Sensory Integration Theory Of Autism

Autism is a form of neurodevelopment disorder in the autism spectrum disorders. It is characterized by impaired development in social interactions and communication, both verbal and non-verbal. There is an observed lack of spontaneous acts of communication; both receptive and expressed, as well as speech impairments. A person diagnosed with Autism will also show a limited range of activities and interests, as well as forming and maintain peer relationships. The individuals will display limited interests, which are often very focused and repetitive. He or she is likely to be very routine oriented and may show behavioral symptoms such as hyperactivity, impulsivity, aggressiveness, and self-injurious behaviors.

Autism is described by many struggles in behavior, social situations, verbal and nonverbal abilities and sensory difficulties (Rotatori et al. 2003). Children with this disorder often display abnormal enactments because of the troubles one have with returning to her environment. Behavior difficulties may perhaps arise as the effect of her amplified sensitivity to a noise, visual or what she felt.

The DSM 5 defines autism spectrum disorder as a persistent deficit in social communication and interaction across various areas. The deficits occur in the areas of social and emotional functioning, non-verbal communicative behaviors, and fostering relationships. The DSM 5 also includes repetitive patterns of behavior, interests, or activities as factors to consider when seeking to understand if a child has autism. The child can become fixated on specific objects, strongly adhere to schedules or ritualized patterns. When patterns are broken, the child has a difficult time transitioning to a new schedule or pattern of existence. Additionally, the child may be hyper or hyperactivity to various sensory aspects of the environment. As denoted

Looking at behavior of students with Autism Spectrum Disorders it can often be categorized in four broad categories. Attention/access is behavior that occurs so the child can obtain something that they want. (Heflin & Alaimo, 2011) Avoidance/Escape is a behavior that allows the child to escape something that is undesirable. (Heflin & Alaimo, 2011) Sensory-based is behavior that occurs to solicit pleasurable feedback. (Heflin & Alaimo, 2011) Pain attenuation is a behavior that so that a pain does not hurt so much not seen a lot in education. (Heflin & Alaimo, 2011) Three of the four behaviors will be addressed in how they manifest in the classroom, examples of these behaviors and recommendations to deal with behaviors.

“Sensory processing, (sometimes referred to as “sensory integration” or SI) is a term that describes the way the nervous system receives messages from the senses, and turns them into appropriate motor and behavioral responses,” (“Sensory processing disorder foundation,” 2014). No matter the task we are fulfilling: eating lunch, sitting in a classroom, or walking around at the mall, there is some type of sensation involved. Be it the taste of our food, the sound of people walking by, or the bright lights of a classroom, we are surrounded by sensory stimulation. “Sensory Processing Disorder, (SPD) is a condition that exists when sensory signals do not get organized into appropriate responses,” (“Sensory processing disorder foundation,” 2014). Occupational therapist and developmental psychologist, Dr. Anna Jean Ayres (1920-1989), Ph.D., OTR, was the first to use the term sensory integration dysfunction in 1963 and described it as, “The neurological process that organizes sensation from one’s own body and from the environment and makes it possible to use the body effectively within the environment,” (Ayres, 1972). It is sometimes referred to as a neurological “traffic jam” preventing specific parts of the brain from receiving the sufficient information they need to respond to stimulus in the environment.

Many of us have heard about Autism, also knows as Autism Spectrum Disorder (ASD). Some have a family member, a friend, or know someone who has ASD. Increasingly it is becoming a more common disability. “Autism is one of the fastest-growing developmental disorders in the U.S” (Autism Speaks). Autism has no respect for gender, race, social class and or ethnicity. “Autism is a pervasive developmental disorder that involves abnormal development and function of the brain.” (Autism Center of Excellence) People who have autism have a lot of difficulties with social skills, communication and also will develop behavior issues. These behavior problems of an individual with autism can vary at times and can go from mild to severe. According to the Autism Science Foundation it says,” Many people with the Autism Spectrum Disorder (ASD) also have unusual ways of learning, paying attention, and reacting to different sensations. The thinking and learning abilities of people with ASD can vary—from gifted to severely challenged.” The causes and symptoms, as well as the diagnosis, and the treatments of autism vary.

When the phrase “sensory processing pattern” is coupled with behavioral responses in autistic disorder, one might agree that the two belong together. Not knowing much about autistic disorder, yet very interested in the topic, I found it fascinating that some sensory processing (SP) difficulties have a high correlation with the behaviors of autism, while other SP difficulties have been found to have little to do with the disorder. This can be seen in the study that was conducted in 2007 which was published in the Journal of Autism and Developmental Disorders. The article, The Relationship between Sensory Processing Patterns and Behavioral Responsiveness in Autistic Disorder: a Pilot Study, investigated the correlation between sensory processing patterns and the social, emotional and behavioral receptiveness of autistic children. (Baker, Lane, Angley, & Young, 2007).

