Sensory Integration

How teachers, parents, and communities can support children with Sensory

Integration Dysfunction

Capstone presentation created by: Christine Budai

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“What is Sensory What is Sensory

Integration?Integration?

Sensory integration occurs

automatically in most people, so we tend to take it for

granted, just as we take our heartbeat and digestion for

granted. -A. Jean Ayres, Ph.D “Sensory Integration and the Child”

Sensory integration

is the brain’s

organization of

physical sensations

for use.

• Is an unconscious process of the brain • Organizes information detected by the

senses• Gives meaning to what is being

experienced by selecting what to focus on• Allows people to respond to stimuli in a

appropriate way• Forms the foundation for academic

learning and social behavior

- A. Jean Ayres, Ph.D “Sensory Integration and the Child”

What is Sensory What is Sensory Integration?Integration?

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“Exteroceptors • Visual (sight)• Auditory (sound)• Gustatory (taste)• Olfactory (smell)• Tactile (touch)

Proprioceptors• Proprioceptive (movement and position) • Vestibular (gravity, balance, head movement)

Interoceptors• Visceral (inside the body)

The 5 Senses and BeyondThe 5 Senses and Beyond

When a child acts in an adaptive manner, we know that his brain is organizing sensations efficiently.

Signs of Poor Sensory Signs of Poor Sensory IntegrationIntegration

Infant• Trouble rolling over, sitting, creeping, following movement with

eyes

Toddler• Falling, stumbling, bumping into things• Constant breaking and spilling of things• Difficulty interacting socially with peers• Trouble with fine and gross motor skills• Language delay• Misses details• Over or under stimulated by senses

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“A large part of a child’s capacity for learning is the ability to integrate sensory information.

What Does it Feel Like? What Does it Feel Like?

ActivityClose your eyes and imagine yourself in an environment that is overwhelming your senses (fire alarm, strobe light, earth quake, etc) and think of doing a complex task, or daily work…

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What is Sensory Integration What is Sensory Integration Dysfunction (SID)?Dysfunction (SID)?

Sensory Integration Dysfunction (SID) means that the brain is not functioning in a natural, effective manner in terms of processing input from the sensory system.

When the brain is not processing sensory input well, it usually is not directing behavior effectively, either.

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Why is identifying SID Why is identifying SID Critical?Critical?

• Children with SID often develop in “uneven”way

• Speech and language delays are common signs of SID

• Poor muscle tone and coordination problems also often accompany SID

• When left untreated, SID can contribute to behavior problems

• SID prevents students from accessing school curriculum

• SID may hinder students from making important social emotional connections at critical points in their development.

Sensory stimulation and motor activity during the years of early childhood will mold the neurons and interconnections to form sensory and motor processes

How to identify if a child How to identify if a child has SID has SID

• Document behaviors, consult an OT/PT specialist

• Use age appropriate SI checklists

• Refer parents to OT/PT center for an evaluation

• Refer parents to their family Dr. with their concerns

REMEMBER: Unless you are certified, you cannot diagnose students with SID.

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“What can teachers do? What can teachers do?

1. Document behavior2. Support students3. Communicate

observations4. Support parents 5. Create a plan of

action 6. Modify curriculum

to meet student’s needs

Society is placing more emphasis on language, academic, and intellectual development, and less on building the sensorimotor foundations for these higher functions.

•All children benefit from SI in the curriculum. •SI assists learning for not just children with SID, but also those with ADD, ADHD, Autism, and many other learning disabilities. •Most SI activities stimulate and “wake-up” the brain, making the brain more active, alert, and ready to learn. •Many SI activities involve movement, the U.S. Department of Education encourages at least 30 minutes of physical activity for children in school each day.

Why integrate SI in the Why integrate SI in the general curriculum?general curriculum?

SI for children needing SI for children needing inputinput

Play-doh, salt dough, putty, slime, etc.

Sand or water table

Scent cards, jars (herbs, spices, etc)

Mystery boxes

Finger paint

Nature sounds

Passing unit related items

Cooking and eating unit based foods

Movement breaks, games, dancing

Singing songs in different voices, vollume levels

Brushing the body, rolling, squeezing

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Vestibular Activities Vestibular Activities

Scooter boards Swings Spinning chairs Hammocks Rope laddersFire PolesBalance beamsAerobic stepsPlay tunnels River rocks

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SI for children who need SI for children who need less inputless input

Create a quiet space away from classroom commotionGive the child options of controlled input before transitions Allow the child to distance himself from the activity Work in small groupsHave noise-blocking headphones available for studentsDim lights when possibleDeep pressure activities

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What can parents do? What can parents do? • Recognize the

problem• Help the child feel all

right about himself• Control the

environment • Communicate with

other team members• Help the child learn

how to play• Seek professional help• Remain positive

When a child behaves poorly, a great deal of that poor behavior may come from ordinary sensations that this child cannot integrate.

Respond Proactively:Respond Proactively:Building on what others have Building on what others have

donedone•Continue your own education•Change classroom settings and activities to accommodate all students, including those with SID •Reach out to share information with others around you, including parents and community members •Remain proactive and positive •Create a local support group for children and parents impacted by SID

Continuing Our EducationContinuing Our Education

Additional reading

“Sensory Integration and the Child: Understanding Hidden Sensory Challenges,” by A. Jean Ayers

“The Out-of-Sync Child: Recognizing and Coping with Sensory Processing Disorder,” by Carol Stock

Kranowitz.

“Answers to Questions Teachers Ask about Sensory Integration,” compiled by Jane Koomer.

What resources are What resources are available in the Boston available in the Boston

community? community? Sensory Processing Disorder Foundation

http://www.spdfoundation.net/

OTA of Watertown 124 Watertown St, Watertown, MA 02472

http://www.otawatertown.com/

Sensory Learning Center, 85 Constitution Lane, Suite2A

Danvers MA 01923http://danvers.sensorylearning.com/index.php

Talk to your pediatrician and childcare specialist

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Christine Budai: Christine Budai: What I have learnedWhat I have learned

Changes within my practice:

Changes while in the masters program:

Every child benefits from sensory integration and having fun learning.

The field of education is always changing and it is essential that teachers remain students too.

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BibliographyBibliographyAll quotes taken from (with the exeption of slide 19)Ayers, Jean, “Sensory Intergration and the Child: Understanding Hidden Sensory Challenges,” WPS Publishing, 2005

Koomar, Jane, “Answers to Questions Teachers Ask About Sensory Integration: Forms, Checklists, and Practical Tools,” OTA-Watertown, Future Horizons, INC, 2009

Stock, Carol, “The Out-of-Sync Child: Recognizing and Coping with Sensory Processing Disorder,” Penguin Group, NYC, 2005

Capstone Presentation created by:Christine Budai, Graduate Students at UMASS Boston