Understanding Sensory Integration: A Key to Development and Daily Life
What is Sensory Integration?
Sensory integration involves the processing, integration, and organization of sensory information from our bodies and the environment. Simply put, it refers to how we experience, interpret, and react to (or ignore) sensory input. This process is crucial for everyday activities such as getting dressed, eating, moving around, socializing, learning, and working.
Our sensory information is received from various senses, including:
Vision
Auditory (hearing)
Tactile (touch)
Gustatory (taste)
Olfactory (smell)
Proprioception (sense of body position)
Vestibular (balance)
Interoception (internal body sensations)
The Role of Sensory Integration in Development
Sensory integration is an automatic neurological process that develops naturally during childhood activities. However, for some individuals, this process may not develop efficiently, affecting their daily activities, academic performance, behavior, or social participation.
Challenges in Sensory Integration
Sensory integration challenges or difficulties can be defined as a decreased ability to process and integrate sensory information, leading to difficulty in producing appropriate responses. This, in turn, can interfere with learning and behavior (Bundy and Lane, 2020).
Dr. A. Jean Ayres, an occupational therapist with advanced training in neuroscience and educational psychology, developed our understanding of sensory integration in the late '60s and '70s. She defined it as the neurological process that organizes sensation from one’s own body and the environment, enabling effective interaction with the environment (Ayres, 1972).
Sensory Integration vs. Sensory Processing
Both terms refer to the brain processes that allow us to take sensory signals, make sense of them, and respond appropriately. Dr. Ayres first developed the concept in the 1970s, and in 2006, Dr. Lucy Miller published a model of “sensory processing disorder” based on Ayres’ work. The terms are often used interchangeably, depending on where therapists trained.
Identifying Sensory Integration Difficulties
Sensory integration difficulties can manifest in various ways, such as sensory inputs being too weak or too strong, the brain overreacting or underreacting to signals, or being unable to make sense of those signals. This can result in behaviours that indicate sensory overload or under-responsiveness.
Temporary sensitivities to sensory inputs are common for everyone. For example, bright lights may feel overwhelming if you have a headache. However, sensory integration difficulties are long-term and significantly impact everyday life and learning. Professional advice and therapy can greatly improve a person’s daily functioning.
Some individuals may have difficulty processing input from one sense, while others may struggle with integrating inputs from multiple sensory systems. These difficulties are distinct from sensory impairments like hearing loss, although they may produce similar behaviors.
Types of Sensory Integration Challenges
Sensory integration challenges can be grouped into two main categories:
Sensory Modulation Dysfunction
This refers to the brain's ability to filter and tune into necessary sensory information for task participation. Effective modulation allows us to ignore irrelevant sensory input.
Dyspraxia
Dyspraxia involves difficulties with motor planning and execution, affecting coordinated movements.
Sensory Modulation Dysfunction Subtypes:
Over-Responsivity
Sensitivity to touch, loud sounds, or certain food textures
Avoidance of playground equipment due to overwhelming sensations
Under-Responsivity
Reduced reaction to sensory input
Seeking additional sensory input through fidgeting or chewing on objects
Dyspraxia Subtypes:
Vestibular Bilateral Integration and Sequencing (VBIS)
Difficulties with balance, motor planning, and sequencing movements
Somatodyspraxia
Challenges in coordinating and executing new motor tasks
Poor tactile, vestibular, and proprioceptive processing
Qualified therapists use this framework to assess and assist children and adults with sensory difficulties, creating tailored strategies to improve sensory processing and response, ultimately enhancing daily functioning, social interactions, and academic performance.
Prevalence of Sensory Integration Problems
Sensory integration difficulties can co-occur with other diagnoses, making it hard to determine exact prevalence. Studies indicate that sensory processing issues affect approximately 1 in 6 children, with higher rates observed in children with autism and special education needs.
Sensory Integration Therapy
Sensory integration therapy should be conducted by a qualified SI practitioner (occupational therapist, speech and language therapist, or physiotherapist) with advanced training in SI. The therapy involves structured exposure to sensory input and tailored activities to meet individual needs, often involving a 'sensory diet' of recommended activities and accommodations.
Small adjustments to the environment or movement at school or work can significantly impact daily life. Our courses for parents, teachers, and professionals cover various topics, helping you understand sensory integration difficulties and implement effective changes.
For more information, visit our website and explore our course offerings.
References:
Ben-Sasson A, Carter AS, Briggs-Gowan MJ. Sensory over-responsivity in elementary school: prevalence and social-emotional correlates. J Abnorm Child Psychol. 2009 Jul;37(5):705-16. doi: 10.1007/s10802-008-9295-8. PMID: 19153827; PMCID: PMC5972374.
Green D, Chandler S, Charman T, Simonoff E, Baird G. Brief Report: DSM-5 Sensory Behaviours in Children With and Without an Autism Spectrum Disorder. J Autism Dev Disord. 2016 Nov;46(11):3597-3606. doi: 10.1007/s10803-016-2881-7. PMID: 27475418.
Gemma Pastor-Cerezuela, Maria-Inmaculada Fernández-Andrés, Pilar Sanz-Cervera, Diana Marín-Suelves, The impact of sensory processing on executive and cognitive functions in children with autism spectrum disorder in the school context, Research in Developmental Disabilities, Volume 96, 2020, 103540, ISSN 0891-4222, https://doi.org/10.1016/j.ridd.2019.103540