IMAGINE THIS:
Turn on the radio, but do not tune it. Leave it on static and fuzz. Turn it up. Ask someone to turn the lights on and off. Strap yourself into a broken chair that is missing a leg and use a table that is off-balance—(you know, the ones in restaurants that make us all so mad). Now put on some scratchy lace in place of a comfortable T-shirt. Put your pants on backwards and wear shoes that are one size too small. Pour a bowl of grated Parmesan cheese, open a can of sardines and bring the cat box to the table. Now snack on your least favorite food, the one you never eat because it triggers a gag reflex.”
Now, with all this in place, pick up a new book and try to learn something new!
(Quote from Listserv SID@onelist.com; Nelson, 2003)
What would life feel like if this happened to you every day?
Do you know children who are easily distracted, upset by loud sounds or bright lights, push others when they are touched, have difficulty making transitions or calming down when they are excited and generally have a hard time getting through the day? Or perhaps you know children who prefer to be by themselves, are slow to respond to what is being asked, seem confused, fearful, disorganized or inattentive. What do all of these scenarios have in common, you may wonder. The answer lies in understanding the theory of sensory integration.
What is sensory integration all about? While many people know about the five senses; seeing, hearing, tasting, touch and smell, not everyone is as familiar with the vestibular sense, based in the inner ear, and the proprioceptive sensors, located in muscles and joints, and why they are important. The vestibular system is responsible for a person’s sense of balance and provides information about where the body is in relation to the surrounding environment, as well as its movement, speed and direction. The proprioceptive system is activated when a child moves in a way that causes muscles to contract or joints to move, and sensors provide information about the position of that body part, and how it is performing (Kranowitz, 1998).
Information from all sensory systems is relayed to the central nervous system, which is composed of nerves, the spinal cord and the brain. When babies mouth objects or toddlers enjoy sand and water play, they are taking in information through their sensory systems that will help them organize and make sense out of their world. Their brains process the information so their bodies know how to respond. Since every child is different, no one receives, processes and responds to information in the same way.
Sensory integration is a natural part of the growth and maturation process that occurs during the early childhood years. Early childhood classrooms should therefore provide lots of experiences that support this growth process. Children learn by doing, and benefit from daily experiences using materials such as warm play dough or clay, dress-up clothes and play materials with a variety of textures, or a sensory table for water/sand play. These choices provide a rich sensory diet as well as hands-on play opportunities. As Kranowitz (2003a) states “The more sensory-motor experiences young children have, the more easily they learn to function in daily life. To smooth out their sensory processing- to ‘grease the skids’- they need lots and lots of practice with sensory motor experiences that engage the whole body.” Offer activities such as cooking/tasting, swinging, digging, jumping, climbing or running, riding bikes, drawing, writing, painting, dancing, playing music, having fun with friends or a firm hug. Periodically observe how children are enjoying and responding to the environment, daily routine and program, and consider if it is working well for all the children in the group. If it is not, it is important to understand why.
While the sensory integration process happens automatically for most children, when it does not, it can lead to behaviors that might be misunderstood as misbehaviors, and can cause children, educators, and family members to feel frustrated and unhappy. Some children may have an inefficiency of their central nervous systems which impacts the way they receive and process information about the world around them and respond (Sensory Integration International, 2003).
Children with sensory processing challenges may be experiencing the world differently from most children. The opening quote is the author’s attempt to help others understand how this might feel, and why children may react in unpredictable and sometimes incomprehensible ways. For example, a child might react to a light touch as if he had been assaulted. In order to plan successfully for all children in the group, it is important to recognize and understand more about these differences in sensory integration.
Since each child and situation is unique, there is no single set of behaviors that can be identified (Stephens, 1997). Children may experience difficulties with two or more senses, making it difficult to tune in to what is happening around them. They might look for extra stimulation by crashing into others to figure out where they are. They may not be able to tune out sensory information others filter out, such as the noise and activity of a busy lunch room, bright lights or a loud radio and may feel constantly bombarded or afraid, Some children may have some senses, which are oversensitive and others, which are under-responsive. Children may appear to have “good and bad” days, or switch from craving sensory input on one day, to overreacting on the next. There may be times when a child seems to lose skills that he as previously mastered. This may be a result of his unstable sensory systems as well as changes in the environment or classroom routines that challenge his ability to access what he knows and can do.
Despite these inconsistencies, there are signs to look for that may indicate a child is experiencing difficulties with sensory integration:
When sensory integration is not automatic, children may need to put extra effort and thought into accomplishing goals others achieve automatically, and may sometimes be frustrated in their attempts (Sensory Integration International, 2003). This can cause a child to avoid certain situations, feel tired, stressed, or respond “explosively.”
It is important to note what is happening and when these behaviors occur. While many children may exhibit some signs of sensory integration inefficiency at some point in their development, some children may exhibit these behaviors frequently, with greater intensity, impacting their ability to function and succeed in everyday life. One theory developed in the 1950’s and 1960’s by the late Jean Ayres, an occupational therapist, suggests these children may have sensory integration dysfunction (SID) (Kranowitz, 2003b). They may need extra support to succeed in daily life.
If you suspect a child has sensory integration problems, you may want to suggest that family members contact Child Development Services (CDS), so a professional evaluation can be arranged. An occupational or physical therapist with specific training in sensory integration dysfunction should do an evaluation to determine if the symptoms are due to sensory integration dysfunction or from a different cause, such as illness, a reaction to medications, or other problems.
While some children with sensory integration dysfunction may need individualized therapy, much can be accomplished by incorporating a variety of sensory experiences into the child’s day, in whatever setting he/she is involved. Since the integration of sensory motor functioning is a normal part of early childhood growth and development, offering a variety of sensory experiences in the early care and education setting is beneficial for all children as well as critical for those with SID. Additionally, teaching children how to use sensory strategies to organize and calm themselves is a skill necessary for success across all settings. Understanding how sensory integration impacts children is critical knowledge for planning activities and environments so all children can succeed.
Kranowitz, C. 1998. The out-of-sync child. Recognizing and coping with sensory integration dysfunction. New York: Berkley Publishing.
Kranowitz, C. 2003a. The out-of-sync child has fun. Recognizing and coping with sensory integration dysfunction. New York: Berkley Publishing.
Kranowitz, C. 2003b. Introduction: The Out-of-Sync Child: Recognizing and Coping with Sensory Integration Dysfunction. Retrieved April 1, 2003 from http://www.out-of-sync-child.com/introduction/
Nelson, S. (2003). Sensory Integration Dysfunction Quote by member of Listserv. sid@onelist.com Retrieved April 15, 2003 from http://home.ptd.net/~blnelson/SIDWEBPAGE2.htm
Sensory Integration International-The Ayres Clinic (2003). The Ayres Clinic: Answers to Frequently Asked Questions. Retrieved April 1, 2003 from http://www.sensoryint.com/faq.html
Stephens, L. (1997). Sensory Integrative Dysfunction in Young Children. Reprinted with permission from AAHBEI News Exchange, Vol. 2, No. 1, Winter 1997 Retrieved April 1, 2003 from http://www.tsbvi.edu/Outreach/seehear/fall97/sensory.htm
Bakley, S. (2001) Through the lens of sensory integration: a different way of analyzing challenging behavior. Young Children, 70-76.
Sensory Integration International: http://www.sensoryint.com/
Sensory Integration Network: http://www.sensoryintegration.org.uk/
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Updated: 01/11/2007