SENSORY INTEGRATION

Sensory integration is the ability to organize and process sensory information

and to use this information to create appropriate responses. We obtain data
through our senses, from hour physical conditions and the environment that
surround us. The brain organizes the sensations so that the person can move,
learn and behave properly. This sensory experiencesThese sensory experiences
include touch, movement, body awareness, sight, sound, smell, taste and the
pull of gravity.

Sensations inform the brain of what the body is feeling and doing, and the
brain tells the body what it has to do.

Approximately 80% of the nervous system participates in the processing or

organization of sensory input because the brain is primarily responsible of
sensory processing. Sensory processing is extremely complex, since different
types of combined actions sensory inputs got to proceed. This processingThis
processing produces a message in the brain and then the motor neurons
transmit it to the muscles all over the human body, meaning, sensory
integration is automatic and unconscious, such as breathing or digesting food.

SENSORY INTEGRATION & AUTISM

On a daily basis, most people experience events that stimulate more than one
sense simultaneously. We use our multiple senses to take in this varied
information, and combine it to give us a clear understanding of the world
around us. We learn how to do this during childhood. Thus, through childhood
experiences we gain the ability to use all of our senses together to plan a
response to anything we notice in our environment. Children with autism are
less capable of this kind of synthesis and therefore have trouble reacting to
different stimuli and formulating more appropriate responses.

This childrenThese children have a difficult time listening when they are
preoccupied with something. This is an example of their difficulty in receiving
information via more than one sense simultaneously. Physicians who treat
children with autism believe these difficulties are the result of a difference
between the brains of children with autism and others.

The underlying concepts of sensory integration therapy are based on research

in the areas of neuroscience, developmental psychology, occupational therapy,
and education. Research suggests sensory information received from the
environment is critical; interactions between the child and the environment
shape the brain and influence learning. Furthermore, research suggests the
brain can change in response to environmental input, and rich sensory
experiences can stimulate change in the brain.

As it was previously explained, most of us unconsciously learn to combine our

senses (sight, sound, smell, touch, taste, balance and body in space) in order
to make sense of our environment. Children with autism have trouble learning
to do this. Consequently, their play schemes are limited to the few habitual
manners they use when interacting with the world.

Occupational therapists use sensory integration therapy to help a child with

autism play like other children. Sensory integration therapy involves placing a
child in a room specifically designed to stimulate and challenge all of the
senses. During the session, the therapist works closely with the child to
encourage movement within the room.

Sensory integration therapy is driven by four key principles:

- Just Right Challenge: The child must be able to successfully meet the
challenges that are presented through playful activities.
- Adaptive Response: The child adapts his/her behaviour with new and
useful strategies in response to the challenges presented.

- Active Engagement: The child will want to participate because the

activities are fun.

- Child Directed: The child’s preferences are used to initiate therapeutic

experiences within the session.
For most Children, Sensory Integration develops in the course of ordinary
childhood activities. Motor planning ability is a natural outcome of this
process, as is the ability to adapt to incoming sensations. But for some
children sensory integration does not develop as efficiently as it should. When
this process is disordered, a number of problems in learning, development and
behaviour may become evident for example:

- Irritability or withdrawal when touched, avoidance of certain textures of

clothes or food.
- May seem oblivious to pain or to body position.
- An under responsive child may seek out sensory experiences such as
whirling or crashing into people and objects.
- Coordination problems. This can be seen in gross and fine motor
activities, like poor balance, while others have great difficulty learning
to do a new task that requires motor coordination.
- In a school-aged child, there may be problems in some academic areas
despite normal intelligence.
- Poor organization of behaviour. This child may be impulsive or
distractible.
- Poor self-concept. When a problem is difficult to understand, parents
and children may blame themselves.

Sensory integration therapy is based on the assumption that the child is either
over- or under-stimulated by the environment. Therefore, the aim of sensory
integration therapy is to improve the ability of the brain to process sensory
information so the individual will function more adaptively in his/her daily
activities.

A sensory integration room is designed to make the child want to run into it
and play. During sensory integration therapy, the child interacts one-on-one
with the occupational therapist and performs an activity that combines
sensory input with motion.
The result of a successful sensory integration therapy is that the children are
better able to play, learn, and interact with people and surroundings.
While sensory integration therapy is not harmful, some forms of sensory
therapy may be uncomfortable for the child, the therapist should respond
appropriately to each child.
True sensory integration therapy, however, should be child-directed, playful,
and pleasant forpleasant for the child.

BIBLIOGRAPHY AND WEB SITES CONSULTED:

● www.autismcanada.org
● http://www.ibeaudry.com
● www.aisaargentina.com.ar

QUESTIONS

1. What is sensory integration?

2. Mention 4 objectives of sensory integration in autism.
3. Mention the symptoms of poor sensory processing.
4. What kind of activities are carried out in a sensory integration room?
5. What disciplines are specialized in the study of sensory integration?

1. Sensory integration is the ability to organize and process sensory

information and using this to create appropriate responses.

2. Sensory integration therapy is driven by four key principles:

- Just Right Challenge

- Adaptive Response
- Active Engagement
- Child Directed
3. The symptoms of poor sensory processing are:

● Irritability or withdrawal when touched, avoidance of certain textures of

clothes or food.
● May seem oblivious to pain or to body position.
● An under responsive child may seek out sensory experiences such as
whirling or crashing into people and objects.
● Coordination problems.
● In a school-aged child, there may be problems in academic
achievements.
● Poor organization of behaviour.
● Poor self-concept.

4. The activities that can be carried out in a sensory integration room

are swinging in a hammock (movement through space), dancing to
music (sound), playing in boxes filled with beans (touch), crawling
through tunnels (touch and movement through space), hitting
swinging balls (eye-hand coordination) and balancing on a beam
(balance).

5. The disciplines that mostlythat mostly specializes studyingspecializes

studying sensory integration are the professionals in the area of
neuroscience, developmental psychology, occupational therapy and
education.

Students:

- Micaela Lischetti
- Araceli Romano Terrazas
- Mariana Belén Urriza