Every child matters

What is Sensory Integration?

Sensory integration is an unconscious process of the brain. It occurs without us thinking about it- like breathing. It helps us organise information detected by our senses (taste, sight, hearing, touch, smell, movement, gravity, and position). It gives meaning to what we experience by sifting through all the information and selecting what to focus on (such as listening to a teacher and ignoring the noise of outside traffic). It allows us to act or respond to the situation we are experiencing in a purposeful manner (known as an adaptive response). Sensory integration forms the underlying foundation for academic learning and social behaviour (Sensory Integration and the Child, A. Jean Ayres, 2005).

Sensory experiences include touch, movement, body position, vision, smell, taste, sound and the pull of gravity. The process of the brain organising and interpreting this information is called sensory integration. Sensory integration provides a crucial foundation for later, more complex learning and behaviour.

For most children sensory integration develops in the course of ordinary childhood activities. But for some children, sensory integration does not develop as efficiently as it should. This is known as sensory processing disorder [SPD] or dysfunction in sensory integration [D.S.I.]. When the process is disordered a number of problems in learning, motor skills and behaviour may be evident.

Sensory IntegrationSome signs of SPD

  • Physical clumsiness
  • Difficulty learning new movements
  • Activity level unusually high or low
  • Poor body awareness
  • Inappropriate response to touch, movements, sights or sounds
  • Poor self esteem
  • Social and/or emotional difficulties

In addition there may be

  • Distractibility, impulsivity, limited attention control.
  • Delays in speech, language and/or motor skills.
  • Specific learning difficulties and/or perceptual difficulties
  • Poor self care skills

What can be done

If a child is suspected of having SPD, an assessment can be carried out by a relevantly qualified therapist who has taken post-graduate training in sensory integration. Assessments usually consist of both standardised testing and structured observation of posture, balance and coordination as well as responses to their sensory environment.

One important aspect of therapy that uses a sensory integration approach is that the motivation of the child plays a crucial role in the selection of the activities. Most children tend to seek out activities that provide sensory experiences which will be beneficial to them at that point in their development. It is this active involvement and exploration that enables the child to become a more mature, efficient organizer of sensory information.

Specific skills training is not usually the focus of this therapy approach. When using a sensory integration model, the aim of therapy is to address the underlying conditions, rather than teaching a specific task.

At the Speech, Language and Hearing Centre, we incorporate sensory integration strategies within occupational therapy sessions and advise parents and teachers how to implement strategies throughout the day.  We utilise a variety of suspended swings, large therapy balls, bolsters and other equipment in a fun and meaningful way to develop a child’s foundation for learning.

Useful links:

The Sensory Integration Network UK and Ireland Ltd.
www.sensoryintegration.org.uk