Many treatment approaches have developed different ways of dealing with the challenges of autism. First, there is the theory of Applied Behavior Analysis (ABA), which consists of giving a child a specific task, which teaches skills from basic ones to more complex ones, such as social interaction. Children taking this approach, work 30-40 hours a week with a trained professional. (West 66) It may be emotionally difficult for the child, and his/her parents to dedicate so much time, yet it is worth it. However, it has been proven that ABA methods have shown consistent results in teaching new skills and behaviors to children with autism. (West 68)

The contribution of three research papers push forwards my hypothesis that occupational therapy has the power to grant indispensable rehabilitation for adolescents with an autistic disorder. For instance, seventeen children in one study as its experiment group received manualized OT/SI (occupational therapy using sensory integration) intervention adhering to the principles of sensory integration around, “sensory motor factors affecting the child’s functional behaviors and individually-tailored sensory motor activities were developed to address….[these components in adaptive ways in order the] intervention is contextualized in play with active involvement of the child and conducted in a large gym equipped…[with chances for] active, guided, sensory

Although autism spectrum disorder (ASD) is still a largely misunderstood condition, the Diagnostic and Statistical Manual of Mental Disorders (5th ed.; DSM-5; American Psychiatric Association, 2013) lists several criteria to assist in the identifying and diagnosing process. The DSM-5 was updated in 2013 to include more specific descriptors and specifiers to better include all individuals on the spectrum (Boucher, 2017). Criteria includes: persistent deficits in social communication, repetitive patterns of behaviors, symptoms present in early childhood, and symptoms that limit and impair everyday functioning (American Psychiatric Association, 2013). Each video referenced exemplifies common behaviors individuals with ASD display. It is

This is important because these sensory deficits present occupational barriers for both child and caregiver's ability to engage in meaningful activities. There is mixed empirical research regarding the effectiveness of sensory based interventions due to the variability in the symptomatology of children with sensory deficits. However and in spite of the sparse supporting evidence it is used in many occupational therapy settings because it has been shown to be effective in individualized clinical treatment plan and in less rigorous studies. AOTA has launched an initiative across all occupational therapy domains to increase the use of evidence based practice. The triangulation process used in this qualitative inquiry is designed to make the data collection process more robust (Portney & Watkins, 2009). Thus adding to the growing base of evidence supporting the use of sensory based interventions in occupational therapy

Over the years, more people are becoming aware of Autism Spectrum Disorder, ASD. The growing number of individuals who are affected by ASD have been increasing over the years. This could be do to the new DSM development of what is considered ASD or simply more children are being born with ASD. Either way, ASD is more predominate in our society today. ASD is defined in the DSM 5 as having abnormal social aspects, lack of social skills, non-verbal communications skills, deficits in development, lack of understanding of relationships, and self-stimulation through repetitive behaviors (American Psychiatric Association, 2013). Although these are not all of the symptoms caused by ASD

Children with autism usually play alone. Often they engage in repetitious activities, such as arranging objects in meaningless patterns, flipping a light switch on and off, or staring at rotating objects. Some engage in repetitious body movements, such as spinning, flapping their arms, swaying, rocking, snapping their fingers, and clapping or flapping their hands. In some cases these movements may be harmful, involving repeated biting of their wrists or banging their head. Children with autism frequently become upset at minor changes in their surroundings and daily routines.

The prevalence rate of autism spectrum disorder (ASD) has risen drastically in the last 10-15 years. In 2008 the Center for Disease Control and Prevention (CDC) reported that an estimated 1 in 150 individuals had been diagnosed with ASD, the 2014 report now estimates that 1 in 68 individuals have been diagnosed with ASD, roughly a 120% increase (CDC 2007 & 2014). This rising trend necessitates a greater number of programs and intervention strategies to improve the quality of life of individuals with ASD. One of the primary professions responsible for implementing and designing these new strategies and programs are occupational therapy (OT) practitioners. Occupational therapists are responsible for providing services that increase performance and participation of individuals with ASD. It is essential that occupational therapists utilize interventions proven to be efficacious and are continually improving and redesigning their program strategies (AOTA Ethics and IDEA). There is a wide range of interventions utilized by occupational therapists when treating individuals with ASD due to the various manifestations of deficits and positive symptoms that can occur.

Repetitive behaviors like head banging and repetitive routines are consistent for individuals with autism. If the routine is disturbed, he or she screams and throws a temper tantrum (Wing, 24). Like their need for consistency in routines, autistics also need and demand absolute consistency in their environment. Changes in their environment cause them to act negatively (“Autism”). And individual with autism has a different sensory system than normal people, the stimulations are affected differently. For example, they have oversensitivity to light and this oversensitivity may cause seizures (“Autism”). At least one quarter of children with autism have an epilectic seizure before they become an adult. Other behaviors that may occur are high levels or anxiety, odd fears (ex. of color or shape), and emotions that change from one extreme to the other (Wing 31+; Siegel 49).