Transcript Sensory Integration - Florida State University

Sensory Integration and Infant
Mental Health
Helen L. Masin, PhD, PT
Sensory integration or sensory
processing
Neural process whereby information
from one or more sensory sources is
sorted, organized and altered in such
a way that an adaptive response is
produced for emotional, motoric and
cognitive growth
Overview of Sensory
Integration (SI)
Sensory registration
Sensory awareness
Adaptive responses
Body center interactions
Body space relationships
Body environment interactions
Sensory registration
Internal process to orient or attend to
sensory stimulation upon input
Sensory awareness
Results from the registration of,
orientation to and perception of sensory
stimuli; provides foundation for
sensations of:
Touch
Body sense (proprioception)
Motion and gravity
Taste, smell, seeing, and hearing
Adaptive responses
Behaviors that reflect the growth and
maturation of the nervous system in
response to environmental demands,
leading to increased competence
Process of organizing the response as
well as feedback from the response
facilitates optimal development of the
nervous system
Body-center interactions
Internal awareness of self and automatic
control of one’s body which allows for
comfortable interaction with people and the
environment. Components include:
Body scheme
Kinesthesia
Postural control
Gravitational security
Bonding
Body space relationships
Multidirectional purposeful actions that
contribute to lateralization of motor functions
and generalized sequencing abilities.
Incorporates both symmetrical and
asymmetrical explorations and includes:
Bilateral integration
Crossing mid-line
Laterality
Right-left discrimination
Praxis
Body environment interactions
Intentional behaviors leading to specialization
of abilities for skilled performance. Provides
foundation for emotional, social, and
intellectual maturity. Components include:
Attention and focus
Emotional control
Symbol manipulation
Form and space perception
Eye-hand coordination
SI flow charts (Ayres, 1987,
Fisher and Bundy, 1991)
The senses
Integration of sensory inputs
End products
Parental perception of SI
issues—letter and questionnaire
Children with SI dysfunction may
manifest with one or more of the
following problem areas:
Motor
Learning
Social/emotional
Speech/language
Attention disorders
SIPT development
Based on research of A J Ayres for over
30 years
Ayres was OT who had PhD in Ed Psych
Interested in basic sensory processing as
well as process and function of praxis or
motor planning
Began as SCSIT and SCPRT in 1970’s
Clinical observations
Clinical observations have been used by
therapists for many years
Research related to these observations and
SIPT test scores is limited
Clinical observations may only be utilized to
the extent that therapists feel comfortable with
their particular level of expertise
Testing and observing normal clients is
invaluable and gives framework for judging
performance during clinical observation of
neuro-motor evaluations
DeGangi Berk Test of Sensory
Integration for Preschoolers
36 item test which assesses overall SI function
for preschool children ages 3 to 5
Measures sub-domains of postural control,
bilateral motor integration, and reflex
integration because of their clinical
significance in the development of sensory
integrative function in preschool children
Sensory channels most imp for SI fx are
tactile,vestibular, and proprioceptive senses
Research
DeQuiros (1976) found that disorders in
vestibular system are correlated with learning
disabilities in both motor behavior and
language acquisition
Ayres (1976) found that 50% of group of
children with LD had vestibular dysfunction
Steinberg and Rendle-Short found that children
with minor neuro dysfunction exhibit high
proportion of deficits in postural reactions (esp
in prone), vestibular fx, and visual spatial skills
Test of Sensory Functions in
Infants (TSFI)
Assesses sensory function in infants
from 4 month to 18 months of age
TSFI
24 item test designed to assess sensory
processing and reactivity in infants
Reactivity to tactile deep pressure
Adaptive motor functions
Visual-tactile integration
Ocular-motor control
Reactivity to vestibular stimulation
Value of early intervention
Identifies children at risk for sensory processing
disorders; if the child’s problems remain
undetected until school-age years, problems in
reading, writing, and math may emerge
secondary to SI dysfunction
Educates families regarding sensory processing
disorders
Provides children with learning opportunities in
which they can be successful
Promotes development of self esteem in children
with sensory processing disorders
Research
Ayres (1979) found that children with learning
and emotional disorders are often described as
demonstrating difficulties in regulating
sleep/wake cycles, irritability, colic, and lack of
cuddliness during infancy
Therefore, early ID of children who are hypo or
hypersensitive to sensory stimulation may help
to prevent more serious developmental
disabilities
Research
Field’s research (1980, 1981) supports the
theory that the ability to tolerate sensory stim
occurs first within the mother-infant interaction
and that sensory toleration is intimately
connected with the regulation of arousal states
and development of early interaction skills
Greenspan and Porges (1984) found that
infants with sensory processing disorders
appear to be unable to use the range of sensory
experiences available to them for learning. This
may result in maladaptive responses in forming
affective relationships
Resources
Sensory Integration International,
Torrance, California,
[email protected]
Sensory Integration, Fisher and Bundy,
1991
Sensory Integration and the Child, Ayres,
1987
Questions?
How might sensory integration impact
the children and families whom you
serve?
Thank you!