Sensory Integration Mazyad Alotaibi

2 Definition of Normal Sensory Integration 1.Neurological process of organizing information from body and environment for use in daily life. 2.Sensory Integration is the neurological process that organizes sensation from one’s own body and the environment. Then our body can react effectively in the environment 3.(80% of nervous system involves processing sensory information). 4.Sensory integration or processing Provides foundation that enables meaningful and purposeful participation in full range of daily activities

Importance of Sensory Processing Attention Balance Emotional Security Flexibility Healthy relationships with others Self comforting Self esteem Self protection Self regulation Social Skills Speech and language skills Plus many other social, emotional, cognitive and gross/fine motor benefits as well as academics. 3

Sensory Integration Dysfunction 1.Inability to process sensations efficiently 2.Take in too much or too little information Hypersensitive Hyposensitive 3.Neurological disorganization. 4.Inefficient motor, language, or emotional output. 4

Human Senses  Far Senses –Hearing –sight –smell –taste –touch  Near Senses –Tactile –Vestibular –Proprioceptive 5

The Brain and Sensory Integration The brain consist of 4 Important Parts 1- Brainstem Receives messages from skin and muscles in head and neck Sensations switch to appropriate hemispheres Processes vestibular sensations Processes sensations from internal organs 2- cerebellum Processes proprioceptive and vestibular sensations important for (Muscle tone, balance and fine motor skills) 6

3- Diencephalon a)Basal ganglia: Coordinate vestibular sensations necessary for Balance Voluntary movement b)Hypothalamus c)Thalamus 7

4- Cerebrum o Occipital lobe for Visual images o Parietal lobe for tactile and Proprioceptive messages o Temporal lobe –Hearing –Refining vestibular sensations –Memory o Frontal lobe –Voluntary body movements 8

Normal Sensory Processing 1.Receiving input from the sensory receptors 2.Relaying information to the brain. 3.Identifying what information is important. 4.Blocking information that is not important. 5.Comparing information with past experience or other types of sensory experience to form a plan of action if needed. 6.Developing a plan. 7.Sending the message to the parts of the body needed to execute the plan. 8.Carrying out movements as planned. (adaptive response). NB. Dysfunction can occur at any stage of the process!! 9

Central Nervous System Brain Motor Output Sensory Input 10

Central Nervous System The Central Nervous System acts like a “computer.” The CNS receives input through the senses, the brain sorts and organizes the information to generate an output or response. The CNS is composed of the brain, spinal cord, along with the nerves and end organs (the end of the nerves) that control our voluntary (reach for coffee cup) and involuntary acts (breathing). The spinal cord, brain stem, cerebellum and cerebral hemispheres use the sensory input from the receptors to produce awareness, perception and knowledge, produce body posture, movements and the planning and coordination of movements, emotions, thoughts, memories and learning. 11

Our Senses External Senses Touch, hearing, sight, taste, smell, body awareness and movement/balance. Internal Senses (these senses run on auto pilot) Body centered senses Coming from internal organs Regulate functions such as hunger, thirst, digestion, body temperature, sleep, mood, heart rate and state of arousal Some children lack internal senses processing and will not sense if they are hungry or need to go to the bathroom. 12

Sensory Integration Dysfunction (SID) Dysfunction occurs when a person with an intact nervous system, is unable to interpret sensory information appropriately. Thereby this dysfunction or misinterpretation of sensory information interferes with daily activities or development. 13

Dysfunction in Sensory Processing Can Affect: Academic skills-ocular motor control Attention- self -comforting Auditory discrimination-self-esteem Balance-self protection Behaviors-self regulation Bilateral coordination-Social skills Body awareness-speech and language skills Tactile discrimination Hand writing Daily Living skills Emotional Security Eye-hand coordination Fine motor skills 14

Auditory System dysfunction Difficulties paying attention to and remembering information presented orally Difficulties carrying out multi-step directions Poor listening skills, unable to follow verbal directions Increased time to process auditory information Low academic performance Behavior problems Language difficulties (vocabulary and understanding language) Difficulty with reading, comprehension etc Easily upset by sounds (alarms, clock ticking, people talking) Cover ears Distracted by sounds Does not respond to name called 15

Tactile Dysfunction Hyperactive Dislike certain food due to texture Dislike teeth brushing, combing hair, washing hair, showering Prefers clothing that totally covers body, regardless of temperature Does not like clothing Dislike physical touch Poor relationship with peers May become physically or verbally aggressive when touch is perceived as a threat Dislikes groups/crowds Dislikes hands being dirty Hypoactive Does not react to painful experiences Has difficulty manipulating tools, writing, toys Craves touch, may touch constantly or indiscriminately Mouth objects 16

Proprioceptive Dysfunction Clumsiness Tendency to fall Lack of awareness of body position in space Resistance to new motor activities Stiff uncoordinated movements Craves sensation of deep pressure against the body 17