Sensory Processing: A Case Study

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

Sensory-processing problems are often one of the primary focuses of occupational therapists when treating individuals with ASD. This is because of the high frequency in which sensory processing problems occur within individuals

Sensory integration is a condition that can be found in young children. This condition is defined as the difficulty of developing motor and cognitive skills at a typical rate(book). If the parent of a child with this condition is fully aware, most likely they will take the steps they need to better their child’s life. With that being said, the child will need an occupational therapist. The researcher has gathered information on the steps and guidelines of what an occupational therapist needs to follow for early intervention, the benefits it has for the child in need, and also the roles of an occupational therapist that will be further discussed. One of the most important role that an occupational therapist can do for a child with sensory integration is early intervention. The earlier you acknowledge the condition, the better outcome the child has at improving his/her physical and mental capabilities. Early intervention helps these children strive towards a path that improves their abilities and skills that are developed during these crucial years.

Dr. Hanisch is a faculty member at Iowa State University, and has been a professor ever since she completed graduate school. She obtained her bachelor’s degree in Psychology at the University of Northern Iowa, and then pursued her education at the University of Illinois – Urbana Champagne. She earned her Ph.D. in Industrial Psychology in five years, and began teaching at Iowa State University the same year. Twenty-some years later, she remains a faculty member here and has grown to love everything about her career (Hanisch). Hanisch is able to maintain a positive work/life balance, has flexible hours, and most importantly completes satisfying work.

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.

Throughout her extinguished career, Ayres’ number one priority remained her patients. A majority of her work included one on one, sessions with her patients, so she could evaluate their needs closer, and to build a relationship with her clients (Spdfoundation1, 2010). Her first occupational therapy career began when she treated children out of her home, which was a trailer, at the time (Spdfoundation1, 2010). Later on, Smith, Mailoux, Miller- Kuhaneck & Glennon described her first clinic setting stating, “Ayres Clinic, established in 1977 served children with autism or learning disabilities, and by conducting continuing education courses regionally, nationally, and internationally to educate others about sensory integration” (2009).

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

I chose Meagan Kobielski M.S., OTR/L to interview for my paper. I chose her because she is an Occupational Therapist and I hope to be that profession someday. By choosing her allows me to explore more into the Occupational Therapy profession. Meagan graduated from Utica College with her Bachelor’s and Master’s degree in Occupational Therapy. She spent her freshman and sophomore year at University of Buffalo studying Occupational Therapy. It took her five years to complete. Most classes she took to complete her Bachelor’s and Master’s degree consisted of psychology, math, kinesiology, biological sciences, and neuroscience. In high school she job shadowed a variety of different professions, Scientific Research, English Teacher, Chiropractor, and Occupational Therapist. She then determined that Occupational Therapy was the profession she wanted to purse.

Sensory Integration would help Jessie respond better when feeling overwhelming to his schoolwork and working with others, as well as helping Jessie regulate his behaviors especially during transitions in school. With this frame of reference, the use of controlled sensory input can help Jessie facilitate appropriate adaptive responses. The more adaptive responses Jessie is able to make, the more organized her brain becomes and the ability to integrate sensory stimuli becomes more

From the neurobiological perspective, outside factors mentioned may have affected the way her brain functions, factors such as the death of her father and the departure of her only child. These events may have lead to her developing a sense of loneliness and depression, and which may have led to other disorders that caused her to not function the same as she has before. The “variety” of life changes may have caused a change in routine or other, making her feel disorganized in her life, which may have translated into the way that she teaches.

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).