Lesser Known Disorders
Each issue of this series contains at least three lesser known disorders. Some of these disorders may contain subtypes which will also be presented. You will also notice that each disorder has a code. These codes represent the coding system for all disabilities and disorders listed in the Educator’s Diagnostic Manual(EDM) Wiley Publications.
Disorders in this issue:
LD 10.03- Tactile Pressure Sensory Integration Disorder
Disability Category: Learning Disabilities
Definition
A type of sensory integration disorder specifically associated with difficulties in judging the appropriate amount of pressure needed to perform motor acts (Learning Disabilities Association, 2005).
Explanation
Children with Tactile Pressure Sensory Integration Disorder have trouble judging the right amount of pressure needed to perform motor acts. Examples of tactile pressure include holding an egg in two fingers without breaking or dropping it, tapping someone playfully rather than hitting him/her, strumming a guitar softly, and pushing an elevator button with the right amount of pressure.
LD 10.04- Vestibular Dysfunction Sensory Integration Disorder
Disability Category: Learning Disabilities
Definition
A type of sensory integration disorder specifically associated with difficulties in processing information coming from the vestibular receptors located inside the ears (Packer, 2004).
Explanation
Vestibular processing refers to the information that is provided by the receptors within the inner ear. These receptors are stimulated by movement of the head and input from other senses. This input tells where we are in relation to gravity, whether we are still or moving, how fast we are going, and in which direction. It also influences the development of balance, equilibrium, postural control and muscle tone.
If a child’s vestibular system doesn’t develop or integrate normally, she may be hypersensitive to ordinary childhood activities such as swinging on swings, going down slides, etc. She may also experience difficulty walking on or negotiating nonlevel surfaces such as hills or stairs. Children with this kind of hypersensitive vestibular system often appear clumsy. But not all children with vestibular dysfunction are hypersensitive. Some are under- or hyposensitive. Children with hyposensitive vestibular systems often engage in what appears to be sensation-seeking behaviors. They may whirl around like a dervish, jump, and/or spin (Packer, 2004).
According to Hatch-Rassmusen (2001), symptoms of students with Vestibular Dysfunction Sensory Integration Disorder include:
- Becomes over-excited watching other children moving
- Craves or avoids movement
- Creates self movement-i.e. rocking, moving or re-positioning in chair
- Daredevil behaviors
- Decreased attention to task
- Dislikes upside down play
- Erratic arousal level
- Fear of going up/down stairs
- Fearful when feet leave the ground
- In constant motion
- Poor or decreased balance skills
- Putting head in upside down position or rapid head turning/shaking
- Running or moving about quickly
- Spinning self or objects
- Toe walking
- Up and down out of seat frequently or falling off of chair
LD 11.00 Social Cue Disorder
Disability Category: Learning Disabilities
Definition
Individuals with Social Cue Disorder have difficulties in behaving in an automatic way. This is a problem with the self-governing part of the brain that stops one from doing such things as laughing at the wrong time, talking aloud to oneself, coughing without covering the mouth. They might abruptly interrupt a conversation or talk aloud to himself in public. Social interactions require a child to interpret, or “read,” what other people communicate. Picking up on spoken and unspoken cues is a complex process. Having read another person’s social cues, a child must next process the information, extract meaning, and decide how to respond effectively.
Diagnostics Symptoms
Diagnostic symptoms of children with Social Cue difficulties include (Giler, 2000):
- Inability to read facial expressions or body language (kinesis)
- Misinterpreting the use and meaning of pitch (vocalics)
- Misunderstanding the use of personal space (proxemics)
According to the Learning Disabilities Association of America, (2005), individuals who have learning disabilities may be less observant in their social environment, may misinterpret the social behavior of others at times, and may not learn as easily from experiences or social “cues” as their friends. Some children may exhibit an immaturity and social ineptness due to their learning disability. While seeking acceptance, their eagerness may cause them to try too hard in inappropriate ways. Consequently, this problem may manifest itself in the following symptoms:
- Inability to interpret environment and social cues
- Poor judgment; little thought about logical consequences
- Poor impulse control
- Need for immediate gratification
- Inability to set realistic priorities and goals
- Inappropriate conclusions due to deficient reasoning ability
- Illogical reasons for actions
- Inability to develop meaningful relationships with others
- Immature and “bossy” behavior
- Low frustration tolerance resulting in disruptive behavior
Further Key Points
It should be noted that this specific disorder may best be determined by a trained professional in social behavior after careful observation in several different settings over a period of time, review of social and developmental history, teacher interviews, and interviews with the parent/s. Perhaps the school psychologist or a clinical psychologist may be the best individual to determine the presence of this condition.
Download this Issue
To Download a PDF file version of this Issue of the NASET’s Lesser Known Disorders in Special Education Series – CLICK HERE
