Making Sense of Vestibular Dysfunction

by Linda O'Connell - Early Childhood Educator from St. Stephens ECD, St. Louis, MO

 

According to occupational therapist, Lindsey Biel, a child’s sensory development is so vital that every other kind of “smarts” (book and street smarts) could be in jeopardy if it is not well developed.

In addition to our five senses: sight, smell, taste, touch and hearing, humans use two other senses. The proprioceptive sense is the awareness of where our hands, feet and other body parts are. Our vestibular sense governs the ability to handle moving our bodies and staying balanced. Carol Stock Kranowitz, MA writes in The Out-of-Sync Child, “The vestibular system tells us where our bodies and heads are in relation to the surface of the earth. This system takes in sensory messages about balance and movement from the neck, eyes and body; and sends these messages to the central nervous system for processing; and then helps generate muscle tone that allows us to move smoothly and efficiently. The vestibular system tells us whether we are moving or standing still, and whether objects are moving or motionless in relation to our body. It also informs us what direction we are going in and how fast we are going.”

 

The receptors for vestibular sensations are in the inner ear. Think of it as a vestibule through which sensory messages pass. The inner ear workings register every movement we make and every change in head position. The vestibular system efficiently processes in the brain sensations perceived in the inner ear. Children with vestibular dysfunction have problems with movement and balance. They either move too little, or way too much, with too little caution. Their movements may be uncoordinated and awkward. They seem to wear out easily.

This article will deal with what therapists refer to as the “floppy child”, the child with low or poor muscle tone; those kids who are overly cautious of new movement activities. If your child is hesitant to climb the monkey bars, walk the wobbly plank on the playground climber, he may just be young and inexperienced. Give him time to grow and mature. Hold his hand and offer assistance, but encourage him to try it. If he has had many opportunities to attempt these new activities and is still very resistant, the child may have problems with his vestibular system. You can usually spot the children with vestibular dysfunction. He or she suffers from fear of movement. She is fearful of climbing, stepping up or down, walking a low balance beam, or bounding off a bottom step. They resist jumping on a trampoline or bouncing on a ball. They are uncomfortable lifting one leg to climb into or out of a box. When other children are tossing and catching a ball, they stand off to the side. You can spot them at the playground. They generally have weak muscle tone and are slow movers, and their trunk is unstable. They often demand continual physical support from a trusted adult. Sometimes, simply getting up and down on the floor presents a challenge, and quite often these children sit with their legs in the W position, bent backwards. Kids with Vestibular Dysfunction are said to have gravitational insecurities. They become very anxious when their feet leave the ground, and may feel that the slightest movement will throw them into outer space. They don’t feel “rooted”. Kids with gravitational insecurity may strongly resist tipping their heads upside down for shampooing in a sink. If a teacher slides the child’s chair, the child feels fearful of the movement. In an effort to self-protect, these children try to manipulate their environments and those around them. They are often regarded as difficult or challenging children with behavior problems. There is a real reason for their actions; the discomfort is like a primal fear. They feel very vulnerable to falling. Think of the whole body reflex an infant displays when she thinks she is falling.

If your child displays abnormal distress in any of these situations, it may be that his brain is trying to process where his body is in relation to the ground. Movement is scary. Ring-around-the Rosy brings on as much anxiety as riding a bike or coming down a slide. The information contained within this article is merely a list of characteristics. Only an expert can diagnose, so do not jump to conclusions. Consult your pediatrician if you feel your child has a problem.

Is your child uncomfortable climbing, swinging, jumping from the bottom step, or walking a balance beam? Does she seem unsteady on her feet while engaged in gross motor activity? There are several things you can do to aide in your child’s motor development. Toss a teddy bear back and forth or bounce it on a baby blanket or pillow case. Give him a large plastic storage container to climb into and out of.  Hold your child’s hand as he walks along the curb or a slightly raised or an unstable surface such as a sandy or grassy area.

 

If your child has an aversion to touching different textures, introduce new things slowly as you provide multi-sensory activities. Pouring sudsy water from one container to another, or painting the porch steps or the fence with a brush and a pan of water offers a real sensory workout that targets specific muscle groups. Hide small objects in a pan of corn meal, uncooked oatmeal or macaroni. Encourage your child to dig with his fingers to discover the object. Before he yanks it up, ask him to describe it to you; after you guess a few times, have him show you.

 

Think of as many ways as possible to move your body while sitting on the floor. Kick legs, raise arms, clap above your head. Remember how you rocked your child when he/she was an infant? Rhythmic rocking can work in several ways; it can help your child get energized, organized and or calm down. Cuddle your child and rock him or give him a child-sized rocking chair and let him discover his own rhythm.

 

If you have any questions or comments concerning parenting, send me an e-mail at billin7@yahoo.com.