SENSORY INTEGRATION THERAPY APPROACH

‘Sensory Integration’ is a neural process whereby information from one or more sensory sources is sorted, organised and altered in such a way that an adaptive response is produced for motor, cognitive and emotional growth.

The concept of sensory integration comes from a body of research developed by Dr. Jean Ayres, PhD OTR. Dr. Ayres, an Occupational Therapist, was interested in the way in which sensory processing and motor planning disorders interfere with daily living functional activities and learning.

Sensory experiences include tactile, movement, body awareness, vision, sound and the pull of gravity. The process of the brain organising and interpreting this information is called ‘Sensory Integration’.

Sensory Integration provides a crucial foundation for later more complex learning and behaviour.

For most children, sensory integration develops in the course of ordinary childhood activities. Motor planning ability is a natural outcome of the process, as is the ability to adapt to incoming sensations. However, for some children, sensory integration does not develop as efficiently as it should.

When the process is disordered, a number of problems in learning, development, or behaviour may become evident.

Sensory Integrative dysfunction therefore refers to an ability to use sensation effectively to make an appropriate response to fulfill the demands from the environment. It can be found in children with speech and language delay, behaviour problems, learning disorders,autistic spectrum disorders, etc.

Some Signs of Sensory Integrative Dysfunction

Overly sensitive to touch, movement, sights or sounds ~ this may manifest in behaviours such as irritability or withdrawal when being touched, avoidance of certain textures of clothes or foods, being easily distracted by sounds, or a fearful reaction to ordinary movement activities, i.e., swings and roundabouts in playgrounds.

Under reactive to the above stimulation ~ in contrast to the overly sensitive child, an under-responsive child may seek out intense sensory experiences such as body whirling or crashing into objects. He or she may seem oblivious to pain or to his / her body position. Some children fluctuate between the extremes of over- and under - responsiveness.

Easily distracted

Activity level that is unusually high or unusually low ~ the child may be constantly on the move, may be slow to be activated or get fatigued easily. Again, some children may fluctuate from one extreme to the other.

Co-ordination problems ~ this can be seen in gross and fine motor activities. Some children may have unusually poor balance. While others have great difficulty learning to do a new task that requires co-ordination between different body parts.

Impulsive, lacking in self-control

Inability to unwind or calm self

Poor self concept ~ sometimes a child who experiences problems mentioned above just does not feel quite right. A bright child with these problems may know that some tasks are more difficult for him than the other children, but may not know why. This child may appear lazy, bored or unmotivated. Some children soon work out ways to avoid these tasks that are hard or embarrassing. When this happens, the child may be considered troublesome or stubborn. When the problem is difficult to see or to understand the parents and / or the child may blame themselves. Family tension, poor self-concept associated with a lack of confidence and a general feeling of hopelessness may prevail.

Poor organisation of behaviour ~ the child may be impulsive or distractible and show a lack of planning in approach to tasks. Some children may have difficulty adjusting to a new situation. Others may react with frustration, aggression or withdrawal when they encounter failures.

Typically, a child with sensory integrative disorder will show more than one of the above signs. However, not all children with learning, motor co-ordination or behavioural problems have an underlying sensory integrative disorder.

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