Sensory Integration Andrea Phillips EDSP 536 Andrea Phillips EDSP 536

What is it?  First: sensory systems  Nervous system  Discriminative system  Vestibular system  Proprioceptive system  First: sensory systems  Nervous system  Discriminative system  Vestibular system  Proprioceptive system Picture:

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What do they do?  The system focuses on messages and their inputs and the body responds Picture:

Now what?  A lack of inhibition can result in increased sensitivity to touch, sound, vision, taste and or smell…  So…  Sensory integration is: organization of sensation from the body and environment for use  A lack of inhibition can result in increased sensitivity to touch, sound, vision, taste and or smell…  So…  Sensory integration is: organization of sensation from the body and environment for use Picture:

How does it work?  Sensory registration  Orientation/attention  Interpretation  Organization of response/affect  Execution of response/action  Sensory registration  Orientation/attention  Interpretation  Organization of response/affect  Execution of response/action Picture:

Do You Know me? Picture:spdbayarea.org

What’s it feel like?  You felt like someone gave you a shot of novocain in your backside so you couldn’t feel if you were sitting in the middle of your chair and you fell off 3 times during this training…

 You feel like your clothes are made of fiberglass.

 The different smells in the room are making you nauseous

 The humming of the lights sounded louder than my voice

 You couldn’t focus your eyes on me because everything and everyone in the room catches your attention and your eyes just go there instead…

Who?  Children with emotional and sensory processing problems  ADHD  Autism  Aspergers  Children  Adults  Children with emotional and sensory processing problems  ADHD  Autism  Aspergers  Children  Adults Picture:

Signs of SI problems � An acute awareness of background noises � Fascination with lights, fans, water � Hand flapping/repetitive movements � Spinning items, taking things apart � Walking on tip-toe � Little awareness of pain or temperature � Coordination problems � Unusually high or low activity level � Difficulty with transitions (doesn't "go with the flow") � Self-Injury or aggression � Extremes of activity level (either hyperactive or under active). � Fearful in space (on the swings, seesaw or heights). � Striking out at someone who accidentally brushes by them. � Avoidance of physical contact with people and with certain "textures," such as sand, paste and finger paints. � The child may react strongly to stimuli on face, hands and feet. � A child may have a very short attention span and become easily distracted. � A strong dislike of certain grooming activities, such as brushing the teeth, washing the face, having the hair brushed or cut. � An unusual sensitivity to sounds and smells. � A child may refuse to wear certain clothes or insist on wearing long sleeves/pants so that the skin is not exposed. � Frequently adjusts clothing, pushing up sleeves and/or pant legs Taken from:

Sensory Dysfunction  Depending on your perception, the following tasks can be more like a chore:  Daily functioning  Relationships  Behavioral challenges  Emotions  Self esteem  Learning  Depending on your perception, the following tasks can be more like a chore:  Daily functioning  Relationships  Behavioral challenges  Emotions  Self esteem  Learning Picture: blogs.msdn.com

Help Your Children  Teach how to regulate system  Learn who they are  Create a sensory diet  Teach them about Five WaysFive Ways  Teach how to regulate system  Learn who they are  Create a sensory diet  Teach them about Five WaysFive Ways Picture: spdbayarea.org/SPD_symptoms_files/image002.jpg

How do I do that?  Sensory diet:  Observe the child during the day and adapt the activity to be purposeful  How Does Your Engine Run?  Created by Mary Sue Williams and Shelly Shellenberger  Used to help instruct how to teach children to regulate their “engines”engines  Sensory diet:  Observe the child during the day and adapt the activity to be purposeful  How Does Your Engine Run?  Created by Mary Sue Williams and Shelly Shellenberger  Used to help instruct how to teach children to regulate their “engines”engines Picture: career.learnhub.com

Team work!  Talk to parents  Talk to teachers  Talk to physicians  Talk to child!  Talk to parents  Talk to teachers  Talk to physicians  Talk to child! Picture: blogspot.msdn.com

References  Kooij, H. V. D., Jacobs, R., Koopman, B., & Helm, F. V. D. (1999). An adaptive model of sensory integration in a dynamic environment applied to human stance control. Biological Cybernetics, 2001,  Sava, D.I., & Haber-Lopez, E (2003,February 24).All Work and Some Play. ADVANCE for Occupational Therapy Practitioners,  SITE BUILD IT, Sensory processing disorder. Retrieved November 5, 2008, from Sensory Processing Disorder Web site: disorder.comwww.sensory-processing-  Therapy Works Inc., (2008). How does your engine run?. Retrieved November 1, 2008, Web site:  Kooij, H. V. D., Jacobs, R., Koopman, B., & Helm, F. V. D. (1999). An adaptive model of sensory integration in a dynamic environment applied to human stance control. Biological Cybernetics, 2001,  Sava, D.I., & Haber-Lopez, E (2003,February 24).All Work and Some Play. ADVANCE for Occupational Therapy Practitioners,  SITE BUILD IT, Sensory processing disorder. Retrieved November 5, 2008, from Sensory Processing Disorder Web site: disorder.comwww.sensory-processing-  Therapy Works Inc., (2008). How does your engine run?. Retrieved November 1, 2008, Web site: