Carol Stock Kranowitz > Quotes

“This child did not need to “change his behaviors.” We needed to understand his behaviors and what they suggested as the probable underlying reason for the behaviors. We needed to remember that behaviors are a message, a symptom—not a diagnosis.”
― Carol Stock Kranowitz, The Out-of-Sync Child: Recognizing and Coping with Sensory Processing Disorder

“More Activities to Develop Sensory-Motor Skills Sensory processing is the foundation for fine-motor skills, motor planning, and bilateral coordination. All these skills improve as the child tries the following activities that integrate the sensations. FINE-MOTOR SKILLS Flour Sifting—Spread newspaper on the kitchen floor and provide flour, scoop, and sifter. (A turn handle is easier to manipulate than a squeeze handle, but both develop fine-motor muscles in the hands.) Let the child scoop and sift. Stringing and Lacing—Provide shoelaces, lengths of yarn on plastic needles, or pipe cleaners, and buttons, macaroni, cereal “Os,” beads, spools, paper clips, and jingle bells. Making bracelets and necklaces develops eye-hand coordination, tactile discrimination, and bilateral coordination. Egg Carton Collections—The child may enjoy sorting shells, pinecones, pebbles, nuts, beans, beads, buttons, bottle caps, and other found objects and organizing them in the individual egg compartments. Household Tools—Picking up cereal pieces with tweezers; stretching rubber bands over a box to make a “guitar”; hanging napkins, doll clothes, and paper towels with clothespins; and smashing egg cartons with a mallet are activities that strengthen many skills.”
― Carol Stock Kranowitz, The Out-of-Sync Child: Recognizing and Coping with Sensory Processing Disorder

“It helps when young people know that their family thinks they’re great and loves them, no matter what. It helps to have frequent, positive interactions with family members in order to figure out what’s fun and safe to do with peers, especially when parents aren’t looking. It also helps to pay attention to other people’s social customs and sensory preferences, not just our own. This all takes resolve and work—and the reward of a satisfying social life is worth all the effort.”
― Carol Kranowitz, The Out-of-Sync Child Grows Up: Coping with Sensory Processing Disorder in the Adolescent and Young Adult Years

“Suggestions to Develop Self-Help Skills Self-help skills improve along with sensory processing. The following suggestions may make your child’s life easier—and yours, too! DRESSING • Buy or make a “dressing board” with a variety of snaps, zippers, buttons and buttonholes, hooks and eyes, buckles and shoelaces. • Provide things that are not her own clothes for the child to zip, button, and fasten, such as sleeping bags, backpacks, handbags, coin purses, lunch boxes, doll clothes, suitcases, and cosmetic cases. • Provide alluring dress-up clothes with zippers, buttons, buckles, and snaps. Oversized clothes are easiest to put on and take off. • Eliminate unnecessary choices in your child’s bureau and closet. Clothes that are inappropriate for the season and that jam the drawers are sources of frustration. • Put large hooks inside closet doors at the child’s eye level so he can hang up his own coat and pajamas. (Attach loops to coats and pajamas on the outside so they won’t irritate the skin.) • Supply cellophane bags for the child to slip her feet into before pulling on boots. The cellophane prevents shoes from getting stuck and makes the job much easier. • Let your child choose what to wear. If she gets overheated easily, let her go outdoors wearing several loose layers rather than a coat. If he complains that new clothes are stiff or scratchy, let him wear soft, worn clothes, even if they’re unfashionable. • Comfort is what matters. • Set out tomorrow’s clothes the night before. Encourage the child to dress himself. Allow for extra time, and be available to help. If necessary, help him into clothes but let him do the finishing touch: Start the coat zipper but let him zip it up, or button all but one of his buttons. Keep a stool handy so the child can see herself in the bathroom mirror. On the sink, keep a kid-sized hairbrush and toothbrush within arm’s reach. Even if she resists brushing teeth and hair, be firm. Some things in life are nonnegotiable.”
― Carol Stock Kranowitz, The Out-of-Sync Child: Recognizing and Coping with Sensory Processing Disorder

