The assessment findings above indicate an underlying sensory integrative dysfunction. Kianah’s

Everyone has the common five senses; taste, smell, touch, hear ,and sight but there’s a sixth one called proprioception. Meaning that one can feel one’s body as one’s own. She had lost her proprioception, and couldn’t feel anything in her muscles or joints. Sacks helped her regain her trust while walking;

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.

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.

Hearing and sight loss aren’t an obvious disability so people may not be aware that the individual has this difficulty and may judge them wrongly. A lack of knowledge can lead people to be prejudice and discriminate against the individual. Sometimes people talk down to them as if they are stupid or talk to the person they are with which can make them feel ignored and worthless. It can also have the opposite effect where people want to everything for the

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

Some of the senses that are vital during the growth of the child are: hearing, vision, smelling and tasting, ability to speak and feeling pain; they are the basic improvements in the child’s mental growth, they help the child in the perception of the general occurrences in the world around the child. After the child have developed the basic senses to the major aspects of life that is when they will be able to develop permanent images of objects even if they are not there at the moment. The sensorimotor nerves of a child develops as the child make primitive movements, these improves the reflex response of a child (Piaget, & Inhelder, 2010).

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.

Today’s child development system, in many ways, has been heavily influenced by the work of Jean Piaget. We can observe the use of his ideas in a wide range of facilities and environments. Infant’s abilities vary incredibly between birth to two years. These differences can be found even in the period of a month. Piaget was intrigued by these differences; therefore, he used his vast knowledge on children to divide development into six stages known as Piaget’s Sensorimotor Stage. Throughout his observations he used children that he spent a large amount of time with, his very own children.

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

For my child's gross motor skills I had them stand one foot for five seconds. Then I had my child jump over a pillow. I then observed my child at the park, playing tag. He was able to run and swiftly change directions. My Child's Motor skills are a typical of a 4 year old. Maturation of the prefrontal cortex impulse control and myelination of the corpus callosum and lateralization of the brain permit better physical coordination.(Berger, 2016,pg.254)

NEUROLOGIC: He is oriented to person, place, and time. Motor and sensory function are normal.

Ryan exhibits primitive postural and movement strategies through the use of the tonic labyrinthine reflex in both prone and supine position. He also displays an ATNR reflex when he turns his head to the left; if this persists it can inhibit the development of his hand eye coordination along with grasp and reaching difficulties. Since Ryan’s head control is beginning to be voluntary and muscles necessary for neck control are being activated. This could be considered late primitive stage moving into the early transitional stage. The development of Ryan’s neck control can help his postural control. Ryan displays weight bearing through his leg when positioned into the standing position. This occurs based on his positive standing reflex, not the activation of lower extremity muscles. Even though Ryan’s strategies for purposeful movements are based on reflexes, this will make it difficult for him to do activities as a typically developing child that does not rely on reflexive movement.

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.

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).

Developmental Coordination Disorder (DCD), also referred to as dyspraxia, is a motor disorder. The condition is characterized primarily by “lack of co-ordination/poor co-ordination,” “motor-difficulties/impairment,” “planning difficulties,” and “organizational difficulties” (Kirby, Davies, & Bryant, 2005, p. 124). DSM-IV-TR criteria for Developmental Coordination Disorder includes: (1) “marked impairment in the development of motor coordination,” (2) “significant interfere[nce] with academic achievement or activities of daily living,” and (3) the absence of “a general medication condition” or “Pervasive Developmental Disorder” (Lingam, Hunt, Golding, Jongmans, Emond, 2009, p. e695). Furthermore, in the