SENSORY PROCESSING DISORDER

Sensory Processing
 Refers to the method the nervous system uses to receive, organize
and understand sensory input. It is considered an internal process
of the nervous system that enables people to figure out how to
respond to environmental demands based on the sensory
information that was available to make the person aware of what is
going on both around the person (e.g., from auditory and visual
input) and from within the person’s body (e.g., from touch, joint
receptors) (Miller & Lane, 2000).
 Sensory Integration
“The neurological process that organizes sensation from one's own
body and from the environment and makes it possible to use the
body effectively within the environment. The spatial and temporal
aspects from different sensory modalities are interpreted, associated,
and unified. Sensory integration is information processing... The
brain must select, enhance, inhibit, compare and associate the
sensory information in a flexible, constantly changing pattern; in
other words, the brain must integrate it" (Ayres, 1989).
 Conceptualization of SI
 Evolved since Ayres’ original work

 SCSIT(1972) - 5 “syndromes”

 SIPT (1986) - 6 patterns of dysfunction

 Dunn (1997) - 4 basic patterns of sensory processing and self

regulation

 Miller, Anzalone, Lane,Cermak & Osten (2007) – “A new

nosology”
SENSORY PROCESSING DISORDER (SPD)
(MILLER, ANZALONE, LANE, CERMAK & OSTEN, 2007)
 Sensory Modulation
 Occurs in the CNS
 Regulates neural messages about stimuli
 Results in graded responses to input
 Results in responses that are appropriate for input
 Sensory Modulation Disorder
 Difficulty responding to sensory input with behavior that is graded
relative to the degree, nature or intensity of the sensory information

 Inconsistent responses with demands of the situation

 Inflexibility adapting to daily sensory challenges

 Difficulty achieving & maintaining developmentally appropriate

range of emotional & attentional responses
 Sensory Modulation Disorder
 Sensory over-responsivity

 Respond with greater speed, intensity & duration than is typical

 Appear aggressive, impulsive, active, irritable

 Sensory under-responsivity

 Disregard or do not respond to sensory stimuli

 Appear lethargic, withdrawn, inattentive, unmotivated

 Sensory seeking

 Crave excessive amounts of sensory input

 Appear socially inappropriate, dangerous, restless

 Sensory Discrimination Disorder

 Difficulty interpreting the qualities of sensory stimuli

 Unable to perceive similarities or differences among stimuli

 Require time to process stimuli; slow performance

 SDD in tactile, vestibular & proprioceptive systems leads to

awkward & clumsy movements

 SDD in visual & auditory systems can lead to LD

 Sensory-Based Motor Disorder
 Postural Disorder

 Difficulty stabilizing the body during movement or at rest

 Abnormal muscle tone, poor control of movement or force, instability,

poor balance, poor equilibrium & righting reactions, poor weight shifts

 Dyspraxia

 Inability to plan, sequence & execute actions

 Awkward, clumsy & in-coordinated movements

 Appear accident-prone & disorganized in their approach

 Require extra time & practice to learn motor tasks

 Legitimacy of SPD
 Diagnostic Classification of Mental Health and Developmental
Disorders of Infancy and Early Childhood: Revised (Called
Sensory Processing Disorders of Regulation) (Zero to Three, 2005)

 Diagnostic Manual for Infancy and Early Childhood (Called

Regulatory Sensory Processing Disorder) (ICDL, 2005)

 Psychodynamic Diagnostic Manual (PDM Task Force, 2006)

 Push to have SPD recognized in DSM in 2013. Not included in

DSM-5
 Prevalence of SPD
 Estimated to be problematic for 5.3 % of kindergartners

 Studies indicate a high comorbidity rate of sensory processing

disorder and Autism Spectrum Disorders, Cerebral Palsy, Down
Syndrome, and ADHD
 Efficacy of Treatment

INDIRECT:
 Consultation
 Weighted Vests / Pressure vests and other environmental adaptations
 Sensory Diet
 Indirectly shown to increase attention to task, and decrease self-stimulatory

and self-injurious behaviors

DIRECT:
 1:1 therapy that is child-centered and involves suspended equipment, among

other things
 Shown to improve sensorimotor performance, but not shown to affect

cognition.
 Resources
 Lucy Jane Miller – SPD

 http://www.youtube.com/watch?v=H0TcXVyORxg

 http://www.youtube.com/watch?v=QDaj4daRWJc&feature=related

 http://www.spdfoundation.net/index.html

 http://www.sensory-processing-disorder.com/