“Do recall how you behaved as a child: Maybe your child is just like you once were. (The apple doesn’t fall far from the tree!) Ask yourself what you would have liked to make your childhood easier and more pleasurable. More trips to the playground, free time, or cuddling? Fewer demands? Lower expectations? Try saying, “When I was a kid and life got rough, I liked to climb trees. How about you?” Do respect your child’s needs, even if they seem unusual: “You sure do like a tight tuck-in! There, now you’re as snug as a bug in a rug.” Or, “I’ll stand in front of you while we’re on the escalator. I won’t let you fall.” Do respect your child’s fears, even if they seem senseless: “I see that your ball bounced near those big kids. I’ll go with you. Let’s hold hands.” Your reassurances will help her trust others. Do say “I love you”: Assure your child that you accept and value who she is. You cannot say “I love you” too often! Do follow your instincts: Your instincts will tell you that everyone needs to touch and be touchable, to move and be movable. If your child’s responses seem atypical, ask questions, get information, and follow up with appropriate action. Do listen when others express concerns: When teachers or caregivers suggest that your child’s behavior is unusual, you may react with denial or anger. But remember that they see your child away from home, among many other children. Their perspective is worth considering. Do educate yourself about typical child development: Read. Take parent education classes. Learn about invariable stages of human development, as well as variable temperaments and learning styles. It’s comforting to know that a wide variety of behaviors falls within the normal range. Then, you’ll find it easier to differentiate between typical and atypical behavior. Sometimes a cigar is just a cigar, and a six-year-old is just a six-year-old! Do seek professional help: SPD is a problem that a child can’t overcome alone. Parents and teachers can’t “cure” a child, just as a child can’t cure himself. Early intervention is crucial. Do keep your cool: When your child drives you crazy, collect your thoughts before responding, especially if you are angry, upset, or unpleasantly surprised. A child who is out of control needs the calm reassurance of someone who is in control. She needs a grown-up. Do take care of yourself: When you’re having a hard day, take a break! Hire a babysitter and go for a walk, read a book, take a bath, dine out, make love. Nobody can be expected to give another person undivided attention, and still cope.”
― Carol Stock Kranowitz, The Out-of-Sync Child: Recognizing and Coping with Sensory Processing Disorder

“BILATERAL COORDINATION Ball Catch—Toss a large beach ball gently to the child from a short distance. As he becomes more competent, use a smaller ball and step farther away. Ball Whack—Have the child hold a baseball bat, rolling pin, broomstick, book, cardboard tube, or ruler in both hands. Remind her to keep her feet still. Toss her a big ball. As she swings, her body will rotate, as her arms cross the midline. Two-Handed Tetherball—Suspend a sponge ball at the child’s eye level from a string attached to a wide doorframe. Let your child choose different “bats.” Have her count how many hits she makes without missing. Try four-handed tetherball, in which you play, too. Balloon Fun—Using both hands together, the child bounces or tosses up a balloon and catches it. He can keep it afloat by whacking it with open hands or batting it repeatedly with hands clasped together in one large “fist.” Rolling-Pin Fun—Provide the child with a cylindrical block or a rolling pin without handles, so he presses down with his opened hands. Have him roll real dough, playdough, crackers, clay—or mud! Body Rhythms—While you chant or sing, clap, and tap different body parts and have your child imitate your motions. Tip your head from side to side, wave your arms overhead, shake icky sticky glue off your hands, pound your chest, slap your hips, bend from side to side, hunch and relax your shoulders, stamp your feet, and hop from foot to foot. Use both hands together or alternately.”
― Carol Stock Kranowitz, The Out-of-Sync Child: Recognizing and Coping with Sensory Processing Disorder

“Outside the research laboratory, parents and teachers may notice other differences between SPD and ADHD. For instance, many children with SPD prefer the “same-old, same-old” in a familiar and predictable environment, while children with ADHD prefer novelty and diversion. Many children with SPD have poor motor coordination, while children with ADHD often shine in sports. Many children with SPD have adequate impulse control, unless bothered by sensations, while children with ADHD often have poor impulse control. Another difference is that medicine may help the child with ADHD, but medicine will not solve the problem of SPD. Therapy focusing on sensory integration and a sensory diet of purposeful activities help the child with SPD.”
― Carol Stock Kranowitz, The Out-of-Sync Child: Recognizing and Coping with Sensory Processing Disorder

