Hi there reader friends! I am blogging here for the month of May. Today I am sharing my sensory handout I share with many of my families. I hope this provides you with some new or clarifying information.
What is Sensory Integration?
Sensory integration (SI) is a term that refers to the way the nervous system receives messages from the senses and turns them into appropriate motor and behavioral responses. It is also referred to as sensory processing. Each sense is usually thought of as a separate channel of information. However, your brain uses the information received from your senses including sights, sounds, textures, smells, tastes, and movement together to organize your body and the way you interpret the world around you. Most individuals can assign meaning to their sensory experience and can respond and behave accordingly. Children with sensory processing disorder cannot integrate their sensory experiences and do not know how to express that their sensations are different. Sensory Processing Disorder describes when a child has difficulty detecting, organizing, or responding to sensory information as it is received and interpreted in the brain. Kids may demonstrate motor clumsiness, behavioral problems, anxiety, depression, and school failure. When a child seems like they may need a punishment, they could be in desperate need of a sensory break.
You are not alone,
A research study by the Sensory Processing Disorder Scientific Work Group (Ben-Sasson, Carter, Briggs-Gowen, 2009) suggests that 1 in every 6 children experiences sensory symptoms that may be significant enough to affect aspects of everyday life functions.
Sensory integration is important for speech too!
“The same symptoms that qualify a child for sensory integration treatment may indeed have an impact on a child’s language and learning abilities” (Klecan-Akeret al. ). Problems with planning, organizing and sequencing (all things that can be addressed through sensory integration) can have a HUGE impact on language learning and future academic success. When speech production is impaired, motor problems are more pronounced (Visscher et al. ).
Sensory integration treatment has been shown to have a positive effect on speech and language development (Pfeiffer et al. 2010; Fallon et al. 1994; Ray et al. 1988; Windeck & Laurel 1989; Ayres & Mailloux 1981; Clark & Steingold 1982). A study of children with autism found significant differences in social responsiveness in children who received sensory integration treatment compared to those who received only fine motor treatment (Pfeiffer et al. 2010). Similarly, another study of children with a variety of disabilities found that children who participated in SI treatment activities prior to speech and language treatment showed higher posttest language scores than children who received no SI treatment. (Fallon et al. 1994).
SI senses:
Usually when we think of senses we think of the main 5: sight, sound, smell, taste, and touch. However, the senses most affected by SI are:
Tactile- touch, including the mouth. Tactile input includes light touch, firm touch, and discrimination of different textures such as dry to wet and messy. Tactile senses also process pain and temperature.
Vestibular-movement and balance. Movement is crucial to development. It is extremely powerful; 15 minutes of vestibular activity can have a 6-8 hour effect (positive or negative) on the brain.
Proprioception-body awareness/deep pressure. It is usually referred to as “heavy work”. The receptors for proprioception are located in the joints, muscles and tendons including the jaw and vertebrae. These receptors are also in control internally including feelings of hunger and recognizing the need to use the restroom. Activating the proprioceptors is a great way to calm, organize, and self-regulate the nervous system. Fifteen minutes of proprioceptive activity can have a 1-2 hour positive effect on kiddos.
Kids may seek or crave the sensations or try to avoid them as much as possible. Your occupational therapist will give you the strategies you need specifically for your child to give them the appropriate “sensory diet” to help them cope with their world.
Sensory Ideas
Tactile:
Use you sensory brush
Lotion massage
Sensory play- water, sand, corn meal, finger paint, play doh, clay
Beans and rice box-retrieve objects from box
Vestibular:
Swinging-on a swing or by simply holding their arms or legs
Jumping- pillows, trampoline, bouncing on yoga ball
Rolling- in barrel, rolling up in blanket, rolling on large ball
Spinning- on a chair with wheels, sit n spin toy
Riding in the car
Proprioception:
Joint compressions/beeps
Animal walks-Bear walk, Crab walk, Frog jumps, penguin walk, wheelbarrow walking
Carry a backpack full of their own toys and books
Make a kid sandwich by pressing down on him between two pillows or couch cushions or a kid burrito by rolling her tightly in a blanket
Crawling- through tunnels and boxes
Pulling apart resistant toys/objects
Putting it all together
Obstacle courses: choose one activity from at least two of the sections above and combining them is the best way to achieve sensory integration i.e.: Vestibular-jump on mini trampoline 10 times and then into pile of pillows, proprioceptive-do animal walks back to the trampoline. Complete 4-6 times without stopping between each activity.
Rough and tumble play-hold child high in the air, bring down across your body and squish abdomen under blanket or pillows
Throw child up into air and then give big bear hug
References:
Ayres, A.J. and Mailloux, Z. (1981). Influence of sensory integration procedures on language development. American Journal of Occupational Therapy 35(6), 383-390.
Ben-Sasson, A., Carter, A. S., & Briggs-Gowen, M. J. (2009). Sensory over-responsivity in elementary school: Prevalence and social-emotional correlates. Journal of Abnormal Child Psychology, 37, 705-716.
Biel, L. & Peske, N. (2005). Raising a sensory smart child with sensory integration dysfunction. New York: Penguin Books.
Clark, F.A. and Steingold, L.R. (1982). A potential relationship between occupational therapy and language acquisition. American Journal of Occupational Therapy (36)1, 42-44.
Fallon, Moira A. et al. (1994). The effectiveness of sensory integration activities on language processing in preschoolers who are sensory and language impaired. Infant-Toddler Intervention (4)3, 235-243.
Klecan-Aker, J.S., Green, L.B., and Flahive, L.K. (1995). Language therapy with a child with sensory integration dysfunction: A case study. Child Language Teaching and Therapy (11), 273.
Pfeiffer, B.A., Koenig, K., Sheppard, M., Henderson, L. (2011). Effectiveness of sensory integration interventions in children with autism spectrum disorders: A pilot study. American Journal of Occupational Therapy, 65, 76-85.
Ray, T.C., King, L.J., and Grandin, T. (1988). The Effectiveness of Self-Initiated Vestibular Stimulation in Producing Speech Sounds in an Autistic Child. The Occupational Therapy Journal of Research (8), 186-190.
Sensory Processing Disorder Foundation. (2012). About SPD. http://www.spdfoundation.net
Windeck, S.L. and Laurel, M. (1989). A theoretical framework combining speech-language therapy with sensory integration treatment. Sensory Integration (12), 1.
Books to read:
Your Essential Guide to Understanding Sensory Processing Disorder by Angie Voss, OTR
· Also contains great travel trips!
Further research:
http://www.otawatertown.com/images/services/si%20therapy%20&%20speech%2001222013.pdf
http://school.familyeducation.com/sensory-integration/parenting/56288.html
http://www.spdfoundation.net/about-sensory-processing-disorder.html
Alexa Benson, MOT, OTR/L
