- Sensory integration dysfunction means that the brain is not functioning in a natural, efficient manner and the brain is not processing or organizing the flow of sensory impulses in a manner that gives the individual good, precise information about themselves or the world around them.
- Our body exists in an environment and both the environment and the body provide the brain with sensory input (i.e. touch, smell, taste). Each of the senses works with the others- we combine the inputs of the senses to move our body through space and interact effectively with the world around us.
- This sensory input must be received, attended to/perceived- or ignored, and an appropriate reaction should occur.
Two Primary Processes:
- Orientation to novel sensations
- Habituation to repeated sensations
Issues with Sensory Modulation:
- An over or under-reaction to sensory stimuli
- An inability to regulate reactions and responses to stimuli from the internal and external environments
- Varies by sensory system and can vary temporally as well
- Children may have coordination difficulties in fine and gross motor activities such as poor balance and motor planning/praxis
- Lead to problems with other areas of performance and eventually to problems with occupational performance such as play, ADLs, educational performance, and social interactions
Sensory Avoiding
- Irritability or withdrawal when touched, avoidance of certain textures of clothing or food, distractibility, and fearful reactions to such ordinary movements activities such as swinging or spinning
Under-Reactive to Sensory Stimulation
- A child may seek out sensory experiences such as spinning or crashing into people and objects, they may seem oblivious to pain or to body position
Clinical Assessments:
- Sensory Integration and Praxis Test – the original and the gold standard – especially for praxis
- Evaluation in Ayres Sensory Integration
- The Sensory Processing Measure (home and school)
- The Sensory Profile (home and school)
- Parent Questionnaires
- Teacher Assessments
- Clinical Observations (home and at school)
Treatment Options:
- Child directed and play based- requires child’s active involvement in the session
- Use the environment to create appropriate activities based on the therapist’s clinical reasoning and in collaboration with the child’s inner drive
- Focuses on play activities that provide appropriate sensations such as climbing, hanging, moving through space (swinging), building, lifting, and carrying
- Uses primarily deep pressure touch, linear and/or rotary motion, and proprioception within activities and play
- The “just right challenge”- promotes success and feelings of mastery- build body awareness and the ability to react to sensations appropriately
