Differential sensory sensitivity is based on the ability of the sensory system to discriminate between signals. An important characteristic of each sensory system is the ability to notice differences in the properties of simultaneously or sequentially acting stimuli. Differentiation begins at the receptors, but neurons from all parts of the sensory system are involved. It characterizes the minimum difference between stimuli that a person can notice (differential or difference threshold).

The threshold for discriminating the intensity of the stimulus is almost always higher than the previously acting stimulus by a certain proportion (Weber's law). Thus, an increase in pressure on the skin of the hand is felt if the weight is increased by 3% (add 3 g to a weight of 100 g, and add 6 g to a weight of 200 g). This dependence is expressed by the following formula: dI / I = const, where I is the force of irritation, dI is its barely perceptible increase (discrimination threshold), const is a constant value (constant). Similar ratios were obtained for sight, hearing and other human senses.

The dependence of the strength of sensation on the strength of irritation (Weber-Fechner law) is expressed by the following formula: E = a logI + b, where E is the magnitude of sensation, I is the strength of stimulation, and and b are constants that are different for different stimulus modalities. This formula shows1 that sensation increases in proportion to the logarithm of the intensity of stimulation. In addition, modern psychophysiology also uses sensory scaling methods to assess the strength of sensation, that is, a person's subjective assessment of the strength of his sensation by comparing it with a previously created standard or a set of such standards. The relationship between sensation and stimulus in this case is expressed by a power function (Stevens law). Comparison of the logarithmic function of the Weber-Fechner law and the power function of the Stevens law showed that in the main, working part of the intensity range, these functions are quantitatively close estimates.

Earlier it was said about distinguishing the strength of stimuli.

Spatial discrimination signals based on the nature of the distribution of excitation in the receptor layer and in the neural layers of the sensory system. So, if two stimuli have excited two neighboring receptors, then their distinction is impossible: they will merge and will be perceived as a single whole. It is necessary that between the two excited receptors there is at least one unexcited one.

Temporal distinction two stimuli is possible if the nervous processes caused by them do not merge in time, and the signal caused by the second stimulus does not fall into the refractory period from the previous stimulation. The neurophysiological basis for temporal resolution is the so-called cycles of excitability, or cycles of response recovery. They are judged by the magnitude of the response to the second of two consecutively presented stimuli. With short intervals between stimuli, there may be no response to the second of them at all (absolute refractory period). In a person, according to behavioral reactions, this period can last from several tens to 100 or more milliseconds. At larger intervals, the response to the second stimulus appears, but its magnitude is less than to a single stimulus (relative refractoriness). Finally, at even larger intervals, the recovery of the second response ends and it is compared with the response to a single stimulus.

The so-called "sensory masking" is based on the temporal interaction between successive stimuli. It underlies many sensory effects and is widely used in psychophysiological experiments. The masking itself is directly related to the entry of one of the stimuli into the refractory phase of the excitability cycle after the first stimulation. Distinguish direct disguise, at which the response to the second stimulus is inhibited, and reverse masking, in which the second stimulus interrupts or interferes with the processing of information about the first signal. The efficiency of both forward and backward masking is the greater, the shorter the interval between the stimulus and the “mask,” and the more similar these two signals are in their properties. As a "mask" is often used a stimulus consisting of either noise or a set of chaotically distributed elements of the main stimulus.

3.2. Signal transmission and conversion

Signal transmission and conversion processes provide the highest sensory centers with the most important (essential) information about a sensory event in a form that is convenient for reliable and fast analysis. What should be considered material information? In different conditions and situations, this concept can change. However, there is some common property, which universally distinguishes essential information from non-essential information. This is the degree of its novelty. It is clear that, other things being equal, new events are more important for the body for information than the usual ones. Therefore, evolutionarily, the property was developed primarily and most quickly to transmit to the brain and process information about changes in the sensory environment. These changes can be both temporal and spatial.

Among the spatial transformations, a change in the representation of the size or the ratio of different parts of the signal is distinguished. So, in the somatosensory and visual systems at the cortical level, the geometric proportions of the representation of individual parts of the body or parts of the visual field are significantly distorted. In the visual cortex, the representation of the most important central fovea of ​​the retina, which is responsible for a detailed “pointwise” description of the image, with a relative compression of the projection of the periphery of the visual field (“cyclopean eye”), is sharply expanded. The somatosensory cortex also predominantly contains the most important areas of the body for fine discrimination and organization of behavior - the skin of the fingers and face (“sensory homunculus”; see Ch. 4). Various projection cortical zones, for example, the visual system (and there are several dozen of them), differ in the nature of retinotopia, that is, the representation of different parts of the retina. So, there are zones in which only the center of the retina is represented, or, conversely, only its periphery. This is due to the specific participation of each of the zones in visual perception: the maintenance of predominantly object vision or the processing of information about the movements of stimuli in the field of vision.

For temporal transformations of information in all sensory systems, compression, or temporal compression of signals, is typical: the transition from prolonged (tonic) impulses of neurons at the lower levels of the system to short (physical) burst discharges of neurons at high levels.

Limiting information redundancy... Visual information coming from photoreceptors could very quickly saturate all the informational reserves of the brain. Roughly the same, albeit somewhat slower, could occur with the operation of other sensory systems. The huge redundancy of primary sensory messages from receptors is limited by the suppression of information about less essential signals. Less important in the external environment is that which is invariably or changes slowly in time and space (see earlier). For example, an invariable large-sized stimulus acts on the retina of the eye or on the skin for a long time. In order not to constantly transmit information from all excited receptors to the brain, the sensory system sends signals to the brain only about the beginning and then about the end of stimulation, and only messages from the receptors that lie along the outline of the excited area reach the cortex.

Information coding

Coding is the transformation of information into a conditional form - a code, performed according to certain rules. In the sensory system, signals are encoded with a binary code, i.e., the presence or absence of electrical impulse at one time or another [Somien, 1975]. This coding method is extremely simple and resistant to interference. Information about irritation and its parameters is transmitted in the form of individual impulses, as well as groups, or "packs" of impulses. The amplitude, duration and shape of each pulse are the same, but the number of pulses in a burst, their repetition rate, the duration of bursts and intervals between them, as well as the temporal "pattern" of the burst are different and depend on the characteristics of the stimulus. Sensory information is also encoded by the number of simultaneously fired neurons and their location in the neural layer.

Features of coding in sensor systems... Unlike telephone or television codes, which are decoded by restoring the original message in its original form, such decoding does not occur in a sensor system. Another important feature of neural coding is the multiplicity and overlap of codes. So, for the same signal property (for example, its intensity), the sensory system uses several codes: the frequency and number of impulses in a burst, the number of excited neurons and their localization in the layer.

In the cerebral cortex, signals are also encoded by the sequence of switching on parallel working neural channels, the synchronicity of rhythmic impulse discharges of excited neurons, and a change in their number. In the cortex, one of the main methods used is positional coding. It consists in the fact that some sign of an irritant causes the excitation of a specific neuron or a small group of neurons located in a specific place in the neural layer. For example, the excitation of a small local group of neurons in the visual cortex means that a strip of light of a certain size and orientation has appeared in a certain part of the visual field. Excitation of certain neurons in the temporal cortex signals the appearance of a familiar face in the field of view. For the peripheral parts of the sensory system, temporal coding of the signs of the stimulus is typical, and at the higher levels there is a transition to a predominantly spatial (mainly positional) code.

Signal detection

Detection is called the selective selection by a sensory neuron of one or another sign of an irritant that has behavioral significance. Such an analysis is performed by detector neurons that selectively respond only to certain properties of the stimulus. Thus, a typical neuron of the visual cortex responds with a discharge to only one of the inclinations (orientation) of the light strip located in a certain part of the visual field [Hyobel, 1990]. At other inclinations of the same strip, other neurons will respond. Such neurons are called first-order detectors, since they distinguish the simplest features of the signal. In the higher parts of the sensory system, detectors of higher orders are concentrated, which are responsible for the selection of complex features and whole images. An example is the face detectors found in the inferior temporal cortex of monkeys (predicted many years ago by Yu. Konorsky, they were called "my grandmother's detectors"). Many detectors are formed in early ontogenesis under the influence of the external environment, and in some of them the detector properties are set genetically.

Image recognition

This is the final and most complex operation of the sensory system. It consists in referring an image to one or another class of objects that the organism has previously encountered, i.e., in the classification of images. By synthesizing signals from neurons-detectors, the higher section of the sensory system forms an “image” of the stimulus and compares it with a variety of images stored in memory. The identification ends with a decision about what object or situation the organism has encountered. As a result of this, perception occurs, that is, we are aware of whose face we see in front of us, whom we hear, what smell we feel. The neurophysiological mechanisms of sensory image recognition have not yet been adequately studied.

Recognition often occurs independently of signal variability. We reliably identify, for example, objects with different illumination, color, size, perspective, orientation and position in the field of view. This means that the sensory system forms a sensory image independent of changes in a number of signal features (invariant to these changes).

Errors are possible when recognizing sensory images. Special group of such errors are the so-called "sensory illusions". They are based on some side effects of the interaction of neurons involved in signal processing, and lead to a distorted assessment of the image as a whole or its individual characteristics (size, ratio of parts, etc.). An example of the latter type of illusion is shown in Fig. 3.2.

Fig. 3.2. An example of one of the simplest visual illusions: length

horizontal lines on the top and bottom figures seem

different, although in fact they are equal

Adaptation of the sensory system

The sensory system has the ability to adapt its properties to environmental conditions and the needs of the body. Sensory adaptation- This is a common property of sensory systems, which consists in adaptation to a long-term (background) stimulus. There is a general, or global, and local, or selective, adaptation. General, or a global, adaptation manifests itself in a decrease in the absolute and an increase in the differential sensitivity of the entire sensory system. Subjectively, adaptation is manifested in getting used to the action of a constant stimulus (for example, we do not notice the continuous pressure on the skin of the usual clothes). Local, or selective, adaptation is reduced to a decrease in the sensitivity not of the entire sensory system, but of any part of it subjected to prolonged action the stimulus. Thus, the reaction threshold turns out to be selectively increased for the image of the grating with a certain spatial frequency (a certain period of alternation of black-and-white stripes). In this case, the response thresholds to adjacent spatial frequencies do not change [Glezer, 1985]. Local adaptation is often used in psychophysiological studies to identify the so-called "sensory channels" responsible for processing information about a particular sign of the signal.

