OVEREXCITABILITY

ADDICTION AND OTHER COMPULSIVE BEHAVIORS ARE SENSUAL OVEREXCITABILITY, THE INABILITY TO RECEIVE INPUT.
COMPULSIVE BEHAVIOR IS OUTPUT BEHAVIOR

INTROVERT IS ALSO NOT RECEIVING INPUT, EXTROVERT IS NOT COMFORTABLE WITH OUTPUT BEHAVIOR.

AUTISM IS PSYCHOMOTOR AND SENSUAL OVEREXCITABILITY. COMPULSIVENESS IS EMOTIONAL EXCITABILITY CAN LEAD TO INTELLECTUAL AND IMAGINATION EXCITABILITY.

Psychomotor overexcitability: This is a heightened excitability of the neuromuscular system that
results in movement for its own sake, surplus of energy demonstrated by rapid speech, enthusiasm,
and intense physical activity. When tense, these individuals may talk compulsively, act impulsively,
misbehave, display nervous habits (such as tics, nail-biting), show intense drive, and be highly
competitive.Although they derive joy from their activity, others may find them overwhelming.At home
and at school, these children seem to be constantly on the go and never still. As a result, they have the
potential of being misdiagnosed as having attention-deficit hyperactivity disorder (ADHD).
• Sensual overexcitability: This is expressed as a heightened and more expansive experience
of sensual pleasure or displeasure emanating from sight, smell, touch, taste, and hearing. These
individuals have an early and increased appreciation of aesthetic pleasures such as music, language,
and art. They may also feel overstimulated or uncomfortable with sensory input. When emotionally
tense, some may overeat, go on shopping sprees, or seek the center of attention, while others may
withdraw from stimulation. As children, they may find clothing tags, classroom noise, or cafeteria
smells so distracting that schoolwork becomes secondary. These children may also become deeply
absorbed in a particular piece of art or music to the exclusion of the outside world.
• Intellectual overexcitability: This is demonstrated by a need to seek understanding and truth, to gain
knowledge, and to analyze and synthesize. These individuals have incredibly active minds, are
intensely curious, avid readers, and keen observers. They are able to concentrate, engage in prolonged
intellectual activities, and can be tenacious problem solvers. The enjoy elaborate planning, love
thinking about thinking, and have excellent visual recall. They may focus on moral thinking, which
often translates into strong concerns about moral and ethical issues, such as fairness on the
playground, lack of respect for children, or even being concerned about the homeless, AIDS, or war.
Sometimes, they appear impatient with others who cannot sustain their intellectual pace. They may
be so excited about an idea that they interrupt the class at inappropriate times.
• Imaginational overexcitability: This reflects a heightened imagination with rich association of
images and impressions, frequent use of metaphor, facility for invention and fantasy, and detailed
visualization. These children often mix truth with fiction, and they escape boredom by creating their
own private worlds with imaginary companions and dramatizations. They have difficulty paying
attention in a classroom focused on teaching a rigid academic curriculum. In that case, they may write
stories or draw instead of doing assigned work or participating in class discussions. A novel idea may
send them off on an imaginative tangent and distract them from their classroom tasks.
• Emotional overexcitability: This is often the first OE to be noticed by parents. It is reflected
in intense feelings, extremes of complex emotions, identification with others’ feelings, and strong
affective expression. It may also include physical responses, such as stomachaches, blushing, or
concern with death and depression. These individuals have a remarkable capacity for compassionate
and empathetic relationships and demonstrate strong emotional attachments to people, places, and
things. They are acutely aware of their own feelings, of their own growth and change, and often carry
on inner dialogs and practice self-judgment. Their concern for others, their focus on relationships, and
the intensity of their feelings may interfere with everyday tasks like homework or household chores.

EXCITABILITY CAN INCLUDE EMOTIONAL, IMAGINATION, INTELLECTUAL EXCITABILITY TO AVOID SENSUAL PSYCHOMOTORIC