Navigational skills – being able to sequentially follow directions does not come easily for persons with Sensory Processing Dysfunction. While many might consider this skill to be somewhat intuitive, developmental theorists have shown us that this skill initially develops in childhood from learning experiences we have with manipulating objects in space. It is from this basic platform of building and constructing projects that the
Getting youngsters with Sensory Processing Disorders to sustain visual attention and visual pursuits as needed for greater success in reading and exploring the environment can be problematic. Without sustained visual attention, the ability to name and understand the functionality of whatever it is you are looking at, is difficult. Without the ability to sustain looking for visual pursuit of the object as it moves,
Sustained attention to task Visual Sequencing Skills We began incorporating use of digital task cards in treatment to promote increased use of Executive Functions including: Sustained attention to task Task organization Working memory Self monitoring We found the children were better able to pace their level of activity (some were under-aroused while others tended to be over-aroused) as they sustained attention to the digital
Many children who have Sensory Processing Dysfunction (SPD) also have difficulty with Visual Association skills (the ability to connect language with visual images). Research using Diffusion tensor Imaging shows us that this may be due to poor connectivity of brain pathways responsible for linking the visual cortex with the language cortex of the brain. Fortunately, when children are young and the cortex of the