SPED 480/580 Synthesis Project Barbara Arena-Crandall Linnea Johnstone Joanne Rolph Shayne Shupe

 Sensory Integration Dysfunction (SID) is a neurological disorder pioneered by A. Jean Ayres, PH.D., ORT 40 years ago.  Dr. Ayres was interested in the relationship between deficits in learning and the body’s inability to process sensory motivations. She was most interested in how it affected the child’s motor abilities.

 She developed theories about the patterns of disability based on her research and observations.  From these theories Dr. Ayres developed methods of treatment using “enhanced sensory experiences.”  The therapy came to be called sensory integration.

 Sensory integration refers to three things: The neurological process (as described in the quote above) Theories regarding integrating sensation and how it affects motor and learning difficulties. The therapy and assessment guided by sensory integration theory used to treat suspected deficits in the sensory integration process.

 Dr. Ayres developed a set of standardized tests known as Sensory integration and Praxis tests (SIPT)  To view praxis tests: page/wps/W page/wps/W-260

 Dr. Ayres made significant contributions to child development by focusing on sensory processing, especially with respect to the proximal senses.  The proximal senses are vestibular, controls balance and eye movement, proprioceptive, senses the motion and position of the body. The proprioceptive sense enables the brain to make connections when the child moves or picks an object up.

 These senses help the child understand his/her world early in life.  Dr. Ayres believed that these senses were critical as the child matured.  Her work was mostly ignored by other scholars and clinicians at the time.  After Dr. Ayres’ death in 1988 others continued to add their theories and terms to the conversations about sensory integration.  Therefore, terms that surround sensory integration continue to be confusing.

 Young children with sensory disorders often have problems with motor skills and other abilities needed for school success and childhood accomplishments.  Often they become socially isolated and suffer from low self-esteem and other social / emotional issues.

 Some examples of social challenges for children with sensory disorders are: Difficulty socializing with peers in pubic places like playgrounds, and classrooms. Difficulty with sounds in community and with peers. Social anxiety around peers when eating. Over stimulated while playing with peers, often touching, grabbing other children too often. Difficulty observing the rules of social space.

 Occupational therapy with a sensory integration approach takes place in a sensory-rich environment. Children will go through fun activities that are subtly structured so the child is constantly challenged but always successful.  Children learn appropriate responses, generalized to the natural environment like home, school, and the community.

 Teach children to respect their needs, but also the needs of others.  Encourage them to be creative in finding ways to make social settings more comfortable for themselves without making them less comfortable for others.  Encourage them to talk about their choices.  Help the child feel good about themselves.  Let child feel comfortable in settings. Let them wear preferred clothing, and use earplugs. Sometimes other devices are needed to help the child keep calm and focused.  Here are some more helpful tips:  20_In-Sync_%20Kids.pdf 20_In-Sync_%20Kids.pdf

Philosophical Foundations of Early Intervention are summed up nicely in the IDEA 1997 Preamble: “Disability is a natural part of the human experience and in no way diminishes the right of the individuals to participate in or contribute to society. Improving educational results for children with disabilities is an essential element of our national policy of ensuring equality of opportunity, full participation, independent living, and economic self sufficiency for individuals with disabilities.”

Sensory Processing Integration is relevant to all areas in the preamble: *Participate and contribute in society * Improving educational results * Independent living * Self sufficiency Sensory Experiences are the templates for which we understand the world and which guide behavior. When sensory input is not being filtered efficiently, it effects our ability to function and learn. Here is a great, short video produced by a child with Sensory Processing Disorder:

The Child Trauma Center, in Houston Texas, uses the Neurosequential Model of Therapeutics to describe the neurological component to sensory processing The brain is organized in four section. Starting at the bottom:  Brain Stem  Diencephalon (Cerebellum)  Limbic  Cortex

There are four domains associated with each area of the brain:  Brain Stem: Sensory processing.  Diencephalon :Associated with self regulation.  Limbic :Relational  Cortex :Cognitive Information is received through the brain stem and filtered up through the successive areas. Therefore, if the sensory information is not being filtered efficiently, it effects all other areas of brain function., which in turn effect a child’s ability to improve educational results, contribute to society, and eventually live independently and be self-sufficient.

Try this sensory processing experience: Put your radio on, set an alarm off (Clock, stove timer, or phone alarm), and turn the TV on. Now, formulate response to this question (you don‘t actually need to respond) “Compare and contrast the use of Behavior Modification and Logical Consequences in the classroom.” Document your experience in our comments section. How did you feel physically? What did you find yourself focusing on? How was your ability to tune out the environment and attend to the question?