SI/SPD

What is Sensory Integration/Sensory Processing?

What is Sensory Integration/Sensory Processing? Sensory processing is a neurological process where our central nervous system takes in sensory information from our body and environment. Throughout our day, our brain and body receive sensory information through touch, hearing, sight, taste, smell, body position, and movement and balance. Our central nervous system evaluates and interprets this incoming sensory information to support areas such as safety, attention, behavioral and emotional responses, motor skills, and social participation.

The following are some areas of sensory processing and their significance to our functioning:

  • Sensory modulation is the ability to assign meaning and value to sensory experiences in order to screen out irrelevant sensory information and to respond appropriately to meaningful sensory input. It also involves the ability to habituate quickly following a sensory input that is arousing, so that the individual can rapidly return to involvement in age appropriate activities. An individual who attaches too much relevance to non-essential input, is over-sensitive to sensory inputs, or perceives inputs others typically find benign or pleasurable as negative or painful is considered to be sensory defensive. Often individuals will have problems with modulation of several sensory inputs such as touch and auditory inputs. They may respond to these inputs with distractibility or defensiveness resulting in flight, fright or fight behaviors.
  • Sensory discrimination is the ability to accurately identify and understand the specific types and qualities of sensory input and then interpret the information for skill development. Problems with discrimination may be exhibited as gross and fine motor skill delays, postural control, difficulties in motor planning and coordination, and contribute to problems in social interactions. Discrimination difficulties may also impact an individual’s arousal level, especially when encountering a challenging skillful activity. Problems in sensory discrimination are usually sensory specific, although an individual may demonstrate problems in more than one sensory area. Individuals typically respond to problems in discrimination with decreased functional skill performance and decreased self-esteem.
  • Postural-ocular control is the ability to stabilize the trunk and proximal joints during motor action. It is the foundation for development of both gross and fine motor skill and allows for safety and security while moving. It allows once to have a stable base of support for functional activities and skills, including the ability to use the eyes to gather information from the environment.
  • Praxis refers to the ability to generate, organize, sequence, and execute motor activities. Praxis is necessary to respond adaptively and effectively to changes in the environment. It is essential for planning motor actions, exploratory play, and problem solving interactions with the physical and social environment. Effective praxis results from efficient sensory discrimination since the body must have appropriate sensory information to interact with the environment.

“Sensory Integration is the neurological process that organizes sensation from one’s own body and from the environment and makes it possible to use the body effectively within the environment.”

– Jean Ayres, 1972

Our Seven Senses

Information is received through seven primary senses that work in combination to allow us to feel safe, have fun, to learn and to interact successfully within our environment.

The tactile system provides information about the shape, size, and texture of objects. This information helps us to understand our surroundings, manipulate objects, and use tools proficiently. When you put your hand in your pocket and select a quarter from an assortment of change, you are using tactile discrimination.

Proprioception, or information from the muscles and joints, contributes to the understanding of body position. This system also tells us how much force is needed for a particular task, such as picking up a heavy object, throwing a ball, or using a tool correctly.
Located in the inner ear, the vestibular system is the foundation for the development of balance reactions. It provides information about the position and movement of the head in relation to gravity and, therefore, about the speed and direction of movement. The vestibular system is also closely related to postural control. For example, when the brain receives a signal that the body is falling to the side, it, in turn, sends signals that activate muscle groups to maintain balance.
We use our auditory system to identify the quality and directionality of sound. Our auditory sense tells us to turn our heads and look when we hear cars approaching. It also helps us to understand speech.
Our visual system interprets what we see. It is critical to recognizing shapes, colors, letters, words, and numbers. It is also important in reading body language and other non-verbal cues during social interactions. Vision guides our movements, and we continually monitor our actions with our eyes in order to move safely and effectively.
The gustatory and olfactory systems are closely linked. They allow us to enjoy tastes and smells of foods and cause us to react negatively to unpleasant or dangerous sensations.

Integrating Information from the Senses

Considering all of the sensory modalities involved, it is truly amazing that one brain can organize all of the information flooding in simultaneously and respond to the demands of the environment. The complex nature of this interaction is illustrated in the following example:

Michael receives the instruction “Please put on your coat.”