Adaptation processes begin at the receptor level, covering all neural levels of the sensory system. Noticeable adaptation does not develop only in the vestibular and proprioceptors. According to the speed of this process, all receptors are divided into rapidly and slowly adapting. The former, after the development of adaptation, practically do not report to the brain about the lasting irritation at all; in the latter, this information is transmitted, albeit in a significantly weakened form. When the effect of a constant stimulus ceases, the absolute sensitivity of the sensory system is restored. So, in the dark, the absolute sensitivity of vision increases sharply.

Efferent regulation of the properties of the sensory system plays an important role in sensory adaptation. It is carried out due to the descending influences from the higher to its lower departments. There is, as it were, a reconfiguration of the properties of neurons for optimal perception of external signals in the changed conditions. In addition, the state of different levels of the sensory system is also monitored reticular formation, which includes them into a single system, integrated with other parts of the brain and the body as a whole. Efferent influences in sensory systems are most often inhibitory in nature, that is, they lead to a decrease in their sensitivity and limit the flow of afferent signals.

The total number of efferent nerve fibers arriving at the elements of any nerve layer, as a rule, is many times less than the number of its own neurons. This determines an important feature of efferent control in sensory systems: its broad and diffuse nature. We are talking about a general decrease in the sensitivity of a significant part of the neural layer.

Many symptoms of autism are caused by impaired sensory perception

Many people with autism spectrum disorder (ASD) have difficulty perceiving everyday sensory information, such as problems with hearing, seeing, and smelling. This is commonly referred to as impaired sensory integration or sensory sensitivity. Such a problem can very deeply affect all aspects of a person's life.

How Our Senses Work

Our central nervous system (brain) takes in all the sensory data we receive and helps us organize, prioritize, and understand information. We respond with thoughts, feelings, motor responses (behaviors), or a combination of these.

Our receptors for sensory information are located throughout the body, they are called "stimuli". The largest number of receptors are located on our hands and feet. Most of the time, we perceive sensory information automatically, without the need to analyze it.

People with sensory integration impairments - including a large number of people with autism - have difficulty perceiving everyday sensory information.

Normal sensory stimuli can cause severe stress, exhaustion, and even pain in these people. This can lead to behavioral difficulties.

“When I feel sensory overload, I just shut up; it seems to be tearing me apart ... it's very strange, as if 40 television channels are broadcasting through you. "

Everyday sensory information in autism can be misunderstood, causing the person to be very stressed.

Our seven senses

A person has seven senses:

- Vision

- Touch

- Smell

- Equilibrium (vestibular apparatus)

- Perception of one's own body (proprioception)

People with autism may be oversensitive or not sensitive enough in one of these areas. You may have heard of this phenomenon known as oversensitivity or undersensitivity.

Sensory sensitivity

Vision

Sitting on the retina of our eyes and responding to light, our vision helps us distinguish objects, people, colors, contrasts and spatial boundaries. People with ASD may experience the following difficulties:

Hypo (lack of sensitivity)

- Objects appear dark or lacking in features.

- Central vision can be blurry, while peripheral vision is quite sharp.

- Central vision is good enough, but the periphery is blurry.

- Spatial perception at an insufficient level - it is difficult to throw and catch objects; clumsiness.

Hyper (hypersensitivity)

- Distorted vision: Objects and light colors may appear to move.

- Images may be distorted.

- It is easier and more enjoyable to focus on a particular part than on the whole object.

“It was Mrs. Marek, a face on which the light danced feverishly, turning her into something more like a cartoon character than a person. Welcome to the city of Tun ... Please go to the torture chamber, which I call my kitchen, and meet my wife, which looks like a 3D cartoon. " Gillingham, G. (1995), page 51.

Hearing

This is the most common form of sensory disintegration in autism. Hearing problems can affect your ability to communicate and possibly your balance. People with autism may face the following problems:

Hypo

- The ability to hear sounds with only one ear, the second ear is deprived of the ability to hear in whole or in part.

- Inability to recognize some specific sounds.

- It is possible to get positive emotions from being in a crowd or noisy place, as well as from loud bangs on doors or objects.

Hyper

- Noise is perceived exaggeratedly, sounds may be distorted or unintelligible.

- Particularly sensitive to sounds, such as the ability to hear conversations at a distance.

- Equally strong perception of all sounds, including background noise, which often leads to problems with attention.

“Do you hear the noise in your head? It beats and scratches. It's like a train rumbling through your eyes. " Powell, J. 1995, page 41.

Touch

Feeling is very important for mental development, as it helps us to feel the world(is it hot or cold?) and respond accordingly. Also, touch helps us feel pain. People with autism may face the following problems:

Hypo

- Strongly squeezes people in his arms, does it for the sake of feeling strong pressure on the skin.

- High pain threshold.

- Potential self-harm.

- Getting a pleasant sensation from heavy objects (for example, a heavy blanket) above them.

Hyper

- Touching can cause pain and discomfort, a person avoids touching other people, which negatively affects relationships with others.

- Unpleasant sensations if there is something on the hands or feet.

- Problems with washing and combing the scalp because the scalp is very sensitive.

- Preference for strictly defined items of clothing and fabrics.

“Every time someone touches me, it hurts; there is a feeling that fire is passing through my body. " Gillingham G. (1995), page 3.

Taste

Chemical receptors in the tongue tell us how everything tastes - sweet, sour, spicy, etc. People with ASD may experience the following types of problems:

Hypo

- Propensity for very spicy food.

- Can eat inedible objects - earth, grass, plasticine. This phenomenon is called a peak.

Hyper

- Believes that some aromas and foods are too intense and heavy due to an overreaction to the taste. Eats a very limited diet.

- Discomfort from solid foods: Children, for example, can only eat mashed potatoes, ice cream or other soft foods.

These tactile and visual stimulation toys are popular with many children and adults with autism and can help them self-regulate.

Smell

Chemical receptors in the nose tell us about the smells that surround us at the moment. We react to smell first. People with autism may face the following problems:

Hypo

- Some people do not smell at all and do not perceive strong aromas (even the smell of their own body).

- Can lick objects to better understand what they are made of.

Hyper

- Smells may be too intense and strong for them. This can lead to problems using the toilet.

- Such people may have a dislike for people wearing a certain scent of perfume, shampoo, etc.

"The smell of dogs, cats, deodorants and aftershave is too strong for me, I can't stand it, and the perfume makes me mad." Gillingham, G. (1995), page 60.

Equilibrium (vestibular apparatus)

Our vestibular apparatus, located in the inner ear, helps maintain balance and position in space and understand where and how quickly our body is moving. People with autism may experience the following problems:

Hypo

The need to swing, spin, or turn to feel something.

Hyper

- Difficulty playing sports, where you need good control over your movements.

- It is difficult to stop during any action.

- A person is easily "rocked" in transport.

- Difficulty completing tasks in which the head is not upright or the legs are off the ground.

Perception of one's own body (proprioception)

Our perception of the body is located in the muscles and limbs and tells us about the position of our body in space and how certain parts of our body move. People with autism may experience the following:

Hypo

- Such people can stand too close to others, because they cannot assess the distance between people and determine the boundaries of personal space.

- It is also difficult for them to navigate the room and avoid obstacles.

- They can crash into people.

Hyper

- Difficulty with fine motor skills: low ability to manipulate small objects such as buttons or laces.

- When a person turns to something, he moves his whole body.

Synesthesia

Synesthesia is a rare condition that affects people with ASD. Sensory perception "enters" the body through one system and "exits" through another. For example, a person hears a sound, but perceives it as a color. In other words, he "hears" blue.

So-called “shaking hands” and other self-stimulating movements are common in people with different forms autism. They are often an unconscious way to compensate for sensory problems.

Help methods

Here are some examples of how you can help someone with sensory disintegration. Often, even small changes in the environment can have a huge impact.

There are three basic rules:

- Be creative: Think about the positives associated with sensory perception.

Prepare yourself by educating people with autism ahead of time about the sensory stimuli they might encounter in a given situation.

Aid methods: vision

Hypo (insufficient sensitivity)

- It is necessary to improve the level of visual support.

Hyper (hypersensitivity)

- Reduce fluorescent lighting - use dimmed colored lights instead.

- Wear sunglasses.

- Create a so-called "working area" in the classroom - a space or table with partitions that block visual stimuli.

- Use blackout curtains.

Help methods: sound

Hypo

- Use visual instead of sound.

Hyper

- Close doors and windows to avoid external noise.

- Prepare for a trip to noisy places in advance.

- Wear earplugs or headphones.

- Listen to music.

- Create a noise-insulated work area.

Aid methods: touch

Hypo

- Use heavy blankets or sleeping bags.

Hyper

- It is necessary to warn the person that you are going to touch him, and also always approach him from the front.

- Remember that hugs hurt someone, not pleasant sensations.

- Gradually introduce different textures - a box of different materials should be available.

- Allow people to do some things on their own: (comb their hair, wash it) so that they can do something the way they want.

Aid Methods: Taste

Some people with autism are insufficiently or overly sensitive to tastes and may limit themselves to too bland or too spicy foods. We did not include information on how to help here, because as long as the person is on a balanced diet, this may not be a problem.

Aid Methods: Smell

Hypo

- Use products with strong odors as a reward and to distract from strong irritating odors (for example, stool odor).

Hyper

- Use unscented hygiene products, don't wear perfume, try to avoid any odors as much as possible.

Aid Methods: Balance

Hypo

- Do what trains the vestibular apparatus. For children, these are, for example, toy rocking horses, swings, carousels. For adults, you can try ball games, smoothly climb stairs or walk along the curb.

Hyper

- Divide large activities into smaller, lighter activities, using visual cues such as the finish line.

Methods of Assistance: Perception of Your Own Body

Hypo

- Place furniture around the edges of the room to make it easier to navigate.

- Bright tape can be glued to the floor to mark the boundaries.

- Use the arm's length rule to determine a comfortable distance between people. This means that you do not need to approach a person closer than an outstretched arm.

Hyper

- Use exercises that develop fine motor skills, such as embroidery.

How sensory sensitivity affects behavior

Sometimes people with autism may behave in a way that at first glance does not seem like a manifestation of sensory sensitivity - but it may be the underlying cause. Below are some examples of how a person with sensory disintegration can behave and how to act in such situations.

