Sensory Integration Dysfunction

Sensory Integration Therapy is a form of occupational therapy that uses sensory-based stimulation to regulate an individual’s sensory responses.  This type of intervention is usually administered through motion activities such as, swinging, spinning, brushing, bouncing, and vibrating.  Other sensory integration tactics used incorporate non-motion sensory input such as wearing a weighted vest or manipulating hands in sand, uncooked beans, or water.  In the past, this type of therapy practice has been noted to be controversial due to minimal data research studies that support consistent findings.   According to teachers, therapists, and parents alike, facilitation of this type of intervention on a daily basis has shown to improve a child’s behavior, help them attain increased attention to task and lower overall anxiety.  Specifically, developmentally delayed populations, such as those with autism, pervasive developmental disorders (PDD’s) and cerebral palsy have all been found to greatly benefit from sensory integration therapy. 

Now, how can we tell if a child exhibits Sensory Integration Dysfunction (SID)?

As we already know, no two individuals are the same and thus, no two children with sensory integration and processing deficits will show exactly the same signs and symptoms.  The following list reveals “red flag” behaviors that a child may display if one has sensory integration and processing deficits.  Please note that an individual may demonstrate symptoms in isolation or in combination.   

Signs and Symptoms of Sensory Integration and Processing Deficits:

1. Hypo or Hypersensativity to outside stimuli; meaning the child is either more or less sensitive to their environmental surroundings.  For example, some children may want to touch or crash into everything around them, but others may be anxious or unwilling to touch certain objects, textures or consistencies (i.e., play doe or things that are sticky, sandy, cold, or wet). 
2. Difficulty processing information they see or hear.  For example, a child may be asked to identify an object or follow a specific direction, but due to their visual or auditory processing impairment, the brain requires additional time to follow through with what was asked of them.  With these types of children, instructions need to be broken down piece by piece and verbal/visual/tactile cues are usually beneficial in order to complete a sequential task.
3. Complaints of uncomfortable fabrics, textures, and tags against their skin.  For example, a child may need to wear one specific shirt all the time or the same pair of shoes.  Any type of tactile discomfort could cause significant behavioral changes. 
4. Tip toeing.  A child will be hesitant of stimulation entering the bottom of his/her feet.
5. Difficulty with motor planning.  A child may be extremely uncoordinated in running, jumping, and tumbling in comparison with his/her peers of similar age.   In addition, their muscle tone may also be weaker.  
6. Highly distractible and unable to attend, or complete the task at hand.Resistant to certain food/drink textures, consistencies and tastes.  These children are usually “picky eaters” and are only cooperative in eating a few types of foods. 
7. Oversensitivity to sounds and smells.  For example, light or cleaning supply smells may disrupt them.  
8. Easily fatigued or more active than his/her peers.
9. Difficulty with deviation from a routine or daily structure.  They types of children do not like change.  It can throw their system “off.” 

Today, many occupational therapists are treating SID with sensory integration therapy, but many clinicians in the field are not correctly trained how to conduct a full sensory deficit evaluation.  Children can have mild, moderate, or severe sensory deficits and finding a trained occupational therapist in this area is essential to a child’s developmental advancements.  To date, the most efficient way to determine if an occupational therapist is qualified to diagnose a sensory integration disorder is if they are Sensory Integration and PRAXIS Certified (SIPT).  SIPT is a test developed by Jane Ayres, Ph.D from the University of Southern California.  This tool offers the most complete assessment of sensory intervention available.  The entire test takes approximately two hours with subtests that include: visual, tactile, kinesthetic, and motor tasks.  The assessment is based on a sample of more than two thousand children ages 4-8 years and 11 months (Western Psychological Services, 2009 page 1).  Currently, this test is considered the “gold standard” in SID assessment.  

As a parent and caregiver of a child who is sensory challenged, it is important to understand that sensory integration and processing disorders are not yet considered an “official” diagnosis by occupational therapists or physicians.  Researchers state that although sensory integration therapies have shown to substantially benefit many developmentally delayed populations, there are studies that dispute such findings.  For those looking to research sensory integration therapy for their child, one should examine the work of Dr. Aryers.

In Jane Aryes studies (1964, 1968/1974, 1972), she explored the perceptual and motor contributions to learning through trials with children of learning disabilities and cerebral palsy.  She hypothesized that deficits in neurobiology may be associated with learning disabilities.  Her hypotheses then led to treatment procedures designed to enhance neural functioning through alternative outlets.  Aryes felt that as learners we needed to look beyond our visual learning system and stimulate our other interactive areas such as vestibular, proprioceptive, and tactile (Bundy, Fisher, Murray, 1991, pp. 6-7).  Through further examination of her research Ayres was able to produce a valid argument for children trying to learn who have sensory deficits.  According to Aryes, if a child’s neurobiology is challenged; one needs to examine alternative learning routes through different sensory input areas.  In conclusion, this treatment method may or may not have a beneficial effect on the individual with sensory integration and processing deficits, but Aryes and many practicing therapists around the world feel that sensory integration therapy does produce positive outcome results.

To find a qualified Occupational Therapist in your area, visit the Butterfly Effects Directory.

References

Bundy, A., Fisher, A., Murray, E., (1991).  Sensory Integration Theory and Practice Philadelphia: F.A. Davis Company.