Sensory Integration Theory

How does sensory processing disorder affect learning? Sensory input plays an important role in learning. The effect of and impact of sensory processing difficulties are not fully understood or researched. Play helps children learn cooperation skills, appropriate social skills, conflict resolution, and about friendships. However, research has shown the correlation between sensory processing, play, and learning is unclear and inconsistent. (Watts, Stagnitti, & Brown, 2014). This is the second reason for the controversy surrounding sensory processing disorder. There is no clear cut or valid proof that sensory processing difficulties effect learning. Parents of children with sensory processing difficulties will disagree. There children struggle every day with things that typical developing children can perform without any difficulty or thought. Treatment for sensory processing disorder is limited and extremely expensive for parents. Treatment for sensory processing disorder involves a “sensory diet” which is an individual plan designed to help the individual function. (Delaney, 2008). Typical

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

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

Lane, Young, Baker, and Angley (2010) examined sensory processing with 54 children with autism and the connection to sensory processing associated with adaptive behavior. Three distinct sensory processing (SP) subtypes were found as a result such as sensory modulation with taste/smell sensitivity, sensory-based inattentive seeking, and sensory modulation with movement sensitivity. This study was conducted using a questionnaire given to the parents called a Short Sensory profile. This looked at all 7 sensory areas such as tactile, taste/smell, movement and visual/auditory sensitivity, under responsive, auditory filtering, and low energy (Lane, Young, Baker, & Angley, 2010). The Vinland Adaptive behavior scales was used to interview the child's parents in order to assess the child's adaptive behavior skills. The result further provided evidence that children with ASD do experience more differences in SP than their peers. It resulted in high levels of sensory domains in auditory filtering, taste/smell sensitivity and low energy. It also showed a correlation that individuals with sensory modulation with taste/smell sensitivity have significantly greater communication

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.

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.

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:

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).

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).

My research is focused on the use of sensory-based interventions (SBIs) in school settings. Occupational therapists play a crucial role in school settings support children with disabilities to participate in school activities under the Individuals with Disabilities act (IDEA, 2004). Approximately, 90% occupational therapists use sensory-based interventions to support children’s participation in school activities. In spite of the wide use of SBIs in school settings, evidence supporting them is inconclusive. The reasons for inconclusive evidence range from lack of rigorous intervention protocols, methodologies to lack of sensitive outcome measures. The lack of conclusive evidence supporting these interventions negatively impacts acceptance of these interventions by other professionals. In addition, the lack of research guiding the use of these interventions in terms of their intensity, frequency, duration, and clinical characteristics of the population impact outcomes of the intervention. Therefore, more research is needed on the use of SBIs to develop clinical guidelines.

The current policies in education call for the provision of related services such as occupational therapy (OT) in natural settings (Chandler & Clark, 2013)(Individuals with Disabilities and Education Act, 2004). As a result, service delivery models in public schools have shifted from pullout interventions to providing services in a child’s natural environment (Case-Smith & Holland, 2009; Hong, 2014; Nochajski, 2002; Villeneuve & Hutchinson, 2012). The sensory diet intervention is in accord with the current educational policies and trends as the intervention is provided in a child’s natural settings. In addition, this intervention intends to improve the child’s participation in school activities by improving the child’s ability to process and organize sensory stimuli and his/her sensory arousal. Nearly twenty-six percent occupational therapists work in school-settings (American Occupational Therapy Association, 2015) and ninety percent of them use interventions based on the sensory integration (SI) theory to manage the manifestations of SPD in school settings (Ahn et al., 2004). Although the sensory diet intervention is widely used in school-based settings to manage manifestations of sensory processing issues, very few studies have

The sensory integration theory postulates that the deficiencies in learning and behavior on children with autism spectrum disorder are due to brain dysfunctions. Occupational therapy may engage the stabilization of sensory integration to enhance the children sensory experiences that can enable individuals to comprehend response tactics and accustom to sensory inputs and centralize on the primary systems of the body that are sensory stimulators which includes; tactics, vestibular and proprioceptive (Gavalas, Christina, Toron, & Marjorie, n.d., p. 59). In the recent past, occupational therapists have devised weighted

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).

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).