Sensory Integration

Sensory integration

the process of organizing sensory information for functional use; the normal neurological process of taking in information from the environment and body through the senses, organizing it, and using it to plan and execute adaptive responses

Sensory information from the environment is integrated in the ______________.

nervous system

Intact sensory integration supports effective participation in:

Play, chores, self-care, school routines

Sensory integration is directly linked to a child’s ________ and ________.

emotional state and organization of behavior

Sensory modulation

Problem turning sensory messages into controlled behaviors that match the nature and intensity of sensory information

Sensory discrimination

Problem sensing similarities and differences between sensations such as what and where they are being touched or the qualities of objects

Sensory-based motor discrimination

Problem with stabilizing the body, moving, or planning a series of movements to react functionally to the environment

What are common co-occuring conditions in children with sensory processing disorder?

ADHD, ASD

Adaptive response

An appropriate action in which the individual responds successfully to an environmental demand; requires good SI and they assist in developing the SI process

Bilateral motor coordination

The ability to use both sides of the body together in a smooth, simultaneous, and coordinated fashion. This includes not only hands during FMC but feet, hands and feet, eyes as well

Dyspraxia

Difficulty translating sensory information into physical movement or novel/multi-step movements. May affect more than 1 area of development such as: gross motor, fine motor, or oral motor skills.

Fight or flight response

Instinctive reaction to defend oneself from real or perceived threat.

Aversive response

A feeling of revulsion toward a sensation, typically accompanied by a strong desire to avoid it or behaviorally react to the sensation.

Body scheme/body concept

A person's internal map of their physical self — the mental picture of one's own body parts and how they interrelate and move. Personal space.

Equilibrium

Automatic reactions that shift body movements to maintain or regain balance — from slight adjustments to large postural corrections. Rocking chair, bus, train, seated in a moving car, walking and someone bumping into you.

Gravitational insecurity

Extreme fear and anxiety of falling when head position changes; related to poor processing of vestibular and proprioception information. (Ex: tipping head back during diaper changes, dressing, showering, washing hair, playing, walking on unlevel surfaces.)

Hypersensitivity

Over sensitivity to sensory input; tendency to avoid and appear fearful of sensation. Child often over-reacts. May present as defiant and uncooperative.

Modulation

The brain's regulation of its own activity — facilitating some nerve messages to maximize a response and inhibiting other responses to reduce irrelevant activity.

Praxis

The ability to think of (conceptualize) and organize new, novel, purposeful actions. Described by Dr. Jean Ayres as an 'intelligence of doing’. Essential to be able to motor plan otherwise very difficult to learn ex: learning to ride a bike.

Sensory defensiveness

A high level of sensitivity to harmless experiences; an over-reaction to non-noxious stimuli. Commonly interferes with ADL’s for tactile, visual, vestibular input.

Hyposensitvity

Under sensitivity to sensory input; child does not notice or register relevant sensory stimuli. May present as withdrawn or passive.

Motor planning

The ability to organize a novel or new action in space and time (how to do it). A component of praxis. Allows a child to conceive, organize, sequence, and carry out complex movements.

Self-regulation

The ability to control one's activity level, alertness, and emotional, mental, or physical responses to sensations. Also known as self-organization.

Sensory diet

A planned and scheduled activity program of sensory activities and accommodations developed to help a person become more self-regulated. These activities can have varying levels of intensity. (Ex: if using a swing the duration, frequency and intensity will direct the outcome of regulation. i.e. too fast, too slow, too high)

Sensory discrimination

Ability to distinguish between different sensory stimuli by quality, timing, or position in space (e.g., light touch vs. deep like a pin prick). Temperature, clothing are often impacted which has an adverse impact on play and ADL’s.

Sensory integration dysfunction

An irregularity in brain function making it difficult to integrate sensory input effectively, disrupting educational, social, motor, and emotional development.

Sequencing

Putting movements, sounds, sights, objects, thoughts, letters, and numbers in consecutive order according to time and space. (Ex: Names, words, phonetics, phone numbers etc.)

Muscle tone

The degree of tension in one's muscles.

Sensory input

The streams of neural impulses flowing from the sense receptors in the body to the spinal cord and brain.

Sensory modulation

The CNS process of regulating sensory information so the child grades behavior in response to intensity, complexity, and novelty — neither under nor over reacting. This is commonly inconsistent in children.

Tactile defensiveness

Tendency to react negatively or emotionally to touching objects or being touched by others. Associated with distractibility, restlessness, and behavior problems. (Ex: getting messy during eating, not enjoying crafts due to noxious response to paint or glue, seam of a sock being so uncomfortable that refuse to wear socks.)

Perception

The process of becoming aware of what something is through a sensory experience. The brain gives meaning to the sensory stimuli. Sensations are objective; perception is subjective.

Auditory system

Hearing; identifies quality & direction of sounds; critical for speech/language development

Vision system

Seeing; identifies shapes, colors, letters, words; guides safe and effective movement. This sense is a primary sense that integrates with our environment to learn about space, near, far and mental space along with our auditory sense.

Gustatory system

Taste; allows enjoyment of food; causes negative reactions to noxious tastes as protection. This experience of a negative reaction to taste be a contributing factor to picky eating.

Vestibular system

Head position & movement through space; coordinates eyes, head, body; balance, bilateral integration & muscle tone. This sense completes is anatomical development in –utero at 8 weeks. This sense is within the inner ear and the semi-circular canals.

Olfactory system

Smell; perceives odors; reacts negatively to noxious smells as protection; enables food enjoyment. This sense can elicit a sense of regulation commonly using smells to increase to decrease our arousal level.

Interoception

Internal body signals such as tired, hungry (full), pain temperature, nausea, anxiety (fear), and anger helps body stay in balance

Tactile system

Pressure, vibration, pain, temperature through skin. Has two parts: protective & discriminative. Impacts: behavior, body scheme, personal space  sensory seeking and sensory sensitivity, and tactile defensiveness impacting dressing and hygiene

Proprioception

Unconscious body position awareness; Regulates force, direction, movement; helps emotional & behavioral regulation