Some Signs of Sensory Integrative Dysfunction
- Overly sensitive to touch,
movement, sights, sounds, food tastes/textures
- Easily distracted
- Activity level unusually high or low
- Impulsive, lacking self control
- Inability to unwind or calm self
- Poor self concept
- Under reactive to touch, movement, sights, sounds, food tastes/textures
- Social and/or emotional problems
- Physical clumsiness or apparent carelessness
- Difficulty making transitions from one situation to another
- Delays in speech, langage, or motor skills
- Delays in academic achievement
Typically, a child with a sensory
integrative disorder will more than one of the above signs.
What is Sensory Integration?
Sensory experiences include touch,
movement, body awareness, sight, sound and the pull of gravity.
The process of the brain organizing and interpreting this information
is called sensory integration. Sensory integration provides a crucial
foundation for later more complex learning and behavior.
For most children, sensory integration develops
in the course of ordinary childhood activities. The organization of
behavior, learning and performance is a natural outcome of the process,
as is the ability to adapt to incoming sensations. But for some children,
sensory integration does not develop as efficiently as it should. When
the process is disorder, a number of problems in learning, development,
or behavior may become evident to families and professionals.
The treatment concepts related to sensory integration
come from a body of work developed by A. Jean Ayres, PhD, OTR. As an
occupational therapist, Dr. Ayres was interested in the way in which
sensory processing and motor planning disorders interfere with daily
life function and learning. This theory has been developed and refined
by the research of Dr. Ayres, as well as other occupational and physical
therapists. In addition, literature from the fields of neuropsychology,
neurology, physiology, child development, and psychology has contributed
to theory development and intervention strategies.
What can be done?
If a child is suspected of having a sensory integrative
disorder, an evaluation can be conducted by an occupational or physical
therapist trained in sensory integration theory and treatment. Assessments
are individualized and may be a combination of standardized tests and
functional observations of performance in a variety of activities.
An interview with family members helps the therapist understand how
the child perceives and responds to sensation and what the child and
family already know about what works and doesn’t work to support
or compromise performance. This information is most valuable in determining
the child’s abilities in sensory processing and sensory integration.
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If therapy is recommended, the child will be introduced
to carefully constructed appealing activities that provide sensory
information that both support and challenge the child’s ability
to make successful, organized and skilled responses. The ability to
organize behavior under a variety of challenges soon carries over to
daily performance. Improvement is notable within three to six months
at home, school and social interactions.
One important aspect of therapy that uses a sensory
integrative approach is that the motivation of this child plays a crucial
role in the selection of the activities. Most children tend to seek
out activities that provided sensory and motor experiences most beneficial
to them at that moment in development. The master therapist observes,
anticipates and follows the child’s lead. This requires and in
depth knowledge of sensory integration and practice, and typical development
as well as the ability to establish a trusting relationship with the
child. The knowledge base, relationship and selection of activities
provides the comfort, safety, and confidence necessary for the child
to be able to accept the challenges that promote development of organized
behavior and skill.
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Training of specific skills is not usually the
focus of this kind of therapy. Adaptive physical education, movement
education and gymnastics are examples of services that typically focus
on specific motor skills training. Such services are important, but
they are not the same as therapy using a sensory integrative approach.
Assessment
Our assessments are designed to answer some of
the questions families have as they seek to provide and advocate for
the child’s special needs at home, in school and in the community.
For many families, the initial assessment is the first step toward
understanding the learning and behavior difficulties their children
are experiencing. Assessments are individualized and may be a combination
of standardized tests and functional observations of performance in
a variety of activities. An interview with the family members helps
us understand how the child perceives and responds to sensation and
what the child and family already know about what works and doesn’t
work to support or compromise performance. This information is most
valuable in processing and sensory integration. The assessment process
also includes trying some intervention strategies to determine whether
treatment is warranted or not and what activities might be immediately
implemented at home or in school.
