Sensory Integration Dysfunction Mazyad Alotaibi

Sensory Integration: The Theory Ayres (1972) hypothesized that… – “learning is a function of the brain [and] learning disorders reflect some deviation in neural functions” – Since some individuals with learning disorders have motor or sensory problems, they have difficulty processing and integrating sensory information – This inability to integrate sensory information causes behavior and learning problems – This is referred to as Sensory Integrative Dysfunction

Sensory Integration: The Theory The focus is on 3 sensory systems: Tactile, Vestibular, and Proprioceptive The interrelationship among these sensory systems is critical to one’s basic survival (most people can integrate and interpret sensory information automatically) These systems interact with each other, allowing us to experience, interpret, and respond to different stimuli in our environment

Sensory Integration: The Therapy SI therapy provides opportunities for engagement in sensory motor activities that are rich in tactile, vestibular, and proprioceptive sensations The child is guided through challenging and fun activities designed to stimulate and integrate sensory systems, challenge his or her motor systems, and facilitate integration of sensory, motor, cognitive, and perceptual skills

Sensory Integration: Outcomes According to Ayres, some outcomes from SI therapy include: – Ability to concentrate – Ability to organize – Increase in self-esteem – Increase in self-control – Increase in self-confidence – Improvement in academic learning ability – Capacity for abstract thought and reasoning – Specialization of each side of the body and the brain

DSI Taxonomy

Sensory Integrative Dysfunction Subtypes Severity of symptoms highly individual and variable Sensory Registration and Modulating Dysfunction – information not registered correctly – Sensory-Avoiding – Sensory-Seeking Sensory Discrimination Dysfunction – decreased ability to distinguish different types of touch, movement and/or body position Functional Effects of Sensory Dysfunction – delays in speech, language, or motor skills

Treatment

Treatment Goals Primary Goal: Improve the way the brain processes, organizes sensation to be used for perception, adaptation, and learning (NOT teaching specific skills such as handwriting) Secondary Goals and Expected Outcomes of SI Intervention:  Regulation of arousal states and attention  Development of body scheme;  Postural-motor and bilateral integration of function;  Fine and Gross motor skills (handwriting);  Visual-auditory aspects of learning ;  Receptive and expressive language;  Psychosocial functions (ex: self-concept, self-efficacy);  Independence in ADLs

Sensory Integration (SI) terms: Sensory registration Sensory awareness Adaptive responses Body center interactions Body space relationships Body environment interactions

Sensory registration Internal process to orient or attend to sensory stimulation upon input

Sensory awareness Results from the registration of, orientation to and perception of sensory stimuli; provides foundation for sensations of: Touch Body sense (proprioception) Motion and gravity Taste, smell, seeing, and hearing

Adaptive responses Behaviors that reflect the growth and maturation of the nervous system in response to environmental demands. Process of organizing the response as well as feedback from the response facilitates optimal development of the nervous system

Body-center interactions Internal awareness of self and automatic control of one’s body which allows for comfortable interaction with people and the environment.

Body space relationships Multidirectional purposeful actions that contribute to lateralization of motor functions and generalized sequencing abilities.

Body environment interactions Intentional behaviors leading to specialization of abilities for skilled performance. Provides foundation for social, and intellectual maturity.