“Arousal, activity level, and attention are self-regulation problems that frequently coexist with SPD. • Unusually high arousal and activity level: The child may be always on the go, restless, and fidgety. He may move with short and nervous gestures, play or work aimlessly, be quick-tempered and excitable, and find it impossible to stay seated.”
― Carol Stock Kranowitz, The Out-of-Sync Child: Recognizing and Coping with Sensory Processing Disorder

“Activities to Develop the Vestibular System Rolling—Encourage your child to roll across the floor and down a grassy hill. Swinging—Encourage (but never force) the child to swing. Gentle, linear movement is calming. Fast, high swinging in an arc is more stimulating. If the child has gravitational insecurity, start him on a low swing so his feet can touch the ground, or hold him on your lap. Two adults can swing him in a blanket, too. Spinning—At the playground, let the child spin on the tire swing or merry-go-round. Indoors, offer a swivel chair or Sit ’n Spin. Monitor the spinning, as the child may become easily overstimulated. Don’t spin her without her permission! Sliding—How many ways can a child swoosh down a slide? Sitting up, lying down, frontwards, backwards, holding on to the sides, not holding on, with legs straddling the sides, etc. Riding Vehicles—Trikes, bikes, and scooters help children improve their balance, motor planning, and motor coordination. Walking on Unstable Surfaces—A sandy beach, a playground “clatter bridge,” a grassy meadow, and a waterbed are examples of shaky ground that require children to adjust their bodies as they move. Rocking—Provide a rocking chair for your child to get energized, organized, or tranquilized.”
― Carol Stock Kranowitz, The Out-of-Sync Child: Recognizing and Coping with Sensory Processing Disorder

“An occupational therapist will usually evaluate the child in her office. The evaluation is ordinarily a pleasant experience. While costs vary, expect to spend several hundred dollars. This will be money well spent, and it may be covered by health insurance. Here are some of the areas an OT investigates: Fine- and gross-motor developmental levels Visual-motor integration (doing puzzles or copying shapes) Visual discrimination Neuromuscular control (balance and posture) Responses to sensory stimulation (tactile, vestibular, and proprioceptive) Bilateral coordination Praxis (motor planning)”
― Carol Stock Kranowitz, The Out-of-Sync Child: Recognizing and Coping with Sensory Processing Disorder

“Office and Classroom Tools—Have the child cut with scissors; use a stapler and hole puncher; draw with crayons and chalk; paint with brushes, feathers, sticks, and eyedroppers; squeeze glue onto paper in letters or designs, sprinkle sparkles on the glue, and shake off the excess; and wrap boxes with brown paper, tape, and string. MOTOR PLANNING Jumping from a Table—Place a gym mat beside a low table and encourage the child to jump. After each landing, stick tape on the mat to mark the spot. Encourage the child to jump farther each time. Walking Like Animals—Encourage the child to lumber like a bear, on all fours; a crab, from side to side on all fours; a turtle, creeping; a snake, crawling; an inchworm, by stretching flat and pulling her knees toward her chest; an ostrich, while grasping her ankles; a duck, squatting; a frog, squatting and jumping; a kangaroo or bunny, jumping; a lame dog, with an “injured” leg; a gorilla, bending her knees; a horse, galloping. Playground Games—Remember Simon Says, Ring-Around-the-Rosy, The Hokey-Pokey, London Bridge, Shoo Fly, and Mother, May I? Insy-Outsy—Teach the child to get in and out of clothes, the front door, and the car. With a little help, the child may become able to perform these tasks independently, even if it takes a long time!”
― Carol Stock Kranowitz, The Out-of-Sync Child: Recognizing and Coping with Sensory Processing Disorder

“The Out-of-Sync Child Has Fun (Perigee, 2006), The Goodenoughs Get in Sync (Sensory World, 2010), Growing an In-Sync Child (Perigee, 2010), and In-Sync Activity Cards (Sensory World, 2012).”
― Carol Stock Kranowitz, The Out-of-Sync Child: Recognizing and Coping with Sensory Processing Disorder

