Sensory Integration Theory

A. Jean Ayres. Ayres’ was an occupational therapist that was responsible for the foundation and practice of sensory integration theory (W&S). Sensory integration theory is used to explain behavior, plan intervention, and predict how behavior will change through intervention (Roley et al., 2007). Ayres’ focus was on the organization of the central nervous system and how it was involved in the process of children using sensory information. Ayres’ theory of sensory integration describes how the neurological process relates to the recognition and organization of sensation from the body and environment (Devlin et al., 2010). This disorganization can lead to problems with learning, development, and behavior and also has a negative impact on occupational performance. In relation to the topic of Wilbargers’ DPPT, the focus of the articles collected was related to theoretical research on one particular sensory modulation problem defined by Ayres: tactile defensiveness. Tactile defensiveness is exhibited through the negative influence of touch avoidance symptoms (Moore & Henry, 2002). The aim of the Wilbargers’ DPPT is to utilize the connection between the client’s tactile sensation through the skin and nervous system to improve and normalize the sensation of

Shenai, N. G., & Bijlani, J. N. (2013, May 1). Effect of supplemental sensory stimulation program as an adjunct to developmental support program in high-risk infants. The Indian Journal of Occupational Therapy, 45(2), 21-27. Retrieved from http://eds.a.ebscohost.com.library.gcu.edu:

Animal-assisted interventions can also be integrated into existing models of treatment for ASD by using animals for components that traditionally target sensory and affective arousal (Berry et al., 2013). The Denver Model is a therapy technique used by occupational therapists that integrates applied behavioral analysis with treatments to target developmental and relationship deficits, which also includes interventions to treat sensory issues. They suggest that therapy dogs are suitable for integration in this model because they provide a multisensory stimulus that incorporates an emotional bond and a sensory experience. The authors also recognize that because of the variances in symptoms of children diagnosed with ASD, highly individualized treatment programs must be created to accommodate multiple levels of sensory sensitivity. More research is needed to determine how children with different levels of sensory sensitivity respond to different animal therapies, potentially though using a comparative study. Perhaps children who are hypersensitive would respond better to an intervention with a dog, rather than a horse. Overall, available research indicates that therapy dogs are also a potential method for providing sensory experiences for children with

We may not like loud noises, so we avoid crowds and clubs, or have textures issues, so we avoid slimy or squishy food, all without therapy. Our flight, fight, or freeze responses are our defense system again the unknown, but sensory processing treatment work on changing that response. With all of materials I compiled, I am in agreement that sensory processing disorder is the next “it” diagnosis for children. I do believe that children with Autism, ADHD, ADD, and Down Syndrome struggle with processing sensory information. However, there is no proof that sensory processing difficulties are not a byproduct or syndrome of the disability. More research is necessary in order to determine how and why sensory processing occurs and affects daily life. The goal for all educators is to provide students with the best education

In the video’s Sensory Integration Disorder, and How Occupational Therapy Helps with Sensory Integration Issues, sensory processing disorders were discussed on a personal level. 1 in 20 children are affected by SPD every day (STAR, 2016).

This section also discusses the theoretical rationale and key components of the sensory diet. The impact of SPD on children’s participation in classroom activities and the development will be discussed using the Occupational Adaptation theory (Schkade & Schultz, 1992; Schultz & Schkade, 1992).

Sensory integration is also known as SI or sensory processing (Sensory Processing, n.d., para 1). Sensory Integration occurs automatically, unconsciously, and almost instantaneously (An Introduction, 2014). SI is an ongoing neurological process that continuously occurs. Sensory Integration refers to the brain’s ability to take in, process, organize, and integrate (combine) sensory input, which is the messages/information received from the senses (hearing, vision, taste, smell, touch, motion, etc.) (Shriber, n.d., para 1; FAQ, n.d.; An Introduction 2014). The input/information is then turned into appropriate motor, behavioral, and emotional responses, which is known as “adaptive response” (An Introduction, 2014). The brain can also associate the information with prior memories, experiences, and knowledge (Sensory Integration, n.d., para 2). The brain is a sensory processing machine (Bolles, 2001).

