Tourette Syndrome Plus - Conditions - Sensory Integration - Understanding Sensory Integration, p.2

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Information Section: Conditions
Condition: Sensory Integration
Article: Understanding Sensory Integration
Source: DiMatties & Sammons (2003), ERIC EC Digest #E643
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INTERVENTION FOR DSI

Fostering the child's participation in normal everyday childhood activities or "occupations" is the main goal of occupational therapy. Intervention starts when teachers and parents are taught about DSI and intervention so they can develop strategies that help with adaptation or compensation for dysfunction (Bundy & Koomar, 2002). Based on information gathered, the therapist collaborates with teachers and parents to design an intervention plan to address the child's sensory integration problems.

INTERVENTION BASED ON SENSORY INTEGRATION THEORY

Therapist consultation aims to educate teachers, parents, and older children about sensory integration and to develop strategies to adapt to and compensate for dysfunction such as:

Environmental modifications
Adaptations to daily routines
Changes in how people interact with the child (Wilbarger & Wilbarger, 2002)

Examples are reducing distracting visual materials in the classroom, giving the child an alternative to a messy art activity, or refraining from wearing perfume or bright, floral clothing.

A sensory diet is a strategy that consists of a carefully planned practical program of specific sensory activities that is scheduled according to each child's individual needs. Like a diet designed to meet an individual's nutritional needs, a sensory diet consists of specific elements designed to meet the child's sensory integration needs. The sensory diet is based on the notion that controlled sensory input can affect one's functional abilities (Wilbarger & Wilbarger, 2002b). A sensory diet can help maintain an age appropriate level of attention for optimal function to reduce sensory defensiveness.

Wilbarger & Wilbarger's (200b) comprehensive approach to treating sensory defensiveness includes education and awareness, a sensory diet, and other professional treatment techniques. One such technique is the Wilbarger Protocol, which uses deep pressure to certain parts of the body followed by proprioception in the form of joint compressions. It is critical that this protocol is not used in isolation and that it is initiated and monitored by an appropriately trained therapist.

The "How Does Your Engine Run?" Program (Williams & Shellenberger, 1994) is a step-by-step method that teaches children simple changes to their daily routine (such as a brisk walk, jumping on a trampoline prior to doing their homework, listening to calming music) that will help them self-regulate or keep their engine running "just right." Through the use of charts, worksheets, and activities, the child is guided in improving awareness and using self-regulation strategies.

TRADITIONAL SENSORY INTEGRATIVE THERAPY

Traditional sensory integrative therapy takes place on a 1:1 basis in a room with suspended equipment for varying movement and sensory experiences. The goal of therapy is not to teach skills, but to follow the child's lead and artfully select and modify activities according to the child's responses. The activities afford a variety of opportunities to experience tactile, vestibular, and proprioceptive input in a way that provides the "just right" challenge for the child to promote increasingly more complex adaptive responses to environmental challenges. The result is improved performance of skills that relate to life roles, e.g., player, student, (Schaaf & Anzalone, 2001). This type of intervention may be used along with other treatment approaches.

SUMMARY

DSI can have a profound effect on a child's participation in everyday childhood "occupations," including play, study and family activities. Collaboration between the therapist, teacher, and parent is the most efficient way to understand the child's behavior and unique sensory needs. Together, they can implement strategies to support the child's performance in roles and occupations across multiple environments.

REFERENCES

Ayres, A. J. (1972). Sensory integration and learning disorders. Los Angeles: Western Psychological Services.

Ayres, A. J. (1989). Sensory integration and praxis tests. Los Angeles: Western Psychological Services.

Bundy, A. C., Lane, S. J., & Murray, E. A. (2002) Sensory integration: Theory and practice. Philadelphia: F. A. Davis.

Dunn, W. (1999). Sensory Profile. San Antonio: Psychological Coorporation.

Kranowitz, C. S. (1998). The out of sync child. New York: The Berkley Publishing Group.

Lane, S. J., Miller, L. J., & Hanft, B. E. (2000). Towards a consensus in terminology in sensory integration theory and practice: Part 2: Sensory integration patterns of function and dysfunction. Sensory Integration Special Interest Section, 23(2), 1-3.

Miller, L. J. & Lane, S. J. (2000). Towards a consensus in terminology in sensory integration theory and practice: Part 1: Taxonomy of Neurophysiological Processes. Sensory Integration Special Interest Section, 23(1), 1-4.

Quirk, N.J. & DiMatties, M.E. (1990). The relationship of learning problems and classroom performance to sensory integration. Haddonfield, NJ: Author. Available: www.amazon.com.

Wilbarger P. & Wilbarger, J. (1991). Sensory defensiveness in children aged 2-12: An intervention guide for parents and other caregivers. Denver, CO: Avanti Educational Programs.

Williams, M. S., & Shellenberger, S. (1994). How Does Your Engine Run? Albuquerque: Therapy Works.

The Sensory Integration Resource Center provides links to Internet resources and research about Sensory Integration Dysfunction (DSI) for parents, educators, occupational therapists and physicians. Available: www.sinetwork.org/

CREDIT

ERIC Digests are in the public domain and may be freely reproduced and disseminated, but please acknowledge your source. This digest was prepared with funding from the Institute of Education Sciences (IES), U.S. Department of Education, under Contract No. ED-99-CO-0026. The opinions expressed in this publication do not necessarily reflect the positions or policies of IES or the Department of Education.

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