“Nature designed our vestibular receptors to be extremely sensitive. Indeed, our need to know where we are in relation to the earth is more compelling than our need for food, for tactile comfort, or even for a mother-child bond.”
― Carol Stock Kranowitz, The Out-of-Sync Child: Recognizing and Coping with Sensory Processing Disorder

“Feelie Box—Cut a hole in a shoebox lid. Place spools, buttons, blocks, coins, marbles, animals, and cars in the box. The child inserts a hand through the hole and tells you what toy she is touching. Or, ask her to reach in and feel for a button or car. Or, show her a toy and ask her to find one in the box that matches. These activities improve the child’s ability to discriminate objects without the use of vision. “Can You Describe It?”—Provide objects with different textures, temperatures, and weights. Ask her to tell you about an object she is touching. (If you can persuade her not to look at it, the game is more challenging.) Is the object round? Cool? Smooth? Soft? Heavy? Oral-Motor Activities—Licking stickers and pasting them down, blowing whistles and kazoos, blowing bubbles, drinking through straws or sports bottles, and chewing gum or rubber tubing may provide oral satisfaction. Hands-on Cooking—Have the child mix cookie dough, bread dough, or meat loaf in a shallow roasting pan (not a high-sided bowl). Science Activities—Touching worms and egg yolks, catching fireflies, collecting acorns and chestnuts, planting seeds, and digging in the garden provide interesting tactile experiences. Handling Pets—What could be more satisfying than stroking a cat, dog or rabbit? People Sandwich—Have the “salami” or “cheese” (your child) lie facedown on the “bread” (gym mat or couch cushion) with her head extended beyond the edge. With a “spreader” (sponge, pot scrubber, basting or vegetable brush, paintbrush, or washcloth) smear her arms, legs, and torso with pretend mustard, mayonnaise, relish, ketchup, etc. Use firm, downward strokes. Cover the child, from neck to toe, with another piece of “bread” (folded mat or second cushion). Now press firmly on the mat to squish out the excess mustard, so the child feels the deep, soothing pressure. You can even roll or crawl across your child; the mat will distribute your weight. Your child will be in heaven.”
― Carol Stock Kranowitz, The Out-of-Sync Child: Recognizing and Coping with Sensory Processing Disorder

“Bilateral (from the Latin for “both sides”) coordination means that we can use both sides of the body to cooperate as a team. A well-regulated vestibular system helps us to integrate sensory messages from both sides of our body. By the age of three or four, a child should be crossing the midline. For the child who avoids crossing the midline, coordinating both body sides may be difficult. When she paints at an easel, she may switch the brush from one hand to the other at the midway point separating her right and left sides. She may appear not to have established a hand preference, sometimes using her left and sometimes her right to eat, draw, write, or throw. It may also be hard to survey a scene or to track a moving object visually without stopping at the midline to blink and refocus. The child with poor bilateral coordination may have trouble using both feet together to jump from a ledge, or both hands together to catch a ball or play clapping games. She may have difficulty coordinating her hands to hold a paper while she cuts, or to stabilize the paper with one hand while she writes with the other. Poor bilateral coordination, a sensory-based motor disorder, is often misinterpreted as a learning disability such as dyslexia. In fact, this difficulty can lead to learning or behavior problems, but it does not ordinarily mean that a child is lacking in intelligence or academic ability.”
― Carol Stock Kranowitz, The Out-of-Sync Child: Recognizing and Coping with Sensory Processing Disorder

