of an experience, all the associated stimulation into one clear harmonious concept, one memory, one experience. Thus, yielding a succinct emotionally satisfying understanding and judgment of the experience itself. 

When the Hypothalamus is not working correctly, when it’s not functioning up to par, the wrong neuro-signals are generated and the wrong neuro-messages are received, resulting in an inaccurate integration of all our sensory input, leading to faulty perceptions which can be very subtle but nonetheless powerful in how we experience life.

People with Sensory Integration Disorder often show other signs of hypothalamic dysfunction so take the time to check out this revolutionary supplement.

For more information on sensory integration disorders, I highly recommend reading the book by Carol Stock Kranowitz, called The Out of Sync Child.  

For Signs, Symptoms and Background Information on Sensory Integration Click Here  LINK                

Yes! Many things can be done to help those with attentional difficulties. There are several good interventions, ranging from medications to non-medication treatments. We provide the best of the alternative treatments. They have been heavily researched and have a consistent record of accomplishment in aiding their users in obtaining optimum performance. Click on the Home page button to find out the benefits of our programs. 

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