Causes of Sensory Integration Disorder

Sensory integration disorder or dysfunction (SID) is a neurological disorder that results from the brain's inability to integrate certain information received from the body's five basic sensory systems. These sensory systems are responsible for detecting sights, sounds, smell, tastes, temperatures, pain and position, and movements of the body. The brain then forms a combined picture of this information in order for the body to make sense of its surroundings and react to them appropriately. The ongoing relationship between behavior and brain functioning is called sensory integration (SI). Sensory integration provides a crucial foundation for later, more complex learning behavior.

Sensory integration therapy is a frame of reference used to help explain the relationship between brain function and behaviors of a child. It was first developed by Jean Ayers in the 1970s. This method of practice uses various sensory tools and stimuli to help the child experience the "just right" challenge so that the child can learn to respond adaptively to the environment.

Children with sensory integration dysfunction and/or sensory processing disorders face many challenges that affect play skills, socialization, family interaction, activities of daily living, copin, and skills required to carry out day-to-day tasks. There are many types of sensory integration dysfunction including sensory defensiveness (perceiving normal sensory stimuli as noxious), modulation disorders (high, low arousal levels) and motor planning difficulties, as well as sensory seekers (those that crave an abnormal amount of sensory input) and sensory avoiders (those that withdraw or avoid tasks due to sensory integration difficulties).

There are many indicators of sensory integration dysfunction. In order for a child to be considered having difficulties in this area, data is collected from the family caregivers, the educational/therapy team, and the child through specific evaluations and observations. The data is then compiled and and interpreted and the child profiled according to clusters of symptoms. If a child is appropriate for sensory integration therapy, the therapist then chooses specific treatment strategies to help the child organize the sensory systems and brain together in order to help the child be successful in his/her environments.

Sensory integration therapy allows the therapist to treat the child holistically. The goal of therapy is to help the child organize information through the sensory systems, provide guided opportunities for the child to explore types of movement and sensory input, respond appropriately to sensory stimuli and feel successful and fulfilled, as well as ready the child for learning and interacting with others.

ACCESS has two occupational therapists certified to administer the Sensory Inegration Praxis Test (SIPT).

SENSORY TOOLS 

The sensory diet is a term coined by occupational therapist Patricia Wilbarger. A sensory diet is a carefully designed, personalized activity schedule that provides a student with the correct sensory input a person's nervous system needs to stay focused and organized throughout the day. This method is used to alert or calm. A person whose nervous system is on "high trigger" will need more calming input, while someone who is more "sluggish" will need more arousing input to "wake-up" the nervous system. This is a technique used in classrooms and therapy at ACCESS Preschool and the Academy. Sensory disordered infants, young children, teens and adults can benefit from a well-designed sensory diet.

To design an effective sensory diet, you must be able to understand a student's sensory system and what it needs at a given time. An occupational therapist uses advanced training and evaluation skills to design, train and implement sensory diets for students. These “diets” are used throughout the day by teachers, therapists and parents to assist students in regulating their sensory system to “just right.” The “just right” point of arousal means a student is calm enough to attend, respond and learn at the optimal level. At this point, students are not sluggish or inattentive. This is a technique used in classrooms and therapy at ACCESS Preschool and the Academy. The ultimate goal is for students to understand and implement their needed sensory strategies for self-regulation.

Weighted blankets are one of the most effective tools for helping difficult-to-calm-down, high-energy sensory children. Children or adults with sensory processing disorders, particularly with tactile or proprioceptive dysfunction, have a need for the deep pressure input weighted blankets, vests or lap pads provide. Children with excessively high energy levels find these blankets soothing for bedtime or throughout the day. They can bring one to school for quiet times. They can use these types of elements around their shoulders or whole body or place them on their lap during desk work and reading times for the extra calming, deep pressure input their bodies crave.

Weighted vests, lap quilts and blankets provide a calming effect for individuals with sensory processing difficulties and increase ability to focus on tasks. Occupational therapists commonly recommend these for individuals with autism, ADHD or sensory processing difficulties.