Sensory Integration

Sensory Integration is the brain process of organizing sensation from the environment for use by the mind and body. It is a theory used within the field of occupational therapy and was originated by A. Jean Ayres, OTR, Ph.D.

A sensory integration (SI) disruption is a problem in processing sensations which causes difficulties in daily life. SI is a complex neurodevelopmental disorder, manifested by difficulty discriminating, modulating, and/or integrating sensation adaptively. An SI problem causes children to process sensation from the environment or from their bodies in a disrupted way, resulting in a variety of sensory motor difficulties. These difficulties are categorized based on the neurological process which underlies them. There are two main categories, each with specific disruptions. The first category relates to how the brain uses specific sensory information for skill (discrimination). A problem in this area affects how skillful a person’s responses are, and creates a pattern of clumsiness in body, hand and mouth skill. This is referred to as 'dyspraxia," or a motor planning problem. The second category relates to how the brain uses sensory information to maintain an optimal state of alertness based on the setting and demands of the moment (modulation). A disruption in this processing can result in over or under reactivity to sensation, or a negative overreaction pattern referred to as sensory defensiveness. It can also result in poor use of sensation to maintain optimal, organized behavior which matches the context/environmental demands.

Children can have difficulties in either or both categories. Careful assessment leads to appropriate treatment.

Here are two links to excellent sites that provide more information on sensory integration. http://www.otawatertown.com
http://www.sinetwork.org

At Developmental FX we specialize in understanding how sensory integration is a part of the presentation with Fragile X Syndrome and other neurodevelopmental disorders.

DIR / FLOORTIME

"Floortime" is the centerpiece of the Developmental, Individual-Difference, Relationship-Based (DIR) Model developed by Weider and Greenspan. The DIR/Floortime approach involves meeting your child at his current developmental level, and building upon his particular set of strengths to help him develop. The approach suggests following the child's lead: tuning in to his interests and desires in interactions and play to harness the power of his motivation and help him climb the developmental ladder. It also involves tailoring these interactions to the child's individual differences in sensory reactivity, processing and motor planning. An important part of this program is engaging in developmentally appropriate interactions at every opportunity. This is "Floortime", which literally involves getting down on the floor to play with your child. By following your child's interests, joining what he is doing and wooing him with warm but persistent attempts to engage his attention, you can lead him to climb the developmental ladder. Through playful, engaging interactions, you can help him want to learn to pay attention, want to engage in some sort of dialogue and want to take initiative, even before he speaks in any meaningful conversation. By entering into your child's world, you can help your child learn to relate in a meaningful, spontaneous, flexible and warm way. This does not happen overnight; adopting this approach involves making a commitment to spending a considerable period of time on the floor, playing with your child and becoming a part of his world, even if his activities are limited. It involves responding to his every utterance or gesture, in an effort to spark a response to the beginning of two-way communication with your child.

Our OT's have training in the "Floortime" model and incorporate this approach, when indicated, into treatment plans. For more information visit http://www.icdl.com