Applied Behavior Analysis

Sensory Integration

Sensory Processing’ is the way in which the nervous system receives sensory messages and generates them into responses. The majority of us are born with the capacity to receive sensory information and organize it effortlessly into appropriate behavioral and physiological responses. For example if we are cooking toast and smell it burning we don’t have to stop and think what to do. We unconsciously interpret the information into a behavioral response of rushing to the kitchen and turning off the toaster. Simultaneously our body produces a physiological response; increased heart rate, rise in blood pressure, fine sweat. (Adapted from Miller, 2006)

What is Sensory Processing Disorder?

Sensory Processing Disorder (SPD) is an inability to process information received through our senses for generating appropriate responses. The result of this is a decreased ability to respond to sensory information in order to behave in a meaningful & consistent way. It can also lead to difficulty in using sensory information to plan and organise our own body & make sense of the environment in which we function thus impacting on our ability to learn. (Adapted from Miller, 2006).

What are Some of the Indicators of a Sensory Processing Disorder?

There are many ways in which a SPD can present. Below are just some of the difficulties:
  • Under-reactivity to certain sensations e.g. not noticing name being called, being touched, high pain threshold
  • Seeking increased amounts of auditory, tactile or movement input e.g. making noises to self, constantly touching objects/people, being “on the go”
  • Easily distracted, poor attention and concentration
  • Poor motor skills; appears clumsy, reduced coordination, balance and motor planning skills, poor handwriting skills
  • Poor sleep patterns
  • Difficulty engaging in grooming tasks e.g. hair-brushing, hair-washing, nail cutting etc
  • Heightened reactivity to sound, touch or movement
  • Appears lethargic/disinterested; appearing to mostly be in own world
  • Difficulty regulating own behavioural and emotional responses; increased tantrums, emotional reactive, need for control, impulsive behaviours, easily frustrated or overly compliant
  • Difficulty mastering activities of daily living e.g. dressing, tying shoe laces, self-feeding
  • Restricted eating habits or picky eater

Treatment for SPD

We make occupational therapy enjoyable and children generally like participating in occupational therapy sessions despite how hard they are working! The aim of therapy is to reinforce the body’s ability to responds to sensory messages so that it can generate a meaningful responses. Another goal of occupational therapy is to educate parents, caregivers, families, childcare workers and teachers to provide a context which is receptive to the child’s sensory processing style. Under the guidance of a therapist, the child actively takes in sensation through a playful context. It aims to provide a neural platform which promotes the development of more complex skills by freeing up the higher cortical levels which are currently being used to process sensory information. Therapy guides the child along the path to success—and they enjoy every step of the way! The specific goals of occupational therapy using a sensory integration framework are to improve the person’s social participation, self-esteem, self-regulation and sensory-motor abilities.

What are the Expected Outcomes of the Treatment?

There is no known cure for SPD however there is the capacity to evoke change. Some of the changes which parents, teachers, childcare workers and families can expect to improvements in the following areas:
  • Attention & focus
  • Self-regulation with responses being better matched to their environment
  • Fine motor skills
  • Oral motor control and improved eating habits
  • Increased engagement, interaction and development of play skills
  • Improved sleep patterns
  • Becoming less or more responsive to sensation received
  • Postural Control
  • Praxis (motor planning), balance & coordination
  • “Evenness” or more regulated emotional & behavioural responses
  • Communication, articulation and social skills
  • Visual motor integration
  • Increased learning opportunities