Problem: Fussy Eating

Possible reasons: hypersensitivity to taste or texture, inability to feel food in your mouth.

Possible solutions: change the texture of food, for example, make a puree. Slowly touch the area of ​​the person's mouth with different textures, such as flannel, a toothbrush, or any type of food. Encourage activities that involve the mouth, such as whistling or blowing bubbles.

Problem: a person chews everything, even clothes and objects

Possible reasons: finds it relaxing; or likes the sensation of chewing on a particular object.

Possible solutions: suggest latex-free tubes, straws, or hard gum (refrigerate them).

Problem: Stool smearing

Possible reasons: the texture of the stool may be pleasant, and the person may be immune to odors.

Possible solutions: try foods like jelly or cornmeal with water, or try something with an intense scent.

Problem: refusing to wear a particular type of clothing

Possible reasons: may not like the texture or pressure of the fabric on their skin.

Possible solutions: you can try turning clothes inside out so that there are no seams, cutting labels, and also letting the person wear the clothes in which they are comfortable.

Problem: Difficulty falling asleep

Possible reasons: Difficulty turning off the senses, especially sight and hearing.

Possible solutions: you can use blackout curtains or heavy blankets, listen to music to eliminate outside noise.

Problem: It's hard to concentrate in class

Possible reasons: too many distractions, such as noise (talking, ringing, chairs scraping on the floor) or visual stimuli (people, paintings on the walls). There may also be problems holding a pencil or pen in your hand (the object may feel hot or cold).

Possible solutions: the child should sit away from doors and windows to reduce the number of irritants. If possible, a separate workplace enclosed by screens or use classroom furniture to create a separate area free of irritants. Try different pencil textures to see which one works best.

The sensory room is one of the methods of helping people with sensory integration disorders.

Professionals you can turn to for help

Occupational Therapy Specialists(occupational therapy) design programs and can change the environment so that people with sensory disintegration can live as independent lives as possible.

Speech therapists sensory stimulation is often used to encourage and support the development of speech and communication.

Music therapists use instruments and sounds to develop a person's sensory system, usually hearing.

Sensory rooms

Sensory rooms can help stimulate, develop, and balance a person's sensory systems. Some schools, clinics and kindergartens have them. Sensory gardens are also found. Some families create sensory rooms in their apartments (or arrange a corner in the room, separating it, for example, with a curtain).

Sensory rooms can contain:

- Relaxing music

- Vibrating cushions

- Backlit glass tubes

- Mirror balls

- Bubble tubes

- Water mattresses

- Tactile walls

- Disco balls

- Projectors

Equipment that is turned on by levers, movements, sound or pressure, that is, one that can teach a person a causal relationship between phenomena.

Evaluation of the benefits of sensory rooms comes mainly from personal observation, as there are only a limited number of studies.

Links

Delacato, C. H. (1974). The ultimate stranger - the autistic child. USA: Arena Press

Gillingham, G. (1995). Autism: handle with care! Understanding and managing behavior of children and adults with autism. Arlington, Texas: Future Education Inc.

Thanks to Irina Nikulina for translation

“In terms of taste, such children almost always have pronounced likes and dislikes. The same goes for touching. Many children show abnormally strong aversion to certain tactile sensations. They can't stand the rough surface of a new shirt or patch on their socks. Washing water is often a source of unpleasant sensations for them, which leads to very unpleasant scenes. Hypersensitivity to noise is also present. At the same time, the same child may be hypersensitive to noise in some situations, but show hyposensitivity in others ”- Hans Asperger (1944).

Doctors and scientists determine Asperger's syndrome and primarily in terms of the profile of abilities in the field of social reasoning, empathy, language and cognitive abilities, but one of the attributes of Asperger's syndrome, clearly defined in autobiographies and parental descriptions of their children, is hyper- and hyposensitivity to certain sensory experiences. Recent studies and reviews of previous studies have confirmed that Asperger's syndrome has an unusual pattern of sensory perception and response (Dunn, SmithMyles andOrr 2002; Harrison and Hare 2004; Hippler and Klicpera 2004; Jones, Quigney and Huws 2003; O'Neill and Jones 1997; Rogers and Ozonoff 2005).

Some adults with Asperger Syndrome report that sensory sensitivity affects their lives much more than problems with friendships, emotion management, and employment. Unfortunately, doctors and scientists still tend to ignore this aspect of Asperger Syndrome, and we still do not have a satisfactory explanation for why a person may have unusual sensory sensitivity, and we do not have effective strategies for modifying sensory sensitivity.

The most common occurrence in Asperger Syndrome is sensitivity to very specific sounds, but a person may also have sensitivity to tactile experience, light intensity, food taste and texture, and specific odors. There may be both insufficient and overreaction to feelings of pain and discomfort, an unusual sense of balance, perception of movement and orientation of the body in space. One or more sensory systems may be so affected that everyday sensations are perceived as unbearably intense or not perceived at all. Parents often wonder why these sensations are considered unbearable or not noticed, while a person with Asperger's Syndrome also wonders how other people can have a completely different level of sensitivity.

Parents often report that their child is overtly responding to sounds that are so quiet that other people cannot hear them at all. The child is frightened by sudden sounds or cannot tolerate a certain tone of sound (for example, the sound of a hand dryer or vacuum cleaner). The child has to cover his ears with his hands in a desperate attempt to get rid of a particular sound. A child may dislike tender expressions such as hugging or kissing because it is an unpleasant sensory (not necessarily emotional) experience. Bright sunlight can be "blinding", certain colors can be avoided because they seem too intense, and the child can notice and become carried away by extraneous visual details, such as specks of dust floating in the beam of light.

A small child with Asperger Syndrome may limit themselves to an extremely meager diet, outright refusing to eat a particular texture, taste, smell, or temperature. Smells such as perfume or cleaning products can be actively avoided because they make the baby feel nauseous. There are also problems with a sense of balance, when a child is panicky afraid to take his legs off the ground and cannot stand hanging upside down.

On the other hand, there is a lack of sensitivity to certain sensory experiences, for example, not responding to certain sounds, not being able to feel pain when injured, or not needing warm clothing despite a very cold winter. The sensory system can be hypersensitive at one point, but hypersensitive at another. However, some sensory experiences can produce intense pleasure in a person, such as loud noises and tactile sensations from the vibration of a washing machine or different colors of street lighting.

Sensory overload

Children and adults with Asperger Syndrome often describe sensory overload. Claire Sainsbury, who has Asperger's Syndrome, describes her sensory problems at school this way:
“The hallways and hallways of almost any public school are a constant stream of echoes, fluorescent lights (special sources of visual and auditory stress for people on the autism spectrum), ringing calls, people bumping into each other, cleaning agent odors, and so on. As a result, anyone with sensory hypersensitivity and stimulus processing problems that are typical in autism spectrum states spends nearly all day in a state of near sensory overload ”(Sainsbury 2000, p.101).

Intense sensory experience, described by Nita Jackson as “dynamic sensory spasms” (N. Jackson 2002, p.53), as a result of which a person with Asperger Syndrome experiences extreme stress, anxiety and, in fact, “shock” in situations that are for other children are intense but enjoyable.

A child with sensory sensitivities becomes overly vigilant, is constantly stressed, and is easily distracted in a sensory-stimulating environment such as a classroom because he does not know when he will have to go through the next painful sensory experience. The child actively avoids certain situations, such as school hallways, playgrounds, crowded shops and supermarkets, which are characterized by overly intense sensory experiences. The fears associated with this anticipation can sometimes become very severe and can result in anxiety disorders, such as a phobia of dogs that may bark unexpectedly, or agoraphobia (fear of public places), as the home remains relatively safe and controlled by sensory experiences. A person may avoid social situations, such as attending a birthday, not only due to lack of confidence in knowledge of social conventions, but also due to increased level noise - the screams of children, bursting balloons. ...

Sound sensitivity

70% to 85% of children with Asperger Syndrome are extremely sensitive to certain sounds (Bromley et al. 2004; SmithMyles et al. 2000). Clinical observations and personal experiences of people with Asperger Syndrome suggest that there are three types of noise that they perceive as extremely unpleasant. The first category is unexpected, sudden sounds, which one adult with Asperger's referred to as “sharp”. These include dogs barking, a phone ringing, someone's coughing, school fire alarms, pen caps clicking, and crunching noises. The second category includes continuous high-pitched sounds, especially those emitted by small electric motors in household appliances such as food processors, vacuum cleaners, or toilet flushes. The third category includes confusing, complex, and multiple sounds, such as those found in large stores or at numerous social gatherings.

It can be difficult for a parent or teacher to show empathy for a person in a situation like this because typical people do not perceive such noises as unpleasant. However, an analogy can be drawn between this experience and the discomfort of many people from specific sounds, such as squeaking nails on a blackboard. The mere thought of such a sound is enough to make many people shudder in disgust.

Below are quotes from biographies of people with Asperger Syndrome that illustrate the intensity of such sensory experiences that cause pain or discomfort. The first excerpt belongs to Temple Grandin: “Loud, unexpected sounds still frighten me. My reaction to them is more intense than that of other people. I still hate balloons because I never know when one of them will burst and make me jump. Stable high-pitched sounds from a motor, such as a hairdryer or a fan in the bathroom, still bother me, but if the frequency of the motor sounds is lower, then there is no concern ”(Grandin 1988, p.3).

Darren White describes it as: “I am still afraid of the vacuum cleaner, mixer and shaker because they sound five times louder to me than they actually do. The bus motor starts with a thunderous clap, the motor sounds almost four times louder than normal, and I have to cover my ears with my hands most of the way ”(White and White 1987, pp. 224-5).

Teresa Jolliffe describes her hearing sensitivity as follows: “The following are just a few sounds that still upset me so much that I have to cover my ears to avoid them: screaming, noisy crowded places, touching polystyrene, noisy construction machines, hammers and drills , other electrical appliances, the noise of the surf, the creak of a marker or pen, fireworks. Despite all this, I am good at listening and playing music, and there are certain types of music that I just adore. Moreover, if I feel intense anger or despair about something, then music is the only thing that allows me to restore inner balance ”(Jolliffe et al. 1992, p. 15).

Liane Holliday Willie singles out several specific sounds that cause her extreme stress: “Voiced, shrill sounds at a high frequency seem to dig their claws into my nerves. Whistles, pipes, flutes, oboes and any close relatives of these sounds shake my peace of mind and make my world a very unfriendly place ”(Willey 1999, p.22).

