The specification discloses a protector between the inside of clothing and the skin primarily for tactile-sensitive children, but could be used for adults as well.
Attention deficit hyperactivity disorder (ADHD) primarily affects children and teens and can continue into adulthood. Children with ADHD may have difficulty controlling their impulses or paying attention. Many complain about textures and other things affecting their sense of touch. Pants with tight waistbands and tags on shirts can be problem. Children on the autism and dyslexic spectrums have similar tactile issues.
Fasteners on the inside of clothing, especially the inside of a pant waistband are particular problems. Many children's pants have adjustable waistbands to allow the waistband to be lengthened as the child grows. Most of these adjustable waistbands have an inside-facing button and an elastic strap fixed to the inside of the waistband. These types of waistbands usually have two sets of button-strap arrangements on both sides of the waist. Each strap has spaced-apart button holes. By attaching each button to the proper button hole through the strap, the pant waistband can be properly sized.
For children with tactile sensitivities, the button and the elastic strap can be unbearably uncomfortable and overwhelmingly distracting.
Some persons with ADHD like to touch different tactile objects. To satisfy this desire, soft Velcro® strips can be attached to the underside of desks so the child can rub the Velcro.
Applicant's skin protector seats between an article of clothing and a person's body. It can be a one-piece cushion of thick material or a two-piece cushion with one or both sides being soft material. A button hole or other attachment on one side attaches the cushion to a button or other fastener on the article of clothing so soft material faces away from the button toward the person's skin. The cushion blocks the fastener from touching or acting against the person's skin.
Applicant's skin protector comprises a cushion 10. See
Front or first side 12 includes a closure, which may be a button hole 30 (
Conventional pants 40 (
As children grow, they often need a larger waist for their pants. Many pants, therefore, have an adjustable waist. The adjustment may include a strap 60 with spaced holes 62 (
Button 70 (
Whatever hole 62 in strap 60 button 70 attaches, the button can apply a force to the child. If the child's shirt 80 (
But for a child with a tactile sensitivity, the button can cause extreme discomfort. Applicant's cushion can limit or eliminate the child sensing button 70. The button attaches to button hole 30 through the cushion's first side 12. The cushion is positioned between the pant inside waistband and the child skin or the underpants or shirt. The cushion spreads out any force from the button, and the cushion blocks the skin from sensing the button or at least decreases a child's feeling of the button.
Because the cushion's button hole 30 is not centered between the top 16 and bottom 18 of first side 12, rotating the cushion allows it to extend or not extend above the top of the waistband. See
Cushion 72 (
The description is illustrative, not limiting and is for example only. Although this application shows and describes examples, those having ordinary skill in the art will find it apparent they can make changes, modifications or alterations. Many examples involve specific combinations of method acts or system elements, but those acts and those elements may be combined in other ways to achieve the same objectives. Acts, elements and features discussed only with one embodiment are not intended to be excluded from a similar role in other embodiments.
“Plurality” means two or more. A “set” of items may include one or more of such items. The terms “comprising,” “including,” “carrying,” “having,” “containing,” “involving,” and similar words in the written description or the claims are open-ended, i.e., each means, “including but not limited to.” Only the transitional phrases “consisting of” and “consisting essentially of” are closed or semi-closed transitional phrases regarding claims. The ordinal terms like “first,” “second,” “third,” etc., in the claims don't by themselves connote any priority, precedence, or order of one claim element over another or the temporal order in which acts of a method are performed. Instead, they merely are labels to distinguish one claim element having a certain name from another element having a same name (but for the ordinal term's use). Alternatives like “or” include one or any combination of the listed items.