“Do encourage movement: “Let’s swing our arms to the beat of this music. I always feel better when I stretch, don’t you?” Movement always improves sensory processing. Do encourage the child to try a new movement experience: “If you’re interested in that swing, I’ll help you get on.” Children with dyspraxia may enjoy new movement experiences but need help figuring out how to initiate them. Do offer your physical and emotional support: “I’m interested in that swing. Want to try it with me? You can sit on my lap, and we’ll swing together.” The child who is fearful of movement may agree to swing at the playground if he has the security of a loving lap. (Stop if he resists.) Do allow your child to experience unhappiness, frustration, or anger: “Wow, it really hurts when you don’t get picked for the team.” Acknowledging his feelings allows him to deal with them, whereas rushing in to make it better every time he’s hurt prevents him from learning to cope with negative emotions. Do provide appropriate outlets for negative emotions: Make it possible to vent pent-up feelings. Give her a ball or a bucketful of wet sponges to hurl against the fence. Designate a “screaming space” (her room, the basement, or garage) where she can go to pound her chest and shout. Do reinforce what is good about your child’s feelings and actions, even when something goes wrong: “You didn’t mean for the egg to miss the bowl. Cracking eggs takes practice. I’m glad you want to learn. Try again.” Help her assess her experience positively by talking over what she did right and what she may do better the next time. How wonderful to hear that an adult is sympathetic, rather than judgmental! Do praise: “I noticed that you fed and walked the dog. Thanks for being so responsible.” Reward the child for goodness, empathy, and being mindful of the needs of others. “You are a wonderful friend,” or “You make animals feel safe.” Do give the child a sense of control: “If you choose bed now, we’ll have time for a long story. If you choose to play longer, we won’t have time for a story. You decide.” Or, “I’m ready to go to the shoe store whenever you are. Tell me when you’re ready to leave.” Impress on the child that others don’t have to make every decision that affects him. Do set reasonable limits: To become civilized, every child needs limits. “It’s okay to be angry but not okay to hurt someone. We do not pinch.”
― Carol Stock Kranowitz, The Out-of-Sync Child: Recognizing and Coping with Sensory Processing Disorder

“CHORES Together, make a list of chores he can do to help around the house: Make his bed, walk the dog, empty wastebaskets, take out trash, pull weeds, rake, shovel, sweep, vacuum, fold laundry, empty the dishwasher, set and clear the table. Let him know you need and appreciate him. Make a routine and stick to it. If the child is forgetful, make a chart and post it on the refrigerator. When he finishes a chore, let him stick a star on the chart. Reward him with a special privilege or outing when he accumulates several stars. Break chores down into small steps. Let her clear the table one plate at a time. (She doesn’t have to clear all the dishes.) BATHING Let the child help regulate the water temperature. Provide an assortment of bath toys, soaps, and scrubbers. Scrub the child with firm, downward strokes. Provide a large bath sheet for a tight wrap-up. SLEEPING Give your child notice: “Half an hour until bedtime!” or “You can draw for five more minutes.” Stick to a bedtime routine. Include stories and songs, a look at a sticker collection, a chat about today’s events or tomorrow’s plans, a back rub and snug tuck-in. Children with tactile defensiveness are very particular about clothing, so provide comfortable pajamas. Some like them loose, some like them tight; some like them silky, some don’t like them at all. Nobody likes them bumpy, scratchy, lacy, or with elasticized cuffs. Use percale or silk sheets for a smooth and bumpless bed. Let your child sleep with extra pillows and blankets, in a sleeping bag or bed tent, or on a waterbed. Life at home can improve with a sensory diet and attention to your child’s special needs, and life at school can improve as well.”
― Carol Stock Kranowitz, The Out-of-Sync Child: Recognizing and Coping with Sensory Processing Disorder

“Regulatory Disorders SELF-REGULATION The child may have difficulty modulating (adjusting) his mood. He may be unable to “rev up,” or to calm down once aroused. He may become fussy easily. He may have difficulty with self-comforting after being hurt or upset. Delaying gratification and tolerating transitions from one activity to another may be hard. The child may perform unevenly: “with it” one day, “out of it” the next. Therapy, a “sensory diet” and nutritional supplements are some of the treatments that may help (see Chapter Nine”
― Carol Stock Kranowitz, The Out-of-Sync Child: Recognizing and Coping with Sensory Processing Disorder

