Sensory Integration as described by A. Jean Ayers is the neurological process that organizes sensations from one’s body and from the environment for use in everyday life.

Sensory Integration Therapy (SI) is based on the principle of A. Jean Ayers.  SI therapy gives the child the opportunity to receive sensory input guided by an occupational therapist that has been trained in these techniques.  The therapist guides the child through various movements and activities that challenge the sensory systems helping the brain to organize information into functional goal-directed activities.   

Organization of sensory systems improves coordination, motor planning, and the child’s ability to interact with others and be able to complete activities at school.   

We learn through our senses.  We all have behaviors that help our bodies either calm down or become more alert.  These behaviors are acting on our sensory systems to  maintain a level of alertness that is optimal for focus and attention.  This optimal state of arousal allows the body to attend and learn at its best.   

Examples of behaviors that affect our level of alertness include:

• Chewing on pens, gum,

• Getting up from your chair to stretch or walk around

• Fidgeting

• Pacing

• Upbeat music

We have certain behaviors that affect our sensory systems.  Only when the behaviors interfere with our ability to function during our day does it need to be addressed in therapy.   

Problem behaviors due to a disorganized sensory system. 

• Clumsiness

• Aggression

• Lack of coordination

• Inability to tie shoes

• Unable to tolerate sticky or gooey substances on hands

• Unable to tolerate teeth being brushed

• Picky eaters

• Messy handwriting

• Unable to copy from the board

• Disorganized (desk, room, supplies)

• Difficulty staying in seat at school

• Inability to regulate emotions and arousal level

• Decreased social, play, motor and work skills.

• Unable to engage in meaningful and purposeful activities

Sensory Systems

Most everyone is familiar with the primary sensory systems.   

• Hearing (auditory)

• Vision (visual)

• Smell (olfactory)

• Taste (gustatory)

• Touch (tactile)

In addition to these there are two more systems that greatly affect one’s ability to complete complex skills.  These two systems are not typically taught but can be used when teaching more complex skills, to calm a child who is frustrated or to alert a child that is under-aroused.   

Vestibular (body’s response to gravitational pull and head motion affecting balance)

Proprioception (body’s position in space, position of muscles and joints) 

The sensory systems used primarily in SI based therapy are the vestibular, proprioceptive and tactile systems.  When these systems become organized, the child is able to complete more complex tasks.  The therapist plays an integral part of the development of these systems in the child who is disorganized.  The therapist guides the child through activities that challenge the system but not to the point of frustration.  As the child works through activities, the brain organizes information coming into the system through the body and the environment.  As the brain takes in the information, it adapts to the changes.  Now the child is ready for more complex activities.  Typically, this is how we learn but therapy is needed for children with sensory systems that are compromised.  Compromised sensory systems are unable to adapt to changes or tolerate various sensory stimuli, thereby affecting the child’s ability to learn and to complete daily functional activities such as dressing, playing, interacting with others and completing school work.  

Atypical development may result in:

• Slower development of gross motor activities (crawling, walking)

• Increased stress in ordinary activities

• Lack of participation in games, activities with others

• Decreased self-confidence in new situations.

In our society, children may not have the opportunity to play in a way that addresses all of their sensory needs.  Playing outside, climbing trees, rolling in the grass, running, jumping and swimming are wonderful activities that give sensory input helping children develop their sensory systems.  Oftentimes children are in structured setting where running, jumping, bouncing and swinging are not acceptable activities.  This energy has to go somewhere and it usually comes out in behaviors that are not acceptable such as getting out of your seat too often, being aggressive, not paying attention in class etc.   

SI based therapy gives children the opportunity to move, allowing their bodies to receive needed stimuli while in a safe, controlled environment.  With a well regulated sensory system, the child is able to function in everyday activities and behaviors that are unacceptable or problematic are reduced.