Will Hadcroft explains how the anticipation of an unpleasant auditory experience creates a state of constant anxiety: “I am constantly nervous, I am afraid of literally everything. I hated trains that went under bridges over the railroad when I stood on them. I was scared that the balloon would burst, that the firecracker would be blown up at the party, that the Christmas cookies would start crunching. I was wary of anything that might make an unexpected sound. It goes without saying that I am terrified of thunderstorms, and even when I learned that only lightning is dangerous, the thunder still frightened me much more. Guy Fawkes Night [a British holiday traditionally celebrated with fireworks] is very stressful for me, although I really enjoy watching fireworks ”(Hadcroft 2005, p.22).

Acute auditory sensitivity can also be used as an advantage, for example, Albert knew when the train would arrive at the station a few minutes before his parents could hear him. In his words: “I can always hear it, but Mommy and Daddy can’t, and there is noise in my ears and body” (Cesaroni and Garber 1991, p.306). In my clinical practice, one child with a special interest in buses could identify every bus passing by his house by the noise it made. His secondary interest was the license plates of the cars, so that he could name the number of every passing bus, even though he did not see it. He also refused to play in the garden near the house. When asked about this, he replied that he hated the "flapping" of wings of insects such as butterflies.

The problem of "switching" and constant changes in the perception of sounds is possible. Such floating switches are described by Darren: “Another trick that my ears love is changing the volume of sounds around me. Sometimes, when other children spoke to me, I could barely hear them, and sometimes their voices sounded like gunshots ”(White and White 1987, p. 224).

Donna Williams explains that: “Sometimes people have to repeat a sentence to me several times, because I perceive it only in parts, as if my brain splits it into words and turns it into a completely meaningless message. It is as if someone were playing with the remote control and constantly turning the TV sound on and off ”(Williams 1998, p.64).

We do not know if sensory "switching" is associated with such intense attention to current activities that sound signals they simply cannot distract attention, or it really is a temporary and floating loss of perception and processing of auditory information. However, it is for this reason that many parents suspect that their young child with Asperger's Syndrome is deaf. Donna Williams says: “My mother and father thought I was deaf. They stood up behind me and took turns making a lot of noise, and I didn't even blink in response. I was taken for a hearing test. Testing has shown that I am not deaf, and this topic was closed. Years later, my hearing was tested again. This time it turned out that my hearing was better than average, that is, I heard a frequency that only animals usually hear. The problem with my hearing is that the awareness of sounds is constantly changing ”(Williams 1998, p.44).

How can a person with Asperger Syndrome cope with this hearing sensitivity? Some learn to focus or disconnect from certain sounds, which describes Temple Grandin: “When I was faced with loud or confusing sounds, I could not modulate them. I tried to either completely turn them off and leave or let them inside like a train. To avoid their influence, I completely disconnected from the outside world. Even as an adult, I still had problems modulating the incoming auditory information. When I use my phone at the airport, I cannot be distracted from the background noise, as this will also distract me from the voice on the phone. Other people can use the telephone in noisy places, but I cannot, although I have normal hearing ”(Grandin 1988, p.3).

Other techniques include humming under the breath, which allows you to block out external sounds, as well as intense focus on the current activity (this is a kind of complete absorption of one's activity, "bewitched" by it), which prevents the invasion of unpleasant sensory experience.

Strategies to Desensitize Sounds

First of all, it is important to identify which auditory experience is perceived as painfully intense when a child communicates his stress by covering his ears with his hands, flinching and blinking frequently in response to unexpected sounds, or simply telling an adult that he is unpleasant or painful from the noise. Some of these sounds can simply be avoided. For example, if the noise of the vacuum cleaner is too intense, then you can vacuum only when the child is at school.

There are several simple, practical solutions. One little girl with Asperger's Syndrome could not stand the creak of the chair legs when her classmates or a teacher moved the chair. We managed to get rid of this sound when the chair legs were covered. After that, the girl was finally able to concentrate on the content of the lessons.

Barriers can be used that reduce the level of auditory stimulation, such as silicone earplugs, which a person constantly carries in their pocket and can quickly put on whenever sounds become unbearable. Earplugs are especially useful in very noisy environments, such as a school cafeteria. In the above quote, Teresa Jolliffe suggests a different strategy, namely, “... if I feel intense anger or despair about something, then music is the only thing that allows me to restore inner balance” (Jolliffe et al. 1992, p. 15 ).

Today we are beginning to recognize that listening to music through headphones is a way to camouflage too intense external sounds. This allows the person to freely visit large stores or focus on work in a noisy classroom.

It is also helpful to explain the source and duration of a sound that is perceived as unbearable. Developed by Carol Gray "Social Stories"(TM) are extremely descriptive and can be adapted to talk about auditory sensitivity. A Social Story (TM) for a child who is sensitive to the sound of a hand dryer in public toilets includes a description of the function and design of the device, and reassures the child that the dryer will automatically shut down after a specified time. Such knowledge can reduce anxiety and increase noise tolerance.

Obviously, parents and teachers should be aware of the child's hearing sensitivity and try to minimize the level of unexpected sounds, reduce extraneous noises and conversations, and avoid specific listening experiences that are perceived as unbearable. This will help reduce the person's level of anxiety and help improve concentration and socialization.

There are two types of hearing loss therapy for children with autism and Asperger's syndrome. Sensory Integration Therapy (Ayers 1972) was developed by occupational therapists and builds on the revolutionary work of Jean Ayers. This therapy uses specialized play equipment to improve the processing, modulation, organization, and integration of sensory information. The treatment is a controlled and pleasurable sensory experience, which is organized by the Occupational Therapist for several hours a week. Typically, the course of such therapy lasts several months.

Despite the high popularity of this treatment, there is remarkably little empirical evidence for the effectiveness of sensory integration therapy (Baranek 2002; Dawson and Watling 2000). However, Grace Baranek argues in her review of the research literature that the lack of empirical data on sensory integration therapy does not mean that this treatment is ineffective. Rather, we can only say that this efficiency has not yet been objectively demonstrated.

Classroom integration therapy (AIT) was developed Guy Berard from France (Berard 1993). The therapy requires the person to listen to ten hours of electronic modified music through headphones twice a day for half an hour for ten days. An assessment is first performed using an audiogram to determine which frequencies are associated with hypersensitivity in this person... Then a special electromodulating and filtering device is applied, which randomly modulates the sounds with high and low frequency and filters out the selected frequencies that were established during the assessment using the audiogram. This treatment is expensive, and although there are anecdotal reports of some success in decreasing auditory sensitivity, there is generally no empirical evidence to support AIT (Baranek 2002; Dawson and Watling 2000).

While some sounds are perceived as extremely unpleasant, it is very important to remember that some sounds can be very enjoyable: for example, a small child may be obsessed with certain motives or the sound of a ticking clock. Donna Williams explains that: “However, there is one sound that I love to hear, and that is the sound of any metal. Unfortunately for my mother, the doorbell was in this category, so for many years I kept ringing it like a man possessed ”(Williams 1998, p. 45).

“Recently my mother rented a piano, and I have loved these ringing sounds since early childhood. I started tugging at the strings, and if I didn't chew them, I would tickle my ears with them. Likewise, I loved the sound of metal hitting metal, and my favorite objects were a piece of crystal and a tuning fork, which I carried with me for many years ”(Williams 1998, p.6.

Tactile sensitivity

Sensitivity to certain types of touch or tactile experience occurs in over 50% of children diagnosed with Asperger's syndrome (Bromley et al. 2004; Smith Myles et al. 2000). It can be extreme sensitivity to certain touches, pressure levels, or touching certain parts of the body. Temple Grandin describes the acute tactile sensitivity that she had in early childhood: “In infancy, I rejected attempts to touch me, and I remember getting older, I tensed, shuddered and pulled away from relatives when they hugged me” (Grandin 1984, p. 155).

For Temple, the types of touch used for social greetings or expressions of affection were too intense and overwhelmed, like a "tidal wave" of sensations. In this case, the avoidance of social contact is associated with a purely physiological response to touch.

A child with Asperger Syndrome may be afraid to be around other children due to the risk of sudden or accidental touching, and may avoid meeting with relatives because they are usually associated with expressions of affection, such as hugging and kissing, which are perceived as overly intense.

Leanne Holliday Willie recounts the following about her childhood: “It was impossible for me even to touch some objects. I hated dragging things, satin things, stabbing things, anything that was too tight to the body. Just thinking about them, imagining them, visualizing them ... as soon as my thoughts found them, I covered with goose bumps and chills, and a general state of discomfort set in. I constantly took off my clothes, even when we were in public places ”(Willey 1999, pp.21-2).

As far as I know, as an adult, Liane stopped behaving this way in public. However, in its recent email she informed me that she still has tactile sensitivity. According to her, sometimes she has to stop and go to the nearest store to buy some new clothes because she can no longer stand what she is wearing now. And I'm sure this is not just an excuse for my husband to justify the huge spending.

As a child, Temple Grandin also did not tolerate certain tactile sensations from certain types of clothing: “Some episodes of bad behavior were directly caused by sensory difficulties. I often misbehaved in church and yelled because my Sunday clothes felt different. During cold weather, when I had to go out into the street in a skirt, my legs hurt. Spiky coats drove me crazy. For most people, these feelings meant nothing, but for an autistic child, they were like sandpaper rubbed on unprotected skin. Certain types of stimulation were multiplied by my damaged nervous system... The solution would be to find Sunday clothes that feel the same as casual clothes. Even as an adult, I feel extreme discomfort with any new type of underwear. Most people are used to different types of clothes, but I can feel the clothes on me for hours. Now I buy casual and party clothes that feel the same ”(Grandin 1988, pp. 4-5).

A child may insist on a very limited wardrobe because it guarantees a consistent tactile experience. Parents have trouble washing this limited set of items and buying new clothes. If a child can tolerate a certain thing, then parents should buy several of the same things in different sizes to cope with the washing, wear and tear and growth of the child.