Four year olds are still very much learning through the use of their senses (Blaustein, 2005). As well, some children may have special needs concerning sensory processing and integration (Ayers, 1994). Children with sensory processing disorders range from over-responsive, under-responsive, to sensory craving (Ayers, 1994). Nonetheless, every person encounters a plethora of sensory stimuli each day and must take in information and integrate it with prior knowledge to make meaningful responses (Ayers, 1994). Multisensory centers provide young children with and without special needs with the opportunity to seek out sensory stimulation, acquire sensory integration and motor skills, learn coping skills, and understand basic scientific concepts (Blaustein, 2005).

Sensory-based interventions are used in pediatric settings on a daily basis. However, recent research suggests that these same interventions can also be used in mental health settings to help patients discover the best way to self-regulate their systems. Three studies in particular demonstrate the clinical significance of using various tools to facilitate sensory regulation in the mental health setting. This paper discusses the effectiveness of those interventions using the senses with patients who have mental health diagnoses as well as how it can be applied to any setting.

As mentioned above, Sensory Integration therapy is a great idea to help facilitate sensory awareness and gross and fine motor activities. Those can all be completed in a one on one or group settings, making SI therapy an appropriate option for Miles’ third goal of provide an opportunity for social development and development of play behaviour in the community. The group setting will provide him with an opportunity to meet individuals that are similar to himself. The presence of a therapist or therapist assistant is also a resource that can be used to help correct any poor social conduct interaction that Miles may display.

Most SBIs intend to change the child’s sensory arousal level and attention. The results of SBIs are expected to be immediate. Therefore, the outcome measures used in research need to be sensitive enough to detect changes in a child’s behavior. Therefore, sensitive and standardized outcome measures that can be used in research studies as well as clinical settings to document changes in a child’s responses to sensory stimuli and participation in activities are

This article focuses on the benefits of occupational therapy (OT) and sensory integration (SI) how they can improve behaviors at a developmental age. The article speaks about a four-year old boy, who from a young age suffered from difficulties with sensory integration that impacted his every day routine. This included hypersensitivities to auditory, tactile, vestibular stimuli. He was referred to occupational therapy for the sensory integration approach. It was then where he was given the Sensory Profile to establish goals. It was recommended that the client attend OT-SI session for 10 weeks. Over time, the client significantly improved in all set goals, by slowing introducing feeding, gross motor and tactile interventions. His sensory processing is now at a typical level for his age group.

This chapter reviews research collected that is related to the phenomenon of sensory processing disorder. The growing number of sensory processing deficits reported, as well as the frequency in which therapists use sensory based interventions requires a more complete understanding of the intricacies of evidence supporting the use of sensory based interventions. Each of the six studies reviewed in this chapter varies in rigor, design, and construct definition thus producing mixed results. The information is a microcosm of the current landscape of research related to sensory processing disorder.

Occupational therapists in school-based settings facilitate children with disabilities to participate in school occupations. These occupations can range from playing with peers, to social interactions with peers and teachers, to academic and non-academic activities to activities of self-maintenance, and to interactions with the school environment (Chandler & Clark, 2013). Nearly, thirteen percent children in pubic schools receive special education services (National Center for Educational Statistics, 2017). Approximately fifteen to eighty percent of children with various disabilities also have sensory processing disorder (SPD) (Ahn, Miller, Milberger, & McIntosh, 2004). SPD impairs children’s ability to detect, modulate, interpret, and

This study hypothesizes that sensory diets change children’s sensory processing skills, psychosocial skills, and engagement in classroom activities and that the control intervention of fine motor and visual motor activity has no effect on children’s sensory processing skills, psychosocial skills, and engagement in classroom activities.