“Activities to Develop the Tactile Sense Rub-a-Dub-Dub—Encourage the child to rub a variety of textures against her skin. Offer different kinds of soap (oatmeal soap, shaving cream, lotion soap) and scrubbers (loofah sponges, thick washcloths, foam pot-scrubbers, plastic brushes). Water Play—Fill the kitchen sink with sudsy water and unbreakable pitchers and bottles, turkey basters, sponges, eggbeaters, and toy water pumps. Or, fill a washtub with water and toys and set it on the grass. Pouring and measuring are educational and therapeutic, as well as high forms of entertainment. Water Painting—Give the child a bucket of water and paintbrush to paint the porch steps, the sidewalk, the fence, or her own body. Or, provide a squirt bottle filled with clean water (because the squirts often go in the child’s mouth). Finger Painting—Let the sensory craver wallow in this literally “sensational” activity. Encourage (but don’t force) the sensory avoider to stick a finger into the goop. For different tactile experiences, mix sand into the paint, or place a blob of shaving cream, peanut butter, or pudding on a plastic tray. Encourage him to draw shapes, letters, and numbers. If he “messes up,” he can erase the error with his hand and begin again. Finger Drawing—With your finger, “draw” a shape, letter, number, or design on the child’s back or hand. Ask the child to guess what it is and then to pass the design on to another person. Sand Play—In a sandbox, add small toys (cars, trucks, people, and dinosaurs), which the child can rearrange, bury, and rediscover. Instead of sand, use dried beans, rice, pasta, cornmeal, popcorn, and mud. Making mud pies and getting messy are therapeutic, too.”
― Carol Stock Kranowitz, The Out-of-Sync Child: Recognizing and Coping with Sensory Processing Disorder

“Sensory Processing Disorder is difficulty in the way the brain takes in, organizes and uses sensory information, causing a person to have problems interacting effectively in the everyday environment. Sensory stimulation may cause difficulty in one’s movement, emotions, attention, or adaptive responses. SPD is an umbrella term covering several distinct disorders that affect how the child uses his senses. Having SPD does not imply brain damage or disease, but rather what Dr. Ayres called “indigestion of the brain,” or a “traffic jam in the brain.” Here is what may happen: • The child’s CNS may not receive or detect sensory information. • The brain may not integrate, modulate, organize, and discriminate sensory messages efficiently. • The disorganized brain may send out inaccurate messages to direct the child’s actions. Deprived of the accurate feedback he needs to behave in a purposeful way, he may have problems in looking and listening, paying attention, interacting with people and objects, processing new information, remembering, and learning.”
― Carol Stock Kranowitz, The Out-of-Sync Child: Recognizing and Coping with Sensory Processing Disorder

“That most people with autism have some degree of SPD is a recognized fact. Understanding how sensory and motor problems complicate the child’s daily life is crucial for designing an appropriate intervention program. Parents must ensure that their child’s treatment program includes ample sensory-motor experiences and an individualized sensory diet.”
― Carol Stock Kranowitz, The Out-of-Sync Child: Recognizing and Coping with Sensory Processing Disorder

“Sometimes, your child may function well, and other times, she will resist going to school, spill her milk, and fall. Expect inconsistency. When she stumbles, try to be understanding. Break challenges into small pieces. Encourage her to achieve one goal at a time to feel the satisfaction of a series of little successes. Remember that you have had years of experience in learning to deal with the world, and that the child has not.”
― Carol Stock Kranowitz, The Out-of-Sync Child: Recognizing and Coping with Sensory Processing Disorder

“With the most complex brain in the animal kingdom, humans have the most complex nervous system. Its main task is to process sensations. The nervous system has three main parts, working in harmony. One is the peripheral nervous system, running through organs and muscles, such as the eyes, ears, and limbs. The second part is the autonomic nervous system, controlling involuntary functions of heart rate, breathing, digestion, and reproduction. The third part is the central nervous system (CNS), consisting of countless neurons, a spinal cord, and a brain.”
― Carol Stock Kranowitz, The Out-of-Sync Child: Recognizing and Coping with Sensory Processing Disorder

