Sensory Processing Disorder Research Paper

1. describes how a range of factors have a negative and positive impact on individuals with sensory loss.

An individual with an autism spectrum disorder (ASD) has sensory processing dysfunctions, one of these dysfunctions relates to hearing (auditory input). The structures of the ear make it possible for the hearing receptors to be activated by the vibrations that sound produces. These receptors process the sounds; thus, allowing the brain to distinguish and then interpret them (i.e., speech, noise or music).

Although, sensory processing disorders show high prevalence in schools, little valid research has been done behind valid therapies. Out of the 80 studies conducted for the effectiveness of sensory integration practice in occupational therapy, the studies are of varying reliability. Standardization across the practice and in the research seems to be lacking. In addition, there appears to be heterogeneity to the samples studied. Due to the many limitations in the studies, the field of occupational therapy has not decided unanimously on the effectiveness of sensory integration

Auditory Processing Disorders, also known as Central Processing Disorders, are difficulties in the processing of auditory information in the central nervous system. The definition for an Auditory Processing Disorder is frequently changing and evolving. According to ASHA standards in 2005, a “central processing disorder refers to difficulties in the perceptual processing of auditory information in the central nervous system and the neurobiological activity that underlies the processing and gives rise to the electrophysiological auditory potentials (ASHA 2005).” Recent evidence has declared auditory processing disorders to be a legitimate clinical disorder resulting from confirmation of the link between well-defined lesions of the central nervous system and deficits on behavioral and electrophysiological central auditory measures (Musiek, F. Journal of American Academy of Audiology). An individual is likely to perform normally in tests including clicks and tones, rather than speech. There is a significant difference between the receptors for audition and speech processing. It is imperative that these disorders are diagnosed and treated early in a child’s development to eliminate developmental negative consequences.

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.

The Adult/Adolescent Sensory Profile was used to “identify individual patient’s typical sensory response patterns and preferences and typical behavioural responses to different sensory stimuli.” The evaluation form captured information for each session spent in the sensory room. This included whether the patient or staff initiated the session, time begun and duration, and stress rated on a scale of 1 to 10. Results found that, overall, the patients levels of stress decreased by about 2.5 points after using the sensory room.

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).

To understand the study, we must first understand what sensory processing pattern means and how it can be related to the behaviors of autistic disorder. Sensory processing is the way that our sensory information is administered in our brains. It is how our brain takes the information given to it via visual, auditory, or spatial and responses accordingly. However, it has been hypothesized that those who have been diagnosed with autism do not respond the typical way, a way that will not disrupt their daily life, when dealing with sensory processing patterns.

Sensory processing disorder originally called," sensory integration dysfunction". This is a condition in which the brain has trouble receiving and responding to information that comes in through senses. It turns them into appropriate motor and behavioral responses . Some examples are biting a sandwich, riding a bicycle, or reading a book. In order to be saffell completion of the activity you need to accurate processing of sensation. Sensory problems are now considered a symptom of Autism because the majority of children and adults of autism spectrum also a significant sensory

In general sensory processing children shows poor attention as pan at difficulty in focussing self-care skill relax. Each processing disorder is classified into three categories as sensory avoidance, sensory seeker and sensory responder.

Have you ever wondered if your child could have Sensory Processing Disorder (SPD)? A better question might be, have you ever heard of Sensory Processing Disorder? I had never had to ask myself either of those questions until my 2 year old daughter was diagnosed nearly a month ago, and since receiving the diagnosis we have been trying to really understand exactly what the disorder means for her. SPD is a disorder of the brain where sensory input involving things such as touch, sight, sound, smell is received, but is then poorly interpreted due to her own personal receptors. Children with SPD often "over-feel" or "under-feel" noises, sounds, smells, and sensations. Experts in SPD now believe that up to 13% of children may have Sensory Processing

Neurosensory Science was made up of Neuroanatomy and Neurophysiology. It dealt with the workings of the nervous system, a topic too complex to cover adequately in the Anatomy or Physiology courses.

Research suggests that behavioral difficulties in children are associated with dysfunctions in sensory processing (Ayres, 1991). Students who display behavioral difficulties have common characteristics that may indicate a specific sensory processing profile. For example, sensation-seeking students may attempt to touch their peers more often, have active mobility, and may want to observe everything in the classroom (Thompson, & Raisor, 2013). One suggestion to address these interfering behaviors is sensory integration, which is defined as the organization of sensation for use (Ayres, 1979). There have been several decades of research on the theory of sensory integration. However, research on how to incorporate sensory integration in classrooms

Building Sensory friendly Classrooms, by Rebecca Moyes, is an essential read for all educators in today’s classrooms. Sensory processing disorders (SPD) are one of the most prevalent conditions affecting students with disabilities. In order to ensure optimal learning for all students, educators and professionals need to be educated in how to identify students that are affected by this disorder and how to implement effective and individualized strategies and coping techniques to help students accommodate and manage their SPD. Moyes’s book provides educators with examples and data driven strategies that should be incorporated in your classrooms.

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).