A Brief Overview of Sensory Integration

Kelly C. Mayer, OTR/L
Meeting Street

People are constantly being exposed to sensory experiences. Most of what we know about the world we have learned by taking in information through our sensory systems. These include touch, sound, smell, sight, taste, movement, body awareness and the pull of gravity. Children typically learn to decode and organize this information through play. For most, the ability to process sensory information is unconscious and effortless. For children with sensory processing disorder, it is difficult to impossible for them to decipher what sensory information is important and what is irrelevant. Their registration of sensation is inconsistent and relatively unpredictable. This can lead to difficulties with cognitive, motor, and emotional maturation, including socialization.

The concept of sensory integration comes from a body of work developed by A. Jean Ayers, Ph.D., OTR. Since her initial research in 1972, additional literature from the fields of neuropsychology, neurology, physiology, child development, and psychology has contributed to the sensory processing theory development and intervention strategies.

Sensory Integration refers to the way in which a child perceives information through his or her sensory channels and then organizes the input to make an adaptive response. This may involve a motor activity or social interaction. Functional sensory processing provides the foundation for the development of higher-level learning and behavior.

Sensory modulation is the brain’s registration of its own activity. It is the ability to maintain emotional stability and attention. It effects self-calming, sleep patterns, and registration of pain. Changes in sensory modulation skills are related to both internal (puberty, growth spurts, illness, sensory processing, emotions, attention) and external (family stress, changes in routines, relationships, task demands, environmental stimuli, culture) stressors. When there is decreased sensory modulation, there is an increase in behaviors related to sensory processing disorder.

Fifteen percent of children with typical developmental needs, as well as, fifty percent of those with special needs have sensory processing difficulties (Wilbarger, 1991). Most people have sensory “quirks” that help them maintain an even state of arousal and support success with daily activities. These include, but are not limited to, gum chewing, foot shaking, hair twirling, pacing, pencil tapping, nail biting, and drinking coffee. In order for it to be considered a disorder, it must interfere with or inhibit daily functioning on a regular basis. Other signs of sensory processing difficulties, as they relate to children include:

Over/under-sensitive to touch, movement, sights, sounds
Easily distracted
Activity level that is unusually high or low
Resists hygiene and grooming activities
Impulsive, lacking in self-control
Inability to unwind or calm self
Poor self-concept
Poor fine motor skills, such as handwriting
Poor gross motor skills, such as ball play
Difficulty imitating movement
Very cautious and unwilling to take risks or try new things
Feel uncomfortable in loud or busy environments, such as sporting events, malls, cafeterias, parties
Social/emotional difficulties
Physical clumsiness or apparent carelessness
Delays in academic achievement
Delays in speech, language, or motor skills
Trouble with balance, sequences of movement, bilateral coordination
Preference for familiar activities or play, such as lining up toys
Preferences for sedentary activities, such as watching TV, reading, playing video games
Poor organization of behavior
Intense, out-of-proportionate reactions to everyday experiences
Fearful of movement activities

When assessing infants and toddlers, it is important to keep in mind what is considered “age-appropriate” behaviors such as temper tantrums and picky eating. On the other hand, behaviors that are concerning within this age range include being easily startled, crying when getting diaper changed, excessive rocking, resisting “tummy time,” disliking being held/cuddled, difficulty with sucking/babbling, and becoming upset with dirty hands. In addition, poor sleeping habits, disliking bathing, difficulty with ride-on toys, sensitivity to food, colic, avoidance of crawling or sensory play (sand, paints), banging head, delayed milestones, and inability to bring hands together to bang toys/hold bottle are also concerning.

If you are concerned that your child has Sensory Processing Disorder, please contact Meeting Street’s referral coordinator at (401) 533-9104 for further consultation and/or evaluation. A certified staff member will help you determine what the best approach is for meeting the needs of your child.

As a not-for-profit organization, Meeting Street depends on the community to make it possible for us to fulfill our mission. More than 83 cents per dollar contributed to our annual fund
is used to support direct services to children.

For more information about how you can support Meeting Street contact the development staff.