{"id":1334,"date":"2020-04-30T09:27:55","date_gmt":"2020-04-30T08:27:55","guid":{"rendered":"https:\/\/cristinaorozbajo.com\/clave-para-evolucionar-positivamente-con-ninos-sensoriales-y-conductuales\/"},"modified":"2020-04-30T09:27:55","modified_gmt":"2020-04-30T08:27:55","slug":"key-to-developing-positively-with-sensory-and-behavioral-children","status":"publish","type":"post","link":"https:\/\/cristinaorozbajo.com\/en\/key-to-developing-positively-with-sensory-and-behavioral-children\/","title":{"rendered":"Key to positive development with sensory and behavioural children."},"content":{"rendered":"<p>Many children with autism and other disabilities have a very different <strong>sensory regulation<\/strong> <strong>and behavioral<\/strong>, <em>Children who constantly have objects in their hands, who put everything in their mouths, who have to be constantly moving... <\/em>They present other rhythms, another way of exploring the environment and are <strong>sensory seekers with high needs and high anxiety<\/strong> if they are not properly satisfied.<br><\/p>\n\n\n\n<p>First of all, note that <strong>sudden changes<\/strong> <strong>in the dynamics they are not at all recommended<\/strong> And they won&#039;t be easy at all, so you&#039;ll need to be very patient to help them and implement variations rather than changes effectively, with love, respect, and empathy. These changes can lead to a destructuring of the child.<br><\/p>\n\n\n\n<p>Second, we have a multitude of situations that behave in this way, each in its own way, and we also determine that <strong>These behaviors are sustained and unsustainable<\/strong> because they directly affect the <strong>attention, learning, communication and, most importantly, their emotions<\/strong>.&nbsp;<br><\/p>\n\n\n\n<p>Third and key to the problem and the intervention is\u2026 <em>When doesn&#039;t it do this? During what activities is it as if we&#039;ve pressed &quot;pause&quot;? At what moments does everything seem to flow, and does that sensoriality self-regulate, which the 90% of time keeps distant, distant, and absent?<\/em>It is of utmost importance to evaluate <strong>when this happens (or stops happening) to identify these moments in order to intervene and delay them<\/strong>We must be very attentive and be able to analyze how in those <strong>moments this need is satisfied by another and enhance those moments<\/strong> so that they happen more often.&nbsp;<br><\/p>\n\n\n\n<p>Perhaps this is the most important key to any intervention because <strong>all conduct<\/strong>, whether sensory or not, <strong>is fulfilling a function<\/strong> but <strong>never is all the time<\/strong>. I usually give a very graphic example when parents come to me for help with their children with behavioral problems that are difficult to &quot;manage,&quot; and that&#039;s when I tell them we&#039;re going to start &quot;rewarding&quot; them. How? Sometimes it&#039;s not about looking for positive behaviors, which would be fantastic, but rather when they could be negative but aren&#039;t\u2014that&#039;s where the reward lies! These behaviors, like many others, act just like sensory behaviors. We often have the <strong>default habit of looking for that, the defect, the need, the lack, the next goal<\/strong> that, on many occasions, <em>It is unattainable because we look for it outside the child.&nbsp;<\/em><br><\/p>\n\n\n\n<p>This also happens with <strong>language and communication<\/strong>, when a child makes sounds, or says a syllable or simple word we try to find others, or even more words and what we don&#039;t realize is that <strong>Encouraging those sounds, those syllables, and those simple words is the key to more emerging; they are the ingredients for building future language.&nbsp;<\/strong><br><\/p>\n\n\n\n<p>So let&#039;s try to focus on <strong>what we want to be repeated in our children<\/strong>: moments without self-stimulation, hearing those words or sounds again, seeing them calm again without behavior... and we will have a clear path for the development, whatever it may be, of each of our little ones.&nbsp;<\/p>\n\n\n\n<p><\/p>","protected":false},"excerpt":{"rendered":"<p>Much\u00edsimos ni\u00f1os con autismo y otras discapacidades presentan una muy diferente regulaci\u00f3n sensorial y conductual, ni\u00f1os que continuamente tienen objetos [&hellip;]<\/p>\n","protected":false},"author":1,"featured_media":1337,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"site-sidebar-layout":"default","site-content-layout":"","ast-site-content-layout":"default","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"","ast-breadcrumbs-content":"","ast-featured-img":"","footer-sml-layout":"","ast-disable-related-posts":"","theme-transparent-header-meta":"","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"default","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center 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