Certain areas of the body may be more sensitive. Most often these are the child's head, arms and hands. A child can experience tremendous stress while washing their hair, cutting their hair or brushing. Stephen Shore describes his reaction to haircuts as a child: “The haircut was significant. It hurt! To somehow reassure me, my parents said that the hair was dead and that they did not feel anything. It was impossible to articulate that my discomfort was due to the pulling of hair on my skin. If someone else washed my hair, that was also a problem. Now that I am older, my nervous system has matured and cutting is no longer a problem ”(Shore 2001, p.19).

A negative experience with a haircut can also be related to auditory sensitivity, such as aversion to the “harsh” sound of scissors cutting hair or vibrations from an electric shaver. Another problem may be the reaction to the tactile sensations of hair that falls on the face and shoulders of the child, and for very young children, the situation is complicated by the lack of stability - they sit in an adult chair where their feet do not even touch the floor.

Asperger noted that some of the children he observed did not tolerate the sensation of water on their faces. Leah wrote to me explaining the phenomenon in this way: “As a child, I always hated taking a shower and preferred to take a bath. The sensation of water hitting my face was completely unbearable. I still hate this feeling. I hadn't bathed for weeks, and I was shocked when I learned that the rest of the children took a shower regularly, and some did it every day! "

Obviously, this feature negatively affects personal hygiene, and this, in turn, can interfere with communication with peers. Tactile sensitivity can also lead to rejection of certain activities in school. A child with Asperger Syndrome may find the glue on their skin unbearable, refuse to paint with their fingers, sculpt with plasticine, or participate in theatrical performances because they don't like the feel of the costumes. Overreaction to tickling is also possible, as well as overreaction to touching certain areas of the body, such as touching the lower back. When teens find out about this, they may be tempted to tease and torture a teenager with Asperger Syndrome by poking a finger in the back and enjoying his frightened reaction and apparent discomfort.

Tactile sensitivity can also affect the sensory and sexual relationship between an adult with Asperger's and his partner (Aston 2003; Hénault 2005). Everyday expressions of affection, such as a hand resting on your shoulder for comfort or expressing love with a tight hug, are far from pleasant experiences for someone with Asperger Syndrome. The typical partner of such a person may worry that his gentle touch does not bring joy, or that the person with Asperger's Syndrome rarely uses it himself. More intimate touching, which is supposed to generate mutual sexual pleasure, can be unbearable for someone with Asperger Syndrome and tactile sensitivity, rather than pleasant at all. Rejection of physical touch during moments of sexual intimacy is usually associated with sensory problems, and not at all with a lack of love and desire for a relationship.

Strategies for Reducing Tactile Sensitivity

What can be done to reduce tactile sensitivity? Family members, teachers, and friends need to be aware of perceptual difficulties and possible responses to certain types of tactile experiences. They should not force a person to endure sensations that can be avoided. A young child with Asperger Syndrome may play with toys or engage in educational activities that do not elicit a tactile defensive response (a technical term for being hypersensitive to certain tactile experiences). Sensory integration therapy can reduce tactile defensive responses, but as discussed in the section on auditory sensitivity, there is a lack of empirical evidence for the effectiveness of sensory integration therapy.

Family members can reduce the frequency and duration of expressions of affection during greetings. A person with Asperger Syndrome should be warned when and how they will be touched so that the tactile sensations will not be unexpected and are less likely to cause panic. Parents can remove all labels from their child's clothing and encourage them to tolerate washing and cutting. Sometimes a head massage helps - the parent slowly but firmly rubs the child's head and shoulders with a towel, and only then uses scissors or a typewriter. This helps to reduce the sensitivity of the baby's head beforehand.

Sometimes the problem is the intensity of the touch, when the light touch is most unbearable, and the intense pressure on the skin is acceptable and even pleasant. Temple Grandin found that the strong pressure and squeeze was pleasurable and soothing: “I pulled back and tensed when they hugged me, but I just wanted to be rubbed on my back. This rubbing of the skin had a calming effect. I dreamed of deep pressure stimulation. I would crawl under the sofa cushions and persuade my sister to sit on them. The pressure was very calming and relaxing for me. As a child, I loved to climb into all the small and narrow spaces. That way I felt safe, calm, and protected ”(Grandin 1988, p.4).

She subsequently created a "squeeze machine" that is lined with foam and wraps around her entire body to provide strong pressure. She found that the machine had a calming and relaxing effect that gradually reduced her sensitivity.

Liane Holliday Willie took intense tactile pleasure when she was underwater. In her autobiography, she writes: “I found peace under the water. I loved the feeling of floating underwater. I was liquid, calm, smooth, I was muffled. The water was hard and strong. She supported me safely in her black, stunning darkness and offered me silence - pure and effortless silence. The entire morning could pass unnoticed as I swam underwater for hours on end, straining my lungs in silence and darkness, until they forced me to draw air again ”(Willey 1999, p.22).

Thus, some individual tactile sensations can be very pleasant, but having a tactile defensive reaction not only affects a person's mental state, it also negatively affects interpersonal relationships, since typical people often touch each other. The suggestion to “reach out to your neighbor” can sound quite intimidating to someone with Asperger's Syndrome.

Sensitive to tastes and smells

Parents often report that their young child with Asperger Syndrome has an amazing ability to recognize odors that other people do not even notice, and can be unusually picky about food. More than 50% of children with Asperger's Syndrome have olfactory and gustatory sensitivities (Bromley et al. 2004; Smith Myles et al. 2000).

Sean Barron explains his perception of the taste and texture of food: “I have huge problems with food. I only like to eat lean and simple foods. My favorite dishes are dry cereals without milk, pancakes, pasta and spaghetti, potatoes, including potatoes with milk. Since these are the foods I ate at the very beginning of my life, they soothe and comfort me. I never wanted to try something new.

I've always been hypersensitive to the texture of food, I need to touch everything with my fingers to determine how it feels before I put it in my mouth. I just hate it when food mixes up, like noodles with vegetables or bread with toppings for sandwiches. I definitely can't put anything like that in my mouth. I know it will just make me vomit violently ”(Barron and Barron 1992, p.96).

Stephen Shore had a similar sensory experience: “Canned asparagus is unbearable to me because of its slimy texture and I didn’t eat tomatoes. whole year after a small tomato burst in my mouth while eating. The sensory stimulation from the explosion of a small vegetable in my mouth was simply unbearable, and I was terrified of repeating such an experience. Carrots in green salad and celery in tuna salad are still unbearable for me because the difference in texture between carrots with celery and tuna is too great. I like to eat celery and small carrots separately. It happened, especially in childhood, when I only ate in batches - I ate one thing on a plate and only then moved on to the next product ”(Shore 2001, p.44).

A small child may insist on an extremely lean and restricted diet, such as only boiled rice or sausages and potatoes every night for several years. Unfortunately, hypersensitivity and the consequent avoidance of harsh or "wet" textures in foods and combinations of certain foods can be a source of stress for the entire family. Mothers can become desperate because their child does not even want to hear about new or more nutritious food. Fortunately, most children with Asperger Syndrome who have given view sensitivities find themselves able to expand their diet as they grow older. For many children, this feature almost completely disappears by early adolescence.

Some foods may have an element of tactile defensiveness. We see this reaction when a person sticks a finger down his throat. It is an automatic reflex to get rid of a hard object in the throat that is extremely unpleasant. However, a child with Asperger Syndrome may also respond to high-fiber foods in the mouth and not just in the throat.

Sometimes a child will refuse a certain fruit or vegetable because of their sensitivity to certain odors. While a typical child or adult may find a scent pleasant and appetizing, a child with Asperger Syndrome may suffer from olfactory sensitivities and variations in perception, and the scent may be downright nauseous to them.

When I ask children with Asperger Syndrome who have this trait to describe the different scents they smell when they eat, such as a ripe peach, they give responses like "it smells like urine" or "it smells like rot". Olfactory sensitivity can lead to severe nausea from the smell of someone else's perfume or deodorant. One adult told me that he perceives the smell of perfume as the smell of insect repellants. A child with olfactory sensitivities may avoid the smell of paint and paint supplies at school, and may refuse to enter a dining room or room that has used a particular cleaning agent.

An increased sensitivity to odors may have benefits. I know several adults with Asperger Syndrome who combine a keen sense of smell with a special interest in wines. As a result, these people have been able to become world renowned wine experts and winemakers. When Liane Holliday Willie walks up to her table in the restaurant, her keen sense of smell allows her to immediately tell the waiter that the seafood is a little overdue and could make her sick. She can also smell her daughters' breath that they are getting sick (in person).

Strategies for increasing dietary diversity

It is very important to avoid force-feeding or fasting programs to encourage dietary diversity. The child suffers from hypersensitivity to certain foods: it is not just a problem of behavior when the child is deliberately disobedient and stubborn. However, it is important for parents to ensure that their child eats a variety of foods, and a nutritional professional can develop guidelines for a nutritious but child-friendly diet.

With age, this sensitivity gradually decreases, but fears of food and constant avoidance may remain. In this case, a clinical psychologist can conduct a systematic desentization program. The child is first encouraged to describe their sensory experiences and identify the foods they find least unpleasant that they can try with the necessary support. When offering low preference food, the child is initially encouraged to only lick and taste it, but not chew or swallow. Experimenting with different sensations from food, the child should be relaxed, there should be a supportive adult nearby, he should be congratulated and praised, even rewarded for showing courage and trying something new. A sensory integration therapy program can also be helpful.

However, diet Some adults with Asperger Syndrome will remain very limited, they will always eat the same set of foods that must be prepared and served in the same way throughout their lives. Well, at least with years of practice, preparing these dishes will become as efficient as possible.

Visual sensitivity

Sensitivity to a certain level lighting or colors, and distortions of visual perception are observed in one in five children with Asperger's syndrome (Smith Myles et al. 2000). For example, Darren mentions how "on sunny days my vision gets blurry." From time to time, he has a sensitivity to a particular color, for example: “I remember one day at Christmas I was given a new bike. It was yellow. I refused to look at him. Red paint was added, which made it appear orange and made it feel like it was on fire. In addition, I did not see the blue very well, it seemed too light and looked like ice ”(White and White 1987, p.224).

On the other hand, there may be an intense fascination with various visual details, looking at dots on the carpet or spots on someone else's skin. When a child with Asperger's Syndrome has an innate talent for drawing, and when this is combined with his special interest and drawing practice, the result can be paintings that are literally photographic realism. For example, a young child who is interested in trains can carefully sketch railroad scenes in perspective, including the smallest details when drawing locomotives. At the same time, the people present in the picture can draw in a manner characteristic of this age without attention to detail.