“SOCIAL AND EMOTIONAL FUNCTIONING Another coexisting regulatory problem may be how the child feels about himself and relates to other people. • Poor adaptability: The child may resist meeting new people, trying new games or toys or tasting different foods. He may have difficulty making transitions from one situation to another. The child may seem stubborn and uncooperative when it is time to leave the house, come for dinner, get into or out of the bathtub, or change from a reading to a math activity. Minor changes in routine will readily upset this child who does not “go with the flow.” • Attachment problem: The child may have separation anxiety and be clingy and fearful when apart from one or two “significant olders.” Or, she may physically avoid her parents, teachers, and others in her circle. • Frustration: Struggling to accomplish tasks that peers do easily, the child may give up quickly. He may be a perfectionist and become upset when art projects, dramatic play, or homework assignments are not going as well as he expects. • Difficulty with friendships: The child may be hard to get along with and have problems making and keeping friends. Insisting on dictating all the rules and being the winner, the best, or the first, he may be a poor game-player. He may need to control his surrounding territory, be in the “driver’s seat,” and have trouble sharing toys. • Poor communication: The child may have difficulty verbally in the way she articulates her speech, “gets the words out,” and writes. She may have difficulty expressing her thoughts, feelings, and needs, not only through words but also nonverbally through gestures, body language, and facial expressions. • Other emotional problems: He may be inflexible, irrational, and overly sensitive to change, stress, and hurt feelings. Demanding and needy, he may seek attention in negative ways. He may be angry or panicky for no obvious reason. He may be unhappy, believing and saying that he is dumb, crazy, no good, a loser, and a failure. Low self-esteem is one of the most telling symptoms of Sensory Processing Disorder. • Academic problems: The child may have difficulty learning new skills and concepts. Although bright, the child may be perceived as an underachiever.”
― Carol Stock Kranowitz, The Out-of-Sync Child: Recognizing and Coping with Sensory Processing Disorder

“Do build on the child’s strengths: “You are such a good cook! Help me remember what we need for our meat loaf recipe. Then, you can mix it.” Or, “You have energy to spare. Could you run over to Mrs. Johnson’s house and get a magazine she has for me?” Think “ability,” not “disability.” Do build on the child’s interests: “Your collection of rocks is growing fast. Let’s read some books about rocks. We can make a list of the different kinds you have found.” Your interest and support will encourage the child to learn more and do more. Do suggest small, manageable goals to strengthen your child’s abilities: “How about if you walk with me just as far as the mailbox? You can drop the letter in. Then I’ll carry you piggy-back, all the way home.” Or, “You can take just one dish at a time to clear the table. We aren’t in a hurry.” Do encourage self-help skills: To avoid “learned helplessness,” sponsor your child’s independence. “I know it’s hard to tie your shoes, but each time you do it, it will get easier.” Stress how capable she is, and how much faith you have in her, to build her self-esteem and autonomy. Show her you have expectations that she can help herself. Do let your child engage in appropriate self-therapy: If your child craves spinning, let him spin on the tire swing as long as he wants. If he likes to jump on the bed, get him a trampoline, or put a mattress on the floor. If he likes to hang upside down, install a chinning bar in his bedroom doorway. If he insists on wearing boots every day, let him wear boots. If he frequently puts inedible objects into his mouth, give him chewing gum. If he can’t sit still, give him opportunities to move and balance, such as sitting on a beach ball while he listens to music or a story. He will seek sensations that nourish his hungry brain, so help him find safe ways to do so. Do offer new sensory experiences: “This lavender soap is lovely. Want to smell it?” Or, “Turnips crunch like apples but taste different. Want a bite?” Do touch your child, in ways that the child can tolerate and enjoy: “I’ll rub your back with this sponge. Hard or gently?” Or, “Do you know what three hand squeezes mean, like this? I-Love-You!”
― Carol Stock Kranowitz, The Out-of-Sync Child: Recognizing and Coping with Sensory Processing Disorder

“Discipline When the child loses control, avoid punishment. Loss of self-control is scary enough; punishment adds guilt and shame. Comment on the child’s negative behavior, not on the child: “Your yelling makes me angry,” rather than “You infuriate me!” Help the child find a quiet space, away from sensory overload, as a technique to regain self-control. Let him decide the length of the time-out, if possible. Set limits, to make a child feel secure. Pick one battle at a time to help him develop self-control and appropriate behavior. Be firm about the limits you set. Show him that his feelings won’t change the outcome; a rule is a rule. “I know you’re mad because you want to play with the puppy, but it is suppertime.” Discipline consistently. Use gestures and empathy to explain why you are disciplining him. (Discipline means to teach or instruct, not punish.) After you tell him what you are going to do, then do it. Determine appropriate consequences for misbehavior. A natural consequence is best, because it is reasonable, factual, and you don’t impose it: “If you skip breakfast, you will be hungry.” A logical consequence, in which the child is responsible for the outcome of his behavior, is second best: “If you throw food, you must mop it up.” An applied consequence, in which the punishment doesn’t exactly fit the crime, is useful when nothing else works: “If you spit on the baby, you may not play with your friends,” or “If you hit me, you may not watch TV.” Reward appropriate behavior with approval.”
― Carol Stock Kranowitz, The Out-of-Sync Child: Recognizing and Coping with Sensory Processing Disorder

