Sensory integration is a term used to describe the processes in the brain that enable us to perceive, organize and respond appropriately to the information we receive from our five senses. We also have a vestibular sense (balance), which tells us how to position our body and head, and a proprioceptive sense (awareness of the body in space), which helps us know what we are doing with our joints, muscles, and ligaments. In other words, contrary to popular belief, we have eight senses in total. Your brain's ability to organize, interpret and respond to stimuli coming from the environment and this sensory information is called Sensory Integration.
What is Sensory Integration Disorder (SDI)?
Sensory Integration Disorder, Sensory Processing Integration Disorder, Sensory Processing Disorder have the same meaning. Sensory information goes to the brain but is not organized into appropriate responses. People with DBD perceive and/or respond to sensory information differently than most other people. Unlike people who are visually or hearing impaired, those with Sensory Processing Disorder detect sensory information; however, sensory information gets “mixed up” in their brains and therefore the responses are not appropriate in the context they find themselves in.
Sensory Integration Based Therapy
Sensory Processing Disorder, sensory processing and can be identified and categorized by a therapist with advanced training in integration. Its primary importance is to relate sensory impairments to difficulties functioning at home or school.
Identification often begins with screening, essentially a professional's search for red flags that indicate sufficient differences in development to warrant a more comprehensive evaluation. Screening can be done at school or in a private practice clinic. During this process, the family may be asked to complete one or more parent checklists and a developmental history to support the evaluators' observations. Remember, the parent report checklist is only an examination, and additional tests are required to complete a comprehensive evaluation.
An evaluation for DBB includes standardized testing, detailed clinical observations, and parent report measurements. If a multidisciplinary team is involved, the evaluation process also includes an overall health assessment. It may include physical and physical evaluation, speech/language evaluation, psychological evaluation, and possibly referral to medical or other specialists if a specific problem area is identified. A multidisciplinary evaluation is needed to rule out or rule out other related diagnoses such as ADHD, Autism, anxiety disorder, etc.
Sensory Integration Disorder Treatment is a fun, interactive treatment that takes place in a sensory-rich environment. It is a game-based intervention. Physiotherapists, speech / language therapists, occupational therapists, and special education teachers who have advanced training in using the sensory integration approach for sensory integration disorder can work collaboratively by being involved in the treatment.
Effective treatment for sensory integration disorder is also family-centered. In family-centered care, parents and therapists become partners who take on different but essential roles during treatment. Parents set priorities and act as experts on their children. The child's therapists have expertise in therapeutic technique and measure progress toward the family's priorities. The family and therapist work together to develop the best possible program that reflects the family's culture, needs, and values. Treatment from a family-centered clinic or clinician that uses measurable outcome measures increases the likelihood that you will benefit from and be satisfied with the therapeutic program you choose for your child or yourself.
Red flags for Sensory Integration Disorder
Babies and toddlers
__Eating or sleeping problems
__ Not accepting people other than their mother for comfort
__ Irritable when dressing; uncomfortable in clothes
__ Rarely plays with toys
__ Resists hugging, stretches body in an arc when held
__ Unable to calm himself
__ Flabby or rigid body, motor delays
Preschool
__ Hypersensitivity to touch, noises, smells, and other people
__ Difficulty making friends
__ Difficulty in dressing, eating, sleeping, and/or toilet training difficulty
__ Clumsy; poor motor skills I; weak
__ Constantly in motion; “close to everyone's face and in people's area”
__ Frequent or prolonged tantrums
Classroom students
__ Excessive sensitivity to touch, noise, smells, and other people sensitive
__ Easily distracted, fidgety, desire to move; aggressive mood.
__ Easily overwhelmed
__ Difficulty with handwriting or motor activities
__ Difficulty making friends
__ Not feeling pain and thinking that other people do not feel
Adolescents and adults
_ Extremely sensitive to touch, noise, smells and other people
_ Poor self-esteem; afraid of failing at new tasks
_ Lethargic and slow
__ Always on the move; impulsive; easily distracted
__ Leaves tasks unfinished.
__ Clumsy, slow, poor motor skills or handwriting
__ Difficulty focusing
__ Difficulty focusing on work and meetings
__ Unmotivated; who never enjoys life.
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