There are reports of visual distortion in Asperger's syndrome. Darren describes them as follows: “I hated small stores because they felt so much smaller than they actually were” (White and White 1987, p. 224).

This can lead to fear or anxiety in response to certain visual experiences, as mentioned by Teresa Jolliffe: “Perhaps it was that what I saw did not always make the right impression. As a result, I was frightened by a lot - people, especially their faces, very bright lights, crowds, sudden movement of objects, large cars and unfamiliar buildings, unfamiliar places, my own shadow, darkness, bridges, rivers, canals, streams and the sea ”(Jolliffe et al. 1992, p. 15).

Certain types of visual experiences can be confusing, such as the light that bounces off the blackboard in the classroom, making the text on the blackboard impossible to read, or the person constantly being distracted by the experience. Liane Holliday Willie describes it this way: “Bright lamps, midday sun, flashing lights, reflected lights, fluorescent lights that literally tore my eyes. Together, the harsh sounds and bright lights quickly overwhelmed my senses. My head sank, my stomach turned inside out, my heart rate went off scale until I found a safe place ”(Willey 1999, p.22).

In her email to me, Carolyn explains that: “Fluorescent lights annoy me not only with their light, but also with their blinking. They cause "shadows" in my vision (which were very scary as a child), and if I stay under them long enough, it causes confusion and dizziness, which often ends in migraines. "

There are descriptions of people who were unable to see something clearly visible, even if that is what they were looking for (Smith Myles et al. 2000). A person with Asperger's Syndrome may be more likely to suffer from the phenomenon when they cannot see "what is right under your nose." The child may ask where his book is, although it lies right in front of him on the table, and everyone around him can see it, but the child does not understand that this is the book he is looking for. This often infuriates both the child and the teacher.

However, not all visual experiences are negative. For a person with Asperger's Syndrome, visual stimulation can be a source of intense pleasure, for example, when they observe visual symmetry. Young children may gravitate towards any parallel lines, such as rails and sleepers, fences, power lines. An adult with Asperger Syndrome can transfer interest in symmetry to architecture. Liane Holliday Willie has a remarkable knowledge and passion for architecture: “To this day architectural design remains my favorite subject, and now that I have grown older, I enjoy this interest, completely surrender to the joy that it brings me. In many ways, this is the elixir that always heals me. When I feel exhausted and stressed, I pull out my books on architecture and design history and consider the various spaces and arenas that make sense to me, linear, rectangular and solid buildings that are the very embodiment of balance ”(Willey 1999, p.4.

Several famous architects may have had personal characteristics associated with Asperger's Syndrome. However, the love of symmetry in buildings can also have a negative side. Liane explained to me that if she sees asymmetric buildings or, as she says, “flawed” designs, then she feels nauseous and intense anxiety.

Strategies to reduce visual sensitivity

Parents and teachers can avoid situations in which the child will be exposed to intense and disturbing visual sensations. For example, you may not sit your child on the sunny side in the car or at the most lighted desk. Another approach is to wear sunglasses outdoors to avoid strong light or direct sunlight, and a protective shield around the desk or work area that blocks out unnecessary visual information.

Some children have a natural "screen" - they grow long hair that covers their face like a curtain and serves as a barrier to visual (and social) experience. Worrying about the perceived intensity of colors can lead to a child wanting to wear only black clothes, and very often this has nothing to do with fashion.

There are additional programs that can reduce a child's visual sensitivity. Helen Irlen has developed stained glass windows that improve visual perception and reduce perceptual overload and visual distortion. Colored non-optical lenses (Irlen filters) are designed to filter the frequency of the light spectrum to which a particular person is sensitive. First, a preliminary assessment is carried out using a special questionnaire and testing, which allows you to choose the appropriate color. There are currently no empirical studies that support the value of lenses for people with Asperger Syndrome, but I personally know several children and adults who report that Irlen lenses significantly reduced their visual sensitivity and sensory overload.

Behavioral optometrists have developed vision therapy that retrains the eyes and brain structures that are responsible for visual information. Potential visual dysfunction and any compensatory mechanisms, including tilting and turning the head, use of peripheral vision, and preference to look with one eye, are assessed first. The complementary therapy program is conducted through daily therapy sessions and homework assignments. Until now, there is no empirical evidence to support vision therapy for people with Asperger's Syndrome.

It is very important to remember that when a person with Asperger Syndrome is experiencing extreme stress or excitement, it may be helpful for them to retire to an area or room where they can calm down, away from other people. Sensually, this room should be soothing. This can include very symmetrical furniture, calm carpet and wall colors, no sounds, no smells, no unpleasant tactile sensations.

A sense of balance and movement

Some children with Asperger Syndrome suffer from problems with the vestibular system that affect their sense of balance, perception of movement, and coordination (SmithMyles et al. 2000). Such a child can be called "gravitationally insecure." He begins to feel anxious if his feet do not touch the ground, feels disorientated if he needs to suddenly change his body position in space, for example, when playing with a ball.

A sense of balance can also play a role if the person experiences severe discomfort when they lower their head down. Liane Holliday Willie explains that: “Movement is not my friend. My stomach twitches and twists inside out when I look at the merry-go-round or drive uphill or turn a corner too quickly. When my first child was born, I quickly learned that my vestibular problems extended beyond rides and car rides. I couldn't rock my girls. I could rock them, and I did it even in a rocking chair ”(Willey 1999, p.76).

On the other hand, I have known children with Asperger Syndrome who enjoyed roller coasters to such an extent that these rides became their special interests. It is pleasant to listen to them and look at them.

We are just beginning to study the problems of children and adults with Asperger's with the vestibular system, but if the child has problems with balance and movement, then he can recommend sensory integration therapy.

Perception of pain and temperature

A child or adult with Asperger Syndrome can seem like a real stoic - he does not even flinch or show the slightest stress in response to pain that would be unbearable for other people. Often, the child notices a bruise or cut, but does not remember where he got it from. Splinters are removed without problems, hot drinks are drunk without hostility. On a hot day, a person walks in warm clothes, and in cold weather he insists on summer clothes. You might think that he lives by some kind of special thermometer.

Hypersensitivity or hypersensitivity to pain occurs in Asperger's syndrome (Bromley et al. 2004). A low pain threshold for some types of pain and discomfort can cause a violent reaction in the child, and peers can tease him for it "crybaby". However, it is much more common for children with Asperger's Syndrome to be pain-sensitive. A high pain threshold was described to me by the father of a teenager with Asperger Syndrome: “Two years ago, my son came home with a badly injured leg, covered in bruises and countless cuts. I ran to get the first aid kit. When I returned, I told him to sit down so that I could handle his injuries, but he didn’t understand what I was talking about. He said "it's okay, it doesn't hurt at all" and "it happens all the time" and went to his bedroom. Until he was 18 years old, this happened every now and then. He also doesn't feel cold the way other people do. In winter, he rarely wore a coat and wore short-sleeved shirts to school all the time, and he was very comfortable. "

I once met a young American with Asperger Syndrome by chance while vacationing in the Australian desert in the winter. We both ended up in a group of tourists who were having dinner outside so we could enjoy the view of the beautiful desert stars and listen to the astronomer's evening lecture. However, the temperature was unbearably cold and everyone, with the exception of the person with Asperger's Syndrome, complained of the cold and wore several layers of warm clothing. The young man came to dinner in one T-shirt and refused the warm clothes offered by his companions. He explained that he was already fine, but his sight in the cold night desert caused discomfort to everyone around him.

Carolyn described another example in her email. She reported: “My reaction to pain and temperature is similar to my reaction to ordinary or traumatic events. At low stimulation my response is exaggerated, but at high stimulation the sensations are muted and I can function better than normal. Trivial events can drastically undermine my ability to function, but real trauma allows me to think logically and act calmly and effectively when others panic in a similar situation. ”

Asperger noted that one in four children he observed had a delay in toilet training (Hippler and Klicpera 2004). It is possible that these children find it difficult to perceive signals of discomfort from Bladder and intestines, which leads to "accidents".

Lack of response to discomfort, pain, or extreme temperature can be very disruptive. little child with Asperger's Syndrome avoid dangerous situations, which leads to frequent visits to the local emergency room. Medical workers may be amazed at the child's behavior or believe that his or her parents are not looking after him properly.

Parents are often very concerned about how to understand if their child is in chronic pain and needs medical attention. Ear infections or appendicitis can progress to dangerous levels until known. Side effects drugs may go unnoticed. Toothache and menstrual pain may never be mentioned. One child's parents noticed that he was not himself for several days, but he did not mention any significant pain. After some time, they went to the doctor, and he diagnosed a displacement of the testicle, which had to be removed.

The sensory world of an ordinary person.

To function and participate in the world around us, we must use our senses. These feelings provide people with unique experiences and allow us to interact with each other and participate in various events. They help us understand our surroundings and respond to it. They play a significant role in determining how we should behave in a given situation. Imagine for a second what will happen when one or all of your feelings disappear altogether, or become so strong that our body and brain will simply be unbearable to bear such a load. For example, imagine that you have lost your hearing. Or vice versa: the sounds have become so bad. sharp and loud, that it will cause us unbearable suffering. This is called sensory integration dysfunction. This is exactly what happens to many people on the autism spectrum, as well as other conditions that include Mental Retardation Syndrome.

The sensory world of autism.

It is the dysfunction of sensory integration that explains the “strange” behavior of a person with autism: stereotypes, rituals, self-stimulation, auto-aggression, echolalia. your unique world….
Here is the phrase of a person with autism that most accurately describes their feelings:

“When I have sensory overload, I just 'shut off'; what is called fragmentation begins ... ... it's very strange, it's like trying to watch 40 channels on TV at the same time. "

Or, for example, my son: when he gets to a place where there are many acquaintances and strangers, be it a store, a market, a clinic, someone's birthday, he turns on his "protection" from excessive sensory influence in several ways. "Withdraws into himself", and when he is in such a state of "excessive thoughtfulness", it is very difficult to reach him; either he uses a more “gentle” way - he sits down at the computer or plays games on his cell phone ... Of course, he did not learn to “cope” right away. At first there were terrible tantrums, it was impossible to bring him to the store, go to visit him, be present at the matinee in kindergarten, etc., but he nevertheless "integrated" into society, but in accordance with his personal characteristics. Well, as he grows and develops, he already interacts with people more and more and "blackouts" are much less frequent.