In order to comply, he must:

  • focus his attention on the speaker and hear what that person says
  • screen out incoming information about other things going on around him
  • see the coat and adequately make a plan for how to begin
  • see the armholes and sense muscle and joint positions in order to put his arms into the openings
  • screen out incoming information about other things going on around him
  • feel, with touch awareness, that the coat is on his body correctly
  • use motor planning, touch awareness, and fine motor skills to zip or button the coat

In order to accomplish this seemingly simple task, the nervous system must integrate (focus, screen, sort, and respond to) sensory information from many different sources. Imagine the amount of sensory integration needed to ride a bicycle, drive a car, participate in a soccer game, or pay attention in an active classroom. Individuals who have difficulties with all or part of this process face significant challenges when engaging in daily functional activities.

What is Sensory Processing Disorder (SPD)?

Sensory Processing Disorder describes when an individual experiencing challenges with processing and organizing sensory information (i.e. sight, sound, touch, taste, smell, movement, and body awareness). In a neurotypical model, an individual will detect, modulate, interpret, and respond to sensory input without even thinking about it. Challenges occur when there are disruptions in this process. Sensory processing challenges can be experienced throughout the lifespan and can present differently from person to person. Some individuals can be easily bothered or overwhelmed by certain or multiple sensory stimuli (i.e. clothing preferences, food textures, specific sounds, etc.). Often seemingly benign stimuli are experienced as noxious, uncomfortable, and/or even painful by individuals with sensory processing challenges. This can result in strong emotional reactions, avoidance, and/or fight or flight response. Challenges with processing sensory information can also impact how a person organizes their motor skills. They may have challenges with balance, appear clumsy, and/or need extra time and effort to complete motor tasks. Collectively these challenges can impact how a person participates at home, school, and the community.

Since sensory processing challenges can manifest differently for every individual, an evaluation by an occupational therapist trained in sensory processing principles would be recommended. A combination of standardized testing, structured observations, parent report, teacher report, and/or self- report are utilized to fully evaluate the different areas of sensory processing and determine how they impact areas of functioning. Research suggests 5-16% of people present with sensory processing challenges.

What does SPD look like in Infants or Toddlers?

  • Have difficulty consoling self and/or be unusually fussy
  • Be unable to bring hands together and bang toys
  • Be slow to roll over, creep, sit or stand
  • Cry or becomes tense when moved through space
  • Have difficulty tolerating tummy time
  • Be overly active, seeking excessive movement
  • Be unable to settle down and/or have sleep difficulties

What does SPD look like in Preschool Children 3-5 years?

  • Appear clumsy and fall frequently
  • Break toys and crayons easily
  • Not enjoy jumping, swings or having feet off the ground
  • Appear overly active, unable to slow down, move quickly from one thing to another
  • Dislikes bathing, cuddling, or haircuts
  • Avoids playground activities
  • Needs more practice than other children to learn new skills

What does SPD look like in School-aged Children?

  • Have difficulty focusing attention or be over-focused and unable to shift to the next task.
  • Need more practice than other children to learn new skills
  • Break their pencil frequently and writes with heavy pressure
  • Not enjoy jumping, swings or having feet off the ground
  • Dislike handwriting and tire quickly during written tasks
  • Appear overly active and unable to slow down
  • Present with poor self esteem and lack confidence
  • Over-react to touch, taste, sounds or odors
  • Avoid physical education or sports activity
  • Find it difficult to make friends with peers the same age and prefer to play with adults or younger peer
  • Have difficulty following several step instructions for motor tasks

What does SPD look like in Adults?

  • Have difficulty with balance, become disorientated and/or fearful on escalators or elevators
  • Fatigue easily
  • Be accident-prone, clumsy or awkward in daily activities
  • Dislike crowds or accidental jostling in public situations
  • Have difficulty maintaining intimate relationships, have difficulty with physical closeness, hugs or cuddling
  • Become easily disorganized in work or home activities
  • Have difficulty driving, parking, shifting gears or entering freeway
  • Have poor self esteem and lack confidence