The article is written by a David Brown, Education
Specialist with California Deaf-Blind Services. What was interesting to me was
that his experience in working with children on their audio-visual senses,
portrayed the truth we know from working with children on their sensory system:
that in order to improve the auditory and visual processing senses, first the
proprioceptive and vestibular systems must be rectified. Because the former
relies heavily on the latter.
Back
to the wonderful definition of proprioception provided by the article:
The
sense of Proprioception
The
way we can ‘feel’ where all our body parts are in relation to each other (and
also ‘see’ them in our mind’s eye), without actually having to touch them with
a hand or look at them with our eyes, is an ability that we get from our
proprioceptive sense. This sense helps us to plan, to position, and to grade
our movements without always having to use vision to check what we are doing.
You can feel this sense working if you close your eyes and place your right
index finger on your nose, and then touch the same finger on to the tip of your
left thumb; the proprioceptive sense is not infallible so you may miss your
targets a little, but with repeated practice your aim will improve
significantly (which reminds us that proprioceptive abilities can be learned
through experience and improved through practice). Proprioception is a strange
word, actually a combination of two Latin words that means ‘an awareness, or a
feeling, of one’s own self’.
Take
note. One’s proprioceptive sense can improve drastically. Improving
proprioception means improvement in all other senses, as they are closely
linked.
David
Brown gives us more important clues to improving proprioception:
The
proprioceptors
The
receptors of the proprioceptive sense (which are known as the proprioceptors)
are located in the muscles and joints throughout
the body, and they are sensitive to stretching and to compression. When this sense is working effectively the brain, at all times, has
an awareness of where the various body parts are in space, if they are moving or not, and how fast and in what direction they are
moving.
the body, and they are sensitive to stretching and to compression. When this sense is working effectively the brain, at all times, has
an awareness of where the various body parts are in space, if they are moving or not, and how fast and in what direction they are
moving.
The
article then tells us what a child with a dysfunctional proprioceptive
awareness typically does, and we can now understand these behaviors. In
summary:
-
Child may not to want to or may be unable to push up on his hands or arms while
laying face down due to low muscle tone or inability to feel joints in his
fingers, wrists, arms, and shoulders.
- Child may not want to or may be unable to stand and bear his weight as he cannot feel the joints in his hips, knees, ankles, or toes, while simultaneously standing straight.
- Child may often use his hands to prop his head or lean against a chair, couch, or wall instead of sitting up straight.
- Child may stamping or foot-slap against the floor instead of walking, or the complete opposite- walk lightly on tiptoe.
- Child may have constantly clumsy, uncoordinated movements.
- Child may use too little force or excessive force when pushing, pulling, grasping, touching, lifting, or placing objects.
- Child may do any of these as he is seeking strong pressure input: squeeze himself into small spaces, twisting arms and legs around each other, swinging legs while sitting in a chair, grating teeth together, banging his face or head, flapping arms, hang or swing in the air, jump and crash down to the floor.
- Child may not want to or may be unable to stand and bear his weight as he cannot feel the joints in his hips, knees, ankles, or toes, while simultaneously standing straight.
- Child may often use his hands to prop his head or lean against a chair, couch, or wall instead of sitting up straight.
- Child may stamping or foot-slap against the floor instead of walking, or the complete opposite- walk lightly on tiptoe.
- Child may have constantly clumsy, uncoordinated movements.
- Child may use too little force or excessive force when pushing, pulling, grasping, touching, lifting, or placing objects.
- Child may do any of these as he is seeking strong pressure input: squeeze himself into small spaces, twisting arms and legs around each other, swinging legs while sitting in a chair, grating teeth together, banging his face or head, flapping arms, hang or swing in the air, jump and crash down to the floor.
What
can we do to improve proprioceptive awareness? The article provides a number of
suggestions, which are familiar to those of us who have children in
occupational therapy:
-Deep pressure activities
-Brushing (not to be done without an OT’s guidance)
-Joint compressions
-Weighted vests, blankets, or lap pads
-Playing sports
-Chewing gum or something else for chewing on
-Animal therapy
-Various “rough and tumble” activities such as a crash pad or a trampoline.
-Brushing (not to be done without an OT’s guidance)
-Joint compressions
-Weighted vests, blankets, or lap pads
-Playing sports
-Chewing gum or something else for chewing on
-Animal therapy
-Various “rough and tumble” activities such as a crash pad or a trampoline.
Each
of these activities provides pressure or sensation against the body, giving the
child a sense of where he and his limbs are in space.
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