“revisions in this second edition of The Out-of-Sync Child reflect Dr. Miller’s work. Her wonderful book, Sensational Kids: Hope and Help for Children with Sensory Processing Disorder (Perigee, 2007), explains the terminology in detail.”
― Carol Stock Kranowitz, The Out-of-Sync Child: Recognizing and Coping with Sensory Processing Disorder

“Bear Hugs—Everyone needs twelve hugs a day. Pouring—Let the child pour sand, beans, or water from one container to another. Opening Doors—Is this hard? Then your child needs practice! Take the time to let her do it all by herself. Back-to-Back Standing Up—Position two children on the floor, back to back. Ask them to “dig their feet into the floor” and to stand up together by pressing against each other’s back. Bulldozer—One child sits in a large cardboard box or on a folded gym mat, and another child pushes the load across the floor, using his head, shoulders, back, or feet to make it move. Arm Wrestling—If you are stronger than your child, please let him win once in a while.”
― Carol Stock Kranowitz, The Out-of-Sync Child: Recognizing and Coping with Sensory Processing Disorder

“Our senses give us the information we need to function in the world. Their first job is to help us survive. Their second job, after they assure us that we are safe, is to help us learn how to be active, social creatures. The senses receive information from stimuli both outside and inside our bodies. Every move we make, every bite we eat, every object we touch produces sensations. When we engage in any activity, we use several senses at the same time. The convergence of sensations—especially touch, body position, movement, sight, sound, and smell—is called intersensory integration. This process is key and tells us on the spot what is going on, where, why, and when it matters, and how we must use or respond to it. The more important the activity, the more senses we use. That is why we use all our senses simultaneously for two very important human activities: eating and procreating. Sometimes our senses inform us that something in our environment doesn’t feel right; we sense that we are in danger and so we respond defensively. For instance, should we feel a tarantula creeping down our neck, we would protect ourselves with a fight-or-flight response. Withdrawing from too much stimulation or from stimulation of the wrong kind is natural. Sometimes our senses inform us that all is well; we feel safe and satisfied and seek more of the same stimuli. For example, we are so pleased with the taste of one chocolate-covered raisin that we eat a handful. Sometimes, when we get bored, we go looking for more stimulation. For example, when we have mastered a skill, like ice skating in a straight line, we attempt a more complicated move, like a figure eight. To do their job well, so that we respond appropriately, the senses must work together. A well-balanced brain that is nourished with many sensations operates well, and when our brain operates smoothly, so do we. We have more senses than many people realize. Some sensations occur outside our bodies, and some inside.”
― Carol Stock Kranowitz, The Out-of-Sync Child: Recognizing and Coping with Sensory Processing Disorder

“Riding, balancing, and walking on a seesaw. Balancing on a Teeter-Totter—Center a board over a railroad timber. (See The Out-of-Sync Child Has Fun for ideas.) Sitting on a T-stool—A T-stool helps improve balance, posture, and attention. (See The Out-of-Sync Child Has Fun for ideas.) Balancing on a Large Therapy Ball—Your child can lie on her stomach, on her back, or sit and bounce. Some balls have handles for bouncing up and lower (hippity-hopping). Tummy Down, Head Up—Have the child lie on her stomach. On the floor, she can rock to and fro to “Row, Row, Row Your Boat”; draw on paper while listening to music, using crayons, which require her to bear down to make a mark; and play with small toys. On a swing or therapy ball, she can “draw” on the ground or carpet with a stick; throw sponges into a basket; and bat a suspended ball with a cardboard tube. Jogging—Run around the block together!”
― Carol Stock Kranowitz, The Out-of-Sync Child: Recognizing and Coping with Sensory Processing Disorder