Just as a computer is made to process data, the human brain is made to process sensory data into meaningful information. The brain is designed to be able to process classroom sounds into instructions, written numbers into equations, and even sights along a roadway into traffic signs. The brain is designed to simultaneously integrate these types of sensory information and compute their meaning, given a particular context. e.g. A light moving touch on the arm while sitting on a blanket on a sunny day at a picnic might be computed as a bug on your arm, while a light moving touch on the arm while at a nighttime party might be computed as an invitation to dance.
Sensory integration disorders impact learning and social behavior. When left untreated, the behaviors of children with sensory integration disorders tend to show problems such as attention deficit, learning disability, behavior issues, dyslexia, and other vision difficulties that are often related to difficulties with sensory integration.
First identified in the 1960's by Dr. A. Jean Ayres,a Sensory Integration Disorder is a developmental disorder that is characterized by deficits in:
- processing and organizing sensory infomation
- assigning meaning to sensory events
- acting or responding to situations in a graded, adaptable manner
Sensory Integration Disorders are also known as Sensory Processing Disorders (SPD)
Children who have Sensory Integrationi Disorders may not be able to perform everyday tasks of self care or play easily. They also tend to have increased frequency of falls and spills more so than other typically developing children.
Estimated Prevalence:
- 5-3% for children entering school
- 40-88% for children with autism
Associated Disorders:
DSI is Commonly associated with:
- Developmental Coordination Disorder
- Attention Deficit Disorder with and without hyperactivity
- Pervasive Developmental Delay/Autism Spectrum Disorder
- Auditory processing disorders
- institutionalized children
Functional Problems Associated with DSI:
- Decreased soical skills resulting from behavioral/ attentive/affective disorders
- Delay fine/gross/oral motor skill development
- Delayed/atypical emergence of daily living skills
- Impairments in sleep/eating/elimination patterns
(Interdiciplinary Council on Developmental & Learning Disorders, 2005)
