A Peek into the World of Sensory Integration

Posted by Nicole, Occupational Therapist

Learning the language of Sensory Integration can be an overwhelming task without previous knowledge of what sensory processing actually means. As an Occupational Therapist who provides treatment to children recently diagnosed with Autism and PDD who also have sensory processing deficits; I receive lots of feedback from parents having trouble understanding what Sensory Integration and what the different terms mean.

My first response is to explain how typically developing children receive different senses and interpret them to interact with their environment functionally, safely and independently. However, when a child presents with sensory processing difficulty it results from inadequate organization, modulation and regulation of their sensory subsystems where they will either avoid or seek sensory input to compensate. Throughout this post my mission is to condense the broad world of Sensory Integration and provide a mini-resource to encourage further exploration into the world of SI. 

What is Sensory Integration?

Sensory Integration is a broadly used term to describe a theory and model of treatment for professionals who work with children having difficulty regulating, organizing, modulating and adapting due to the inability to processing different types of sensory information.

Sensory Integration and Sensory Processing are used interchangeably as the ability to take in information through our senses in combination with prior information and memories stored in the brain to make a meaningful response. Every child is different in the way they process sensory information including the ability to screen out nonessential sensory information or fail to register the input from one or more senses resulting in decreased ability to explore and interact with their environment independently (Ayres, 1979).

Some key terms which are frequently used to describe a child’s behavior or sensory processing deficits include proprioceptive, vestibular and tactile input. These different sensations are developed during prenatal, neonatal and up to 7 years old, where the child learns from their environment to refine these areas into more complex organizational abilities. Proprioceptive input refers to an individual’s ability to receive information through their joints, ligaments and muscles that alert the brain on how much pressure to give when walking, running, hugging another person, writing or playing with a toy. Vestibular input refers to the identification and correction of body positioning to maintain balance against different movements. Tactile input refers to the ability to tolerate different types of pressure on the skin and different textures. Proprioceptive, vestibular and tactile inputs also provide emotional stability and regulation which help a child transition from one activity to the next smoothly.

The primary focus of Sensory Integration during treatment is to develop the building blocks for academic success and independence in activities of daily living. These building blocks begin with the organization of basic motor and sensory skills which are developed through different interactions with their environments such as crawling, walking, climbing, playing on playground equipment, etc. Once this foundation has been achieved more integrative skills are established such as bilateral coordination, fine motor skills, visual motor skills, body awareness, etc. which promote school-based, academic skills such as reading, writing and logical thinking.

For more information on Sensory Integration check out these websites:

1.       The Sensory Processing Disorder Foundation at www.spdfoundation.net

2.       Sensory Processing for Parents and Professionals at www.sensoryprocessing.info

3.       Sensory Processing made simple at www.sensoryprocessingmadesimple.com

Reference: obtained and adapted by: Nicole Hebert, OTR/L, Janet McLaughlin, OTS and Karyn Russell, OTS From A. Jean Ayres (1979) and  Ginger Grass, OTS, Cincinnati Public Schools Revised February 1992 by Linda Palmstorm, MS, OTR/L