Sensory integration

Ayres (1979, in Smith Myles et al, 2000) defines sensory integration as "organizing sensations for later use." This process involves the transformation of sensations into perception.
The central nervous system (brain) processes all of the sensory information that the body's various sensory systems send and helps organize, prioritize, and understand that information. Based on this, she is also capable of a response: it can be thoughts, feelings, a motor response (behavior), or a combination of all of the above. Throughout our body, there are receptors that respond to sensory stimuli. Our hands and feet contain the most of these receptors. In most cases, the processing of sensory information is automatic.
Sensory systems can be divided into six areas. The difficulties in each of them can be divided into two parts: very high sensitivity (VHF) and very low sensitivity (VLF). However, it is important to remember that the differences / problems of some people can include very high and very low sensory sensitivity at the same time. So, let's look at each area of ​​the sensory system separately, and also find out what kind of dysfunction a person with autism experiences in each of these systems. ...

Balance (vestibular system)
It is located in the inner ear and provides information about the position of our body in space and its speed, direction and movement in relation to the action of gravity. It is fundamental to maintaining balance and posture. In a person on the autistic spectrum, differences / problems with this system include:

VLF
- the need to swing, swing, rotate, run and "wind" back and forth without a certain direction.

VHF
- problems with activities that involve movement, such as participating in sports
- problems stopping quickly or while driving
- motion sickness in a car, plane.
- problems with activities during which the head does not look straight or the feet are not on the ground

Feeling of your own body (proprioceptive system)

Located in muscles and joints, our proprioceptive system tells us where our body is. It also informs us about where each part of our body is and what movements it makes. In a person on the autistic spectrum, the differences / problems of this system include:

VLF
- excessive closeness - a person constantly gets too close to other people / poorly understands the concept of personal bodily space
- problems with navigation around the room and avoidance of obstacles; "stumbles" on furniture, cannot lower his head enough to avoid hitting a tree branch, etc.
- often collides with other people.

VHF
- problems with fine motor skills and handling small objects (buttoning, tying shoelaces)
- moves the whole body to look at something, unfriendly movement of the arms when walking.

Smell (olfactory system)

We sense smell through chemical receptors in our nose that report smells in our environment. Smell is a feeling that is often neglected and often forgotten. However, this is the first feeling we rely on. In a person on the autistic spectrum, the differences / problems of this system include:

VLF
- some people do not smell at all, do not even notice a strong stench
- some people can lick things

VHF
- hypersensitivity and strong reactions to odors
- problems using the toilet
- dislike of animals and people who use perfumes, shampoos with a strong odor, etc.

Vision (visual system)

Located on the retina of our eyes and responding to light, our vision helps us distinguish between objects, people, colors, contrast and location in space. In a person on the autistic spectrum, differences / problems with this system include:

VLF
- can perceive objects as darker than they really are, poorly recognize lines and outlines of objects
- some may concentrate on peripheral vision because vision in the center seems blurry; others say that objects in the center of vision look exaggerated and objects in the periphery look blurry
- problems with depth perception - difficulty in throwing and catching objects, clumsiness

VHF
- cases of distorted visual perception, it seems that objects and bright light "jump" around, "cut" the eyes.
- fragmentation of visual images due to too many sources
- focusing on small details (such as grains of sand) seems more enjoyable than looking at the whole picture

Hearing (auditory system)

Located in the inner ear, this system informs us about sounds in the world around us. This is the most widely recognized aspect of sensory impairment. In a person on the autistic spectrum, the differences / problems of this system include:

VLF
- only one ear hears sounds, the other ear hears only partially or does not hear at all
- a person does not recognize certain sounds
- enjoys noisy places, kitchens, deliberately knocks on the door or objects

VHF
- the loudness of the noise is exaggerated, the surrounding sounds are perceived as distorted and confused
- inability to "turn off" from the surrounding noise - difficulty concentrating
- some have a lower hearing threshold, which makes them extremely sensitive to auditory stimulation, for example, they can perfectly hear a conversation at a great distance
These hearing impairments can directly affect the ability to communicate and maintain balance.

Touch (haptic system)

Located in the skin, the largest organ in the body, this system recognizes touch, pressures, pain levels and helps distinguish between temperature (hot or cold).
Touch is a significant component of social development. They help us evaluate the environment we are in and help us respond accordingly. In a person on the autistic spectrum, the differences / problems of this system include:

VLF
- squeezes other people a lot
- very high pain threshold - poor feeling of temperature / pain
- practices self-harm (auto-aggression)
- enjoys having heavy things on it

VHF
- touching can be painful or uncomfortable, often leading to complete avoidance of any touch, which can have a devastating effect on relationships with other people
- does not like to put anything on hands or feet
- problems with combing and shampooing
- prefers strictly defined types of clothing or fabric

“Every time someone touches me, it hurts; my whole body seems to be on fire. ”- Gillingham, G. (1995). p. 3

Taste (gustatory system)

Using chemical receptors in the tongue, this system tells us about different tastes - sweet, sour, bitter, salty, and spicy. People often begin to severely restrict themselves in their diet if their taste buds are too sensitive. In a person on the autistic spectrum, the differences / problems of this system include:

VLF
- likes very spicy food
- eats literally everything - earth, grass, cloth, toothpaste, etc.

VHF
- some tastes and foods are perceived as too intense and unbearable
- a certain structure of food causes discomfort, some children agree to eat only very soft foods, for example, mashed potatoes or ice cream

Additional sensory difficulties

Synesthesia

This is a rare condition not associated with autism, but some people on the autism spectrum report similar experiences. Synesthesia means that there is confusion between different sensory channels of information. Sensory experiences from one system are processed by another system. For example, a person hears sound (auditory system) but sees color as a result (visual system).

Assistance strategies.

A better understanding of the sensory world of people on the autistic spectrum can help them create a more comfortable experience. environment and avoid sensory overload.
Remember that sensory dysfunction may be the cause of any problem, and always study your environment.
Use your imagination to come up with positive sensory experiences and / or strategies.
Always warn of possible sensory stimuli your child might encounter, such as loud crowded places.

Sensory integration therapy

Sensory integration therapy involves soft contact with a variety of sensory stimuli. The goal of this therapy is to enhance, balance and develop the processing of sensory stimuli by the central nervous system.

Integration activities and ideas for the vestibular system

Encourage activities that promote the development of the vestibular system - rocking horses, swings, carousel and rocking chairs, and hippotherapy.

Divide activities into small steps, use visual cues to mark the finish line (eg colored tape) or reward.

Ideas for the proprioceptive system

With low touch sensitivity.
- place furniture against the wall of the room to make navigation easier
- mark borders with bright tape on the floor
- instill the "arm's length" rule for other people

With high touch sensitivity.
All types of activities for the development of fine motor skills, any type of handicraft, beading, drawing and coloring. Obligatory study of materials of various textures.

Ideas for the olfactory system

With low touch sensitivity.

Using strong-smelling substances as a reward or diverting attention away from unacceptable olfactory stimuli
-aromatherapy.

With high touch sensitivity.
- using odorless cleaning products and shampoos, avoiding wearing perfume, ridding the environment of odors as much as possible

Ideas for the visual system

With low touch sensitivity.

Increase the use of visual stimulation, Snoezelen therapy.

With high touch sensitivity.
- avoid fluorescent lamps by using colored lamps instead
- Sunglasses
- Create a fenced-in classroom workspace: a space or desk with high walls or screens on both sides to block unnecessary visual stimulation from the front and sides
- use impervious curtains

Hearing system ideas
Music therapy. Tomatis method.
The benefits of music therapy have been rediscovered and it is often applied to people on the autistic spectrum. Music therapy provides unique opportunities for communication, communication and self-expression.

With low touch sensitivity.
- close doors and windows to reduce outside sounds
- prepare your child for visiting a noisy or crowded place
- earplugs
- audio player
- creation of a fenced-in workplace

With high touch sensitivity.
- accompany any actions with visual cues: objects, cards, toys.

Tactile system ideas

With low touch sensitivity.
- heavy blankets, sleeping bags, massage mats, rubbing with a hard washcloth, developing fine motor skills, working with materials of different texture and density.

With high touch sensitivity.
- always warn the child that you are going to touch him, approach him only from the front
- remember that hugging can be painful rather than comforting
- gradually introduce the child to different textures - prepare a box of materials for this
- teach your child to act independently to adjust sensitivity (for example, brushing hair and washing)
…

Some types of sensory impairments, their causes and approximate ways to overcome these problems.

Choosy eater - hypersensitivity to the taste or texture of food, possibly an inability to feel food in the mouth - gradually becoming familiar with the sensations of different textures in the mouth, for example, flannel, toothbrush, food; use small portions, change the texture of food. Encourage activities that involve the mouth, such as whistles, blowing bubbles, and drawing with a straw.

Chews everything, including clothes and objects - perhaps finds it relaxing, enjoys the tactile sensations - straws, latex-free chewing rings, hard gum (chilled in the refrigerator).

Refuses to wear certain clothes - doesn't like a certain structure or pressure on the skin, turns the clothes inside out to avoid seams - remove any labels or stickers, only allow him to wear clothes in which he feels comfortable.

Difficulty falling asleep - it may be difficult to block out sensations, especially visual and auditory ones - use opaque curtains, let your child listen to music to block outside sounds, use heavy blankets.

Cannot concentrate in class - perhaps too many sensory sensations: too noisy (talking, ringing, chairs squeaking on the floor), many visual stimuli (people, paintings on the walls), it may be difficult to hold a pencil or pen (too hard / cold) - Place your child away from doors and windows, use furniture to create a distraction-free area or, if possible, a personal workspace, try different textures to make a pencil or pen more comfortable.

Awkward, can not properly circle the object, human is the low sensitivity of the proprioceptive sensory system and balance. Recommended activities: outdoor games - jumping rope, swimming, hippotherapy, games in which you need to maintain balance (bicycle, scooter, skates, etc.), playing with a ball, swinging, sliding, lying on your stomach with support on your elbows, throwing objects ,.

Feeling: properties, characteristics, functions, types.

Sensory adaptation and interaction of sensations. Sensitivity, its dynamics and measurement methods.

Perception: definition, properties, functions, types.

Theories of perception. Methods for studying perception.

Attention: concept, types, properties. Development of attention.

Study methods and techniques for diagnosing attention.

Memory as a mental process. Memory theory.

Memory: types, types, forms, functions. Individual characteristics of memory and its development.

Memory processes. Methods for studying memory.

Thinking as a mental process: types, forms, operations.

Thinking and speaking. Development of thinking.

Theories of thinking. Experimental studies of thinking.

Intelligence: definition and models. Intelligence diagnostic methods.

Imagination: definition, types, mechanisms. Individual characteristics and the development of imagination.

Imagination and creativity. Methods for studying personality creativity.

Emotions, feelings, mental states. Theories of emotions.

Functional states of the body and psyche.

Emotional stress. Regulation of emotional states.

Will. Arbitrary regulation of human activity and behavior.

Motivational sphere of personality and its development. Motivation theory.

Classification of motives and needs. Methods for studying motivation.

Methodology for the experimental study of personality.

Psychodynamic direction in the study of personality (S. Freud, K. G. Jung, A. Adler).

Dispositional theory of personality (Allport).

Factorial approach to personality research. Structural theory of personality traits (R. Cattell).

Typological approach to the study of personality (Eysenck).

Socio-cognitive direction in personality research (A. Bandura, J. Rotter).

Humanistic direction in the study of personality (A. Maslow, K. Rogers).

The concept of social character in the works of E. Fromm.

Research of personality in Russian psychology (B. G. Ananiev, L. I. Bozhovich, A. N. Leontiev, V. N. Myasishchev, S. L. Rubinstein, D. N. Uznadze).

Psychological characteristics of temperament. Modern models of temperament.

Character, its structure and methods of study. Formation of character.

Accentuation of character. Classification of types of character accentuations (K. Leonhard, A.E. Lichko).

Abilities and inclinations. Types and levels of development of abilities. Ability diagnostics methods.

Developmental psychology and developmental psychology

Subject, branches and tasks of developmental psychology. Research methods in developmental psychology.

Conditions and driving forces of mental development. The problem of the relationship between learning and mental development (E. Thorndike, J. Piaget, K. Koffka, L. S. Vygotsky).

Operational theory of intellectual development by J. Piaget.

Epigenetic theory of psychosocial development by E. Erickson.

The theory of mental development by L. S. Vygotsky, D. B. Elkonin.

Mental development in early childhood (infancy and early childhood itself).

Mental development in preschool age. Psychological readiness for schooling.

Mental development in primary school age. Self-esteem and social motives of a younger student.

Potential crisis in adolescence. Personal development in adolescence and early adolescence.

Features of mental development during periods of maturity (S. Buhler, E. Erickson).

Social Psychology

The subject and tasks of social psychology. Specificity of social and psychological research.

Attributive processes. Fundamental attribution error.

Social attitudes. Ways of forming beliefs.

The relationship between social behavior and attitudes.

Conformism: Classic Experiments. Types of conformism, factors of manifestation.

Aggression: factors of occurrence and weakening. Theories of aggression.

Emotional aspects of interpersonal relationships: friendship, love, affection. Interpersonal attraction.

Altruism: Personal and Situational Influences. Altruism theories.

Prejudices in social relations: preconditions and consequences.

Group as an object of social and psychological research. Group processes.

Types, functions, causes and dynamics of the conflict. Strategies and methods for resolving conflicts.

Communication: structure, types, functions, means. Development of the subject's communicative competence.

Pedagogical psychology

Subject, tasks, methods of educational psychology. The main problems of educational psychology.

The psychological structure of the activities of the subjects of the educational process. Comparative analysis of the components of teaching and learning.

Development of motivation for educational activities of schoolchildren and students.

Basic didactic principles of developing education L. V. Zankova.

The theory of developing education by D. B. Elkonin - V. V. Davydova.

The theory of the phased formation of mental actions by P.Ya. Galperin.

The concept of problem learning by A.M. Matyushkin.

A.A. Verbitsky's theory of sign-contextual learning.

Development of the teacher's professional activity. Psychological requirements for the personality of the teacher.

Forms and methods of organizing educational activities. Active teaching methods.

Psychology teaching method

Subject, goals and objectives of the course "Methods of teaching psychology."

Types of lectures. Features of the problem lecture.

Features of the organization of seminars and practical classes in the course of psychology.

Game and training forms of organization of training in psychology.

Organization of students' independent work.

Forms and methods of knowledge control in teaching psychology.

Pedagogical technologies of contextual learning in teaching psychology.

Technical means in teaching psychology. Problems of computerization of education.

1. Sensory adaptation and interaction of sensations. Sensitivity, its dynamics and measurement methods.

Speaking about the properties of sensations, we cannot but dwell on a number of phenomena associated with sensations. It would be wrong to assume that the absolute and relative sensitivity remain unchanged and their thresholds are expressed in constant numbers. Studies show that sensitivity can vary over a wide range. For example, in the dark, our vision sharpens, and in strong light, its sensitivity decreases. This can be observed when you move from a dark room to light or from a brightly lit room to darkness. In both cases, the person is temporarily "blind", it takes some time for the eyes to adapt to bright light or darkness. This suggests that, depending on the environment (illumination), a person's visual sensitivity changes dramatically. Studies have shown that this change is very large and the sensitivity of the eye in the dark is exacerbated 200,000 times.

The described changes in sensitivity, depending on environmental conditions, are associated with the phenomenon of sensory adaptation. Sensory adaptation is a change in sensitivity that occurs as a result of the adaptation of a sense organ to stimuli acting on it. As a rule, adaptation is expressed in the fact that when sufficiently strong stimuli act on the sensory organs, the sensitivity decreases, and when weak stimuli or in the absence of an stimulus, the sensitivity increases.

Such a change in sensitivity does not occur immediately, but requires a certain amount of time. Moreover, the temporal characteristics of this process are not the same for different senses. So, in order for vision in a dark room to acquire the desired sensitivity, it should take about 30 minutes. Only after this does a person acquire the ability to navigate well in the dark. The adaptation of the auditory organs is much faster. Human hearing adapts to the surrounding background within 15 seconds. Sensitivity to touch changes just as quickly (a weak touch on the skin is no longer perceived after a few seconds).

The phenomena of thermal adaptation (habituation to changes in ambient temperature) are well known. However, these phenomena are clearly expressed only in the middle range, and addiction to extreme cold or extreme heat, as well as to painful stimuli, is almost never encountered. The phenomena of adaptation to odors are also known.

The adaptation of our sensations mainly depends on the processes taking place in the receptor itself. So, for example, under the influence of light, visual purple, located in the rods of the retina, decomposes (fades). In contrast, in the dark, the visual purple is restored, which leads to an increase in sensitivity. However, the phenomenon of adaptation is also associated with the processes occurring in the central parts of the analyzers, in particular, with a change in the excitability of the nerve centers. With prolonged irritation, the cerebral cortex responds with internal protective inhibition, which reduces sensitivity. The development of inhibition causes increased excitation of other foci, contributing to an increase in sensitivity in new conditions. In general, adaptation is an important process, indicating a greater plasticity of the organism in its adaptation to environmental conditions.

All types of sensations are not isolated from each other, therefore, the intensity of sensations depends not only on the strength of the stimulus and the level of adaptation of the receptor, but also on the stimuli acting on other senses at the moment. The change in the sensitivity of the analyzer under the influence of irritation of other sense organs is called the interaction of sensations.

It is necessary to distinguish between two types of interaction of sensations: 1) the interaction between sensations of the same kind and 2) the interaction between sensations of different types.

Interactions between sensations different types can be illustrated by the research of Academician P.P. Lazarev, who found that the illumination of the eyes makes audible sounds louder. Similar results were obtained by Professor S. V. Kravkov. He found that no sense organ can function without influencing the functioning of other organs. So, it turned out that sound stimulation (for example, a whistle) can exacerbate the work of visual sensation, increasing its sensitivity to light stimuli. Some odors have a similar effect, increasing or decreasing light and auditory sensitivity. All our analyzing systems are capable of influencing each other to a greater or lesser extent. At the same time, the interaction of sensations, like adaptation, manifests itself in two opposite processes - an increase and decrease in sensitivity. The general pattern is that weak stimuli increase, and strong stimuli reduce the sensitivity of the analyzers when they interact.

A similar picture can be observed with the interaction of sensations of the same kind. For example, a point in the dark is easier to see against a light background. As an example of the interaction of visual sensations, we can cite the phenomenon of contrast, which is expressed in the fact that the color changes in the opposite direction in relation to the surrounding colors. For example, gray against a white background will appear darker, and surrounded by black will appear lighter.

All properties of sensations reflect the qualitative characteristics of sensations. However, quantitative parameters, in other words, the degree of sensitivity, are no less important. There are two types of sensitivity: absolute sensitivity and sensitivity to difference. Absolute sensitivity refers to the ability to perceive weak stimuli, and sensitivity to difference refers to the ability to perceive slight differences between stimuli. However, not all irritation is sensation. We do not hear the ticking of the clock in the other room. We do not see sixth magnitude stars. In order for a sensation to arise, the strength of the stimulus must have a certain value. The minimum value of the stimulus at which a sensation first occurs is called the absolute sensation threshold. Stimuli, the strength of which lies below the absolute threshold of sensation, do not give sensations.

The magnitude of the stimulus at which the sensation begins was called the lower absolute threshold by Fechner. Absolute thresholds - upper and lower - define the boundaries of the surrounding world available to our perception. The magnitude of the absolute threshold characterizes the absolute sensitivity The weaker the stimulus causing the sensation, the higher the sensitivity. Thus, the absolute sensitivity is numerically equal to a value inversely proportional to the absolute threshold of sensations.

The absolute sensitivity of the analyzer is equally dependent on both the lower and the upper threshold of sensation. The magnitude of the absolute thresholds, both lower and upper, varies depending on different conditions: the nature of the person's activity and age, the functional state of the receptor, the strength and duration of the action of stimulation, etc. Another characteristic of sensitivity is sensitivity to difference. It is also called relative, or difference.

G. Fechner - formulated a law called Fechner's law: if the intensity of stimuli increases exponentially, then sensations will grow in arithmetic progression. In another formulation, this law sounds like this: the intensity of sensations increases in proportion to the logarithm of the intensity of the stimulus. The main meaning of this pattern is that the intensity of sensations does not increase in proportion to the change in stimuli, but much more slowly.