Sensory Integration Disorder

Sensory therapy uses everyday objects to arouse one or more of the five-senses (hearing, smell, taste, and touch) in order to evoke positive outcomes of feelings (Gilbert, 2001). The use of sensory stimulation can improve an

There is evidence provided within this proposal that includes sensory integration being an important contributor to ASD children sensory stimulus to self regulate and improve the children’s acting out behaviors, like aggression

Sensory processing is considered a theory and very subjective. So to answer the question is sensory processing disorder a real diagnosis depends on who is asked and how the question is asked. Many parents and Occupational Therapist believe that sensory processing disorder is a real condition. However, many professionals refute sensory processing as a disorder in isolation. Sensory processing disorder has had few setbacks the last couple of years. In 2012, the American Academy of Pediatrics recommended that pediatricians not use sensory processing disorder as a diagnosis because there no evidence that supported it has a separate disorder. However, the American Academy of Pediatrics agree that some individual’s experience sensory processing difficulties. This was followed by the expert committee’s decision to not included sensory processing disorder in the fifth edition of the Diagnostic and Statistical Manual (DSM). It can take years to get a diagnosis in the DSM. Therefore, there is hope that sensory processing disorder will be included in the next edition of DSM. Among professionals, there is an agreement that some individuals have sensory difficulties. However, the disagreement

“The second level of integration is reached when the three basic sensations – tactile, vestibular, and proprioceptive – are integrated into body percept, coordination of the two sides of the body, motor planning, activity level, attention span, and emotional stability (Ayres, 2005:54). Although Kianah’s vestibular system is processing input efficiently, her tactile and proprioceptive systems are poorly integrated leading to inefficient somatosensory processing. This leads to several other difficulties and forms the underlying basis for her somatodyspraxia.

Sensory integration practice is an interesting practice of occupational therapy. Ayres developed this theory in the late 1960’s early 1970’s basing the theory off of the principles of neuroscience, developmental psychology, occupational therapy, and education. She hypothesized that the neural processes limiting the child with learning disabilities had a significant relationship with the neural processes of sensory input. Furthermore, her discoveries led to the connection between adequate processing, and integration of the sensory information, and adaptive behavior in the classroom, and in life. The children she researched with the learning disabilities also portrayed many difficulties with perceptual, sensory, and motor activities.

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

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.

Part 1 The way people perceive taste is impacted by a number of factors. These include, but are not limited to, age, weight, hormones, sickness and disease, smoking, and diet. Diet is the factor that this paper focuses on. Diet is impacted by the way people taste in that people are used to eating a certain amount of additives and preservatives. Some eat a very low amount, while for others, everything they eat contains additives and preservatives. There is a large range, but this paper will be focusing on two sides: people who eat a moderate to high amount of additives and preservatives in their daily life —this group will be referred to as Group 1—and people who eat very little to none—this group will be referred to as Group 2.

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

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

The term “sensory diet”, was coined by Patricia Wilbarger and included an individualized activity plan designed with the emphasis on timing, intensity, and sensory qualities and intended to decrease sensory defensiveness (P. Wilbarger & Wilbarger, 2001). Currently, the term “sensory diet” is used by therapists to refer to interventions that use sensorimotor activities multiple times a day to facilitate the participants’ ability to organize sensory stimuli. For this study, sensory diet will encompass an individualized activity plan consisting of a variety of activities to deliver vestibular, proprioceptive, and tactile or a combination of sensory stimuli to facilitate sensory processing skills throughout a school day.

Many parents believe that they are the reason why their child acts a certain way. Researchers are unable to pin point exactly what is the cause of sensory integrated problems but are able to narrow down several possible directions such as genetic factors, premature birth, birth trauma, viruses, illnesses, drugs or alcohol during pregnancy and many more. Unable to understand their child’s behavior, parents have chosen to medicate their child to help them focus. These children may show signs of unacceptable or inappropriate behavior such as very active, inattentive, impulsive, impatient or very loud. Even though some parents may believe their child is aware and conscious of their behavior, they are not. Children are having a very difficult time focusing even if they are trying their hardest. Another approach that therapist have found helpful is sensory integration therapy. “Sensory integration therapy also known as SI therapy is a method of treating children who have problems processing sensory stimuli called sensory integration disorder.” Professionals must approach each child with a sensory integration disorder in a positive way. Therapist must challenge the students and create a setting that would allow the students to feel a sense of accomplishment. According to “Helping hyperactive kids” the feeling of success is an important first step in your child’s ability to process sensory stimuli.

Spdfoundation1. (2010, April 10). In the clinic with Dr. A Jean Ayres/ The Sensory Integration Processing Disorder Foundation [Video File] Retrieved From

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.

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).