Sensory Profile 2 Analysis

Parents may feel overwhelmed by the assessment process and this assessment allows them to be involved every step of the way. Their role is also crucial to obtaining an accurate developmental level for the child. As part of the screening, there is an informal questionnaire and

Sensory impairments usually result in the other senses becoming stringer. Although it could delay the child’s development if it isn’t diagnosed early, the earlier it is diagnose the earlier the child can be supported and be taught relevant things in a way that suits them.

Sensory perceptual issues are not part of the diagnostic criteria for autistic spectrum conditions. They are often overlooked and the difficulties they cause are attributed to other aspects of an individual’s autism. However, sensory sensitivity is an integral part of the lives of most people on the autistic spectrum and can have a profound effect on the individual and on those around them. Because of this it is very important to try to understand the sensory world of each individual with an autistic spectrum condition, however difficult this may be for a ‘neuro typical’ person. Wherever possible, it is important to get a sensory assessment, ideally carried out by a specialist.

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.

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.

The authors of this article are all credible sources, and the main contributor, Smith Roley, is the program director of sensory integration at the University of Southern California. This is significant because, sensory integration is where Ayres dedicated most of her effort, and she was once a student and professor and the University of Southern California. The purpose of this article is to explain the core principles of Ayres’ theory on sensory integration. This article includes advance vocabulary and concepts, so this piece of literature is intended for students, professors, and clinicians.

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.

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 processing develops naturally and is done without effort (What is, n.d., para 2). The brain’s “ability to process and organize sensations begins to emerge in the womb and continues into adolescence” (Bolles, 2001). “The human body takes in sensory input from several different sensory systems, organizes it in the brain for functional use, and then sends out signals to the rest of the body to activate” adaptive response (An Introduction, 2014). There are eight sensory systems found in the human body (SPD, n.d, para 1). Five of the eight sensory systems are known as the

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).

Most SBIs intend to change the child’s sensory arousal level and attention. The results of SBIs are expected to be immediate. Therefore, the outcome measures used in research need to be sensitive enough to detect changes in a child’s behavior. Therefore, sensitive and standardized outcome measures that can be used in research studies as well as clinical settings to document changes in a child’s responses to sensory stimuli and participation in activities are

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

Jean Ayres an occupational therapist, developed the theory of sensory integration in 1960 (Smith, S., Mailloux, Z., & Erwin, B. n.d.). Jean Ayres defined sensory integration as “The neurological process that organizes sensations from one’s body and from the environment and makes it possible to use the body effectively in the environment” (Ayres,1989, p. 22). Occupational therapists are trained in adapting the environment to address such individual client needs (What Is Occupational Therapy, (n.d.). Jean Ayres believed that the various sensory systems allow us to successfully interact with the environment (Ayres, 1972, p. 1). Moreover, additional research also suggests that a child requires appropriate levels of arousal, orientation, and attention in order to interact and engage with the environment (Case-Smith & Bryan, 1999).

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).