Compulsory Processing Disorder Paper

Approximately 40% to 88% of children with various disabilities have a concurrent diagnosis of a sensory processing disorder (SPD) (May-Benson & Koomar, 2010). The SPD impairs a child’s ability to detect, modulate, interpret, and respond to sensory stimuli from the body and the environment. Children with the SPD have decreased frequency, duration, and complexity of adaptive responses, impaired self-esteem and confidence, and decreased fine motor, gross motor, cognitive, and social skills (Parham, & Mailloux, 2013). Children require competencies in these areas to participate and succeed in school activities. Therefore, the SPD affects a child’s ability to fulfill his/her roles, carry out routines, and engage in meaningful occupations of play, learning, social participation, and activities of daily
The activities were delivered at specific times to facilitate the child’s sensory regulation throughout the school day.
For the participant one:
• Fidgeting was identified as a sensory seeking behavior. The operational definition of fidgeting included movement of body parts, such as fingers, arms, or hands, or repetitive and un-purposeful touching own body parts (face, hair, or feet) or objects in the vicinity. Fidgeting also included posture where child rested his head on one side to view objects that he/she held close to his eyes or moved the body or the objects in front of his eyes to seek visual stimuli.
• The target behavior related to psychosocial skills included non-compliant behaviors during classroom activities. Non-compliant behaviors were defined as expressing disinterest in an activity by saying ‘No”, whining, moving away from the location of the activity and engaging in another activity, or laying on the