Sensory integration and sleep.

What does it take to make your child comfortable? For some children light touch is irritating. They prefer firm contact. These children often have difficulty settling to sleep when the bed covers are light but offer a weighted blanket and they settle much more easily.
Our perception of touch, sound, colour and texture is part of what makes us who and what we are. Children who have difficulties with their sensory information often also have difficulties in other areas of their lives. When we recognise this we can address it and provide the comfort that the child needs to feel secure in their environment.

Some children who require "deep stimulation" like to be held firmly and this will also assist in settling them to sleep. Using a sleeping bag or a weighted blanket is comforting because there seems to be a defined place in the bed for them, they feel as if they are being held, without any danger of "falling out" or being left loose.

Small babies enjoy being swaddled because it replicates the space they came out of and being swaddled is like being held without mum or dad having to hold them. Most children grow out of the need for this but some do not.

Settling to sleep is a behaviour that we want our children to acomplish by themselves, without the need for our intervention. Looking at each child as an individual and identifying the measures that make that child feel secure can help in assisting that child to relax and go to sleep.

Sleep disturbances are much more common in children with sensory difficulties than in the rest of the population. This is well recognised, but it is also possible to alter their sleep behaviour. It may present more difficulties and may take longer but it is certainly possible.

If you would like help and support in altering your child's sleep behaviour,
Contact Dream-Angus.com

Relaxation before sleep (1)

Some older children have problems getting to sleep. They may already have a short pre bed routine, getting washed and toileted, brushing their teeth, getting dressed for bed and lying down ready for sleep, but it seems difficult for them to get over to sleep.

This can be for a whole variety of reasons. Their minds may still be busy, perhaps there is something special happening or the day has been exciting and they are still reveiwing the events. For others there may be concerns about tomorrow, a school exam, a big event or it may just be perceived as "normal" for that particular child to have this difficulty.

Ensuring that the hour before bed time is unstimulating, that the bedroom is seen as a safe place and that the pre bed routine is maintianed will all help but some children need a little more.

There are two basic relaxation techniques that are helpful, not just for children but also for adults.

The first is a visualisation technique which requires that the child close their eyes and breathe deeply. Keeping one hand on the diaphragm, to feel the movement of the chest during breathing, close the eyes and picture a wall of velvet. The velvet is black or navy blue and the true colour is only seen in the deep folds as it flows down from the ceiling.

In a corner above the velvet is a bright white light. As breathing in occurs the light gets brighter, on breathing out this light gets dimmer. After watching the light for five breaths, watch the velvet and the effect of the light on the surface.
Observe the deep colour and the softness of the fabric.

This exercise calms the mind and offers a different focus for intrusive thoughts. For some this offers a speedy relapse into the gentle arms of sleep. This is so simple that it can be used at any time and requires no other intervention. Learning to use this method offers a solution to some of the distractions which make sleep so difficult to obtain. It can be used to start a nap or a deep overnight sleep.

If your child has difficulty settling to sleep or staying asleep they are not alone. It is estimated that 37% of children aged 4-11 have difficulties with this. When these difficulties are not addressed they can become chronic.
For help and support, contact Dream-Angus.com

Teething and Sleep

Two recent studies have indicated that, contrary to many beliefs held by parents and professionals, the links between the emergence of teeth and significant physical symptoms are very weak.
The researchers compared signs of fever, sleep disruptions, irritability and other symptoms on days close to teeth eruption (before and after) and on days remote from teeth eruption.

The findings indicate that for most infants there are no links between the emergence of teeth and other behavioral or physical symptoms. In the minority of the infants tooth emergence was associated with some symptoms but these associations existed only for a brief period (4 days before teeth eruption, the day of eruption and 3 days after). In both studies, sleep disruptions were not associated with tooth emergence.

The authors suggest that parents' tendencies to blame teething for physical and behavioral symptoms is often unwarranted. Physical symptoms and distress are likely the result of other factors.

Sources:1) Wake, M., Hesketh, K., & Lucas, J. (2000). Teething and tooth eruption in infants: A cohort study. Pediatrics, 106, 1374-1379. 2) Macknin, M. L., Piedmonte, M., Jacobs, J., & Skibinski, C. (2000). Symptoms associated with infant teething: a prospective study. Pediatrics, 105, 747-752.

Sleep and the sensory strategies.

Every child can learn to sleep regardless of physical handicap or mental disability. Children with sensory impairment may require a more detailed plan and children with developmental delay or disability often experience more profound difficulties in settling and maintaining sleep.

Routine is a very important part of forming regular patterns in children's behaviour. Routines are reassuring touchstones in every child's day. Children who have a different understanding of the world value routines even more than average. In an uncertain world where every day brings new challenges, routine reminds the child of the time of day, and leads to the expectancy of fixed events. Bed and wake time should be the most fixed of all the events in the child's day. Routines built to ensure a calm and responsive reaction to bedtime and wake time help the child to cope and understand the actions that are expected and follow on from them.

For sensory impaired children a bedtime routine that starts at the same time EVERY night is vital. Ensuring that the hour before bedtime is spent in calming activities without recourse to playstations or television, enjoying quiet calming activities help cue sleep.

Using a weighted blanket, flannel sheets, giving deep pressure contact or making a snug place in the bed using pillows or, a sleeping bag makes a child feel "held" and comforted which is relaxing and prepares the body and mind for sleep. If a light is required it should not be bright but a soft dim light is more calming.

Limiting the time for each pre bed activity helps acceptance of that activity. White noise and story tapes have their place in this and are very soothing for some children. The child who learns to achieve simple tasks with encouragement and by themselves gains in confidence.
The rituals which form part of the cues for sleeping and waking also help instil a sense of confidence and self awareness in the child.

There is no reason to endure sleep deficit when it is entirely possible to alter a sleep behaviour with a good plan and committment to following through. Sleep deficit doesn't just affect the child but the whole family.

Contact Dream-Angus.com for information and support to improve your child's sleep