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Individuals with sensory integration dysfunction are not able to effectively process information from their
senses and, therefore, have difficulties with tasks such as putting on their coat. Imagine yourself in a
world where something as basic as the pull of gravity or the touch of other people is perceived as
unreliable, inconsistent, or threatening. You would not feel secure and safe, you might not be able
to have fun, and your self-esteem might be compromised as you realized that you were not able
to do things as well as your peers.
Sensory integration dysfunction can result in delays in motor skills and problems with self-regulation,
attention, and behavior that can affect performance in school, at home, with peers, and during
leisure and work activities.
How Do I Know if an Individual Has Sensory Integration Dysfunction?
An individual may need to be referred for an occupational therapy evaluation if difficulties are
seen in several of these areas or if one area causes major functional problems.
- Was unusually fussy, difficult to console, or easily startled as an infant
- Has difficulty regulating sleep/wake cycle--settling for sleep, staying asleep, and waking without irritability
- Is over-sensitive to stimulation--over-reacts to touch, taste, sounds, or odors
- Strongly dislikes baths, haircuts, or nail cutting
- Uses an inappropriate amount of force when handling objects, coloring, writing, or interacting with siblings or pets
- Has poor muscle tone, fatigues easily, leans on people, or slumps in a chair
- Was slow to roll over, creep, sit, stand, or walk, or to achieve other motor milestones
- Is clumsy, falls frequently, bumps into furniture or people, and has trouble judging position of body in relation to surrounding space
- Has difficulty learning new motor tasks; experiences frustration when attempting to follow instructions or sequence steps for an activity
- Avoids playground activities, physical education class, and/or sports
- Does not enjoy age-appropriate motor activities such as jumping, swinging, climbing, drawing, cutting, assembling puzzles, or writing
- Finds it difficult to make friends with peers; prefers to play with adults or younger children
This page last updated 1/2/03.
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