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However, there are some children who view this touch as a 'fight or flight' response. A light touch on the hand or head usually makes a child respond positively. Most children enjoy being touched by their parent.

Let's break this down to get a better picture of these responses. Hyperesponsive - the brain 'short-circuits' and registers sensations too intensely. Hyporesponsive - in spite of large amounts of sensory input, the brain fails to register and doesn't respond to input. Learning is based on this information and abnormal response or behavior are usually noted. As a result, the brain sends out an inappropriate response. However, when the data enters the brain, it is not organized or processed correctly. A child with a sensory disorder gathers information from sight, sound, touch, movement and pull of gravity like any other child. They may have a sensory processing disorder. Unfortunately, there are some children whose sensory systems do not develop efficiently. The task appears clumsy but as he continues to 'practice,' his skills become more proficient and not only has he mastered the task but will continue to make it more challenging.

If you watch a small child learn a new task, initially a great deal of concentration and effort are noted. He begins to develop a mental picture of where his body parts are and how they are related to him.

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Through movement and experiences, he learns how to move against the pull of gravity and feel comfortable with his body awareness in space. When basic senses are integrated, the child continues to learn and grow from sensory information. This child's sensory system is organizing information in order to allow him to learn and successfully master his environment. As he achieves a certain level of success, he continues to 'up the ante' and eventually he will be able to reach forward, touch the ball, make it move and pull it towards him to play. With each 'adaptive response,' he continues to refine his skills. His muscles are responding in a way to help him achieve his goal of looking up to see the toy. His brain is organizing and sequencing all the sensory information received with each movement of arms, legs and head. His arms and legs will also move (proprioception) in an effort to help keep his head up in order to view the toy. Normal curiosity and 'inner drive' will engage the child to continue to work on raising his head (vestibular). Initially, this will be difficult due to the pull of gravity, pushing his head back to the floor. Following initial movement and sound, the child may try to lift his head to view the object. As a child lies on his belly, his mother may place a musical ball in front of him.

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A baby's primary learning senses include vision, skin (tactile), movement and gravity (vestibular), and muscles, joints and ligaments (proprioception). If you watch a small baby play, you may be able to get a better sense of what sensory integration is. Sensory experiences happen continually and as they do, your child continues to learn and respond to his environment in more complex ways. The brain then interprets, organizes and directs the body to respond appropriately to that sensory information. Information is processed through the brain. Sensory integration is the process of taking in information from the environment through various sensory systems (touch, smell, sight, movement, sound and the pull of gravity on the body). This article explains sensory integration, how it effects behavior in children with DS-ASD and offers some suggestions for common sensory-related behaviors for you can use while you set up an appropriate SI program with a trained therapist. Many times, the way a child with DS-ASD behaves or reacts is because he processes sensory information from the situation differently than other children. For many children with Down syndrome and autistic spectrum disorder (DS-ASD), sensory integration (SI) is one intervention to consider.