Sensory Integration Theory Of Autism

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.

Autism Spectrum Disorder is a growing problem throughout the entire globe. Autism Spectrum Disorder is defined as deficits in social reciprocity and communication, as well as unusual, restricted and repetitive behaviors (Lord). Such behaviors may include running back and forth, excessive cleaning, noises, and clapping. These also vary greatly with age and ability, and the notion of ASD has been introduced to recognize these diversities (Firth). Autism was first discovered in 1943 when Leo Kanner observed 11 children with several common traits such as, impairments in social interaction, anguish for changes, good memory, belated echolalia, over sensitivity to certain stimuli (especially sound), food problems, limitations in spontaneous activity,

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.

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.

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.

Autism is a very complex, neurobehavioral disorder that includes impairments in social interaction and communication and development skills. It usually occurs during the first three years of life. The disorder has a large range of symptoms and levels of impairment. It can severely change the way someone lives. People with autism show little interest in other people and lack social awareness. It is troubling for them to communicate express themselves, and understand what other people think and feel. In the United States only, more than 500,000 people have been diagnosed with autism. Autistic children may have repetitive body movements such as rocking, pacing, or flapping their hands. The disorder prevents children from forming relationships

The most recent data collected by the Centers for Disease Control and Prevention (CDC) shows that 1 in 68 children are diagnosed with Autism Spectrum Disorder (ASD) (CDC, 2014). Children diagnosed with ASD often have difficulty with functional performance in several key areas including; social participation, communication, school based activities, motor performance and play. These impairments in functional performance are not exclusive to the child alone as the caregiver often assumes a great deal of burden in managing the symptoms of a child with ASD. Furthermore, these difficulties along with the rising diagnosis rate has pushed ASD to the forefront of clinical research and has raised issues regarding which Ayres

In this paper, I will be discussing the disorder of Autism, a sever disorder that affects the function of the brain. It causes problems in such areas as social contact, intelligence, language and speech impediments, along with ritualistic or compulsive behaviors, as well as different responses to the environment that an autistic individual may have different than individuals not having autism would exhibit. I will be discussing generally about the history and description of autism. Also I will be discussing the charactistics that mark an autistic individual, the actual treatment that an autistic person may receive, risk factors that an autistic person may encounter, and interventions/treatments activities that an individual who has autism may take part in. I feel that by doing all of this that I will gain a greater sense of understanding for individuals with autism. I will be giving this information to you by going through each topic that I have outlined in the introduction and explaining what each means and how they affect an individual with autism.

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

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

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.

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

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).

“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.