Identified issue
Sensory processing difficulties are unfamiliar to most first-time parents as well as many educators. As a result, the adult and child may experience frustration, misunderstandings and sadly, in severe cases, abusive situations that could be prevented through knowledge and therapeutic activities. The purpose of this critical intervention is to provide information to parents and educators about sensory processing as well as to provide simple ideas to encourage healthy sensory integration through art. As a result, the hope is that parents and educators may see children a little differently and be better equipped to help through difficulties they may be experiencing due to sensory integration issues.
Key concepts
Sensory Processing was first described by occupational therapist A. Jean Ayres, PhD in the 1970s. Ayres is also credited with the techniques used by occupational therapists today to treat sensory issues. Sensory Processing is the “normal neurological process of organizing sensations for our use in everyday life” (Kranowitz, 2003, p. 3). Our body sends sensory information to our brain, which interprets the data and gives purposeful responses (Kranowitz, 2003). The five senses are vision, hearing, smell, taste, and touch. However, the sensory system also includes the tactile, vestibular, and proprioceptive senses. The tactile sense is the information provided by the entire surface of the skin, and recognizes when we are touching something or being touched (Kranowitz, 2003). The vestibular works through the inner ear, providing information about gravity, space, balance, movement, and position (Kranowitz, 2003). The proprioceptive sense provides through muscles and joints about movement and what body parts are doing (Kranowitz, 2003).
Sensory Processing Disorder (SPD) or sensory integration difficulties occur when the brain misinterprets these messages, illiciting unusual responses. The child may avoid ordinary sensations or seek excessive stimulation. For instance, a child may “have a tantrum because the tag in his shirt scratches his skin – or, he may not notice that his pants are on backward … He may gag at food smells and textures – or cram all sorts of things, edible or not, into his mouth” (Kranowitz, 2003, p. 5) SPD can be seen in “normal” children as well as students with attention deficit disorder, attention deficit hyperactivity disorder, autism spectrum disorders, and fetal alcohol exposure (Kearns, 2004).
Controversy
The American Academy of Pediatrics (AAP) has stated that “it is unclear whether children who present with sensory-based problems have an actual ‘disorder’ of the sensory pathways of the brain or whether these deficits are characteristics associated with other developmental and behavioral disorders” (APA, 2012, p. 1186). The AAP recommends at this time, pediatricians should not use SPD as a diagnosis. “When these sensory symptoms are present, other developmental disorders–specifically autism spectrum disorders, ADD/ADHD, developmental coordination disorder, and anxiety disorder … must be considered and thoroughly evaluated” (APA, 2012, p. 1188). Another recommendation by the AAP is that pediatricians should communicate the limited data on sensory-based therapies, as well as assist families in evaluating the effectiveness of any therapy administered for the treatment of sensory processing difficulties (APA, 2012).
Therefore, it may not be beneficial to “diagnose” a child with SPD, but to address the sensory integration difficulties as well as considering and ruling out other possible disorders. While there is still a great deal of research left to do, there is some evidence that various therapies have been beneficial, and many OTs can attest to it by their own experiences. Still, it is important to understand that this is a debated topic. Yet, no one is debating the fact that these issues in a child should be ignored.
Sensory processing and art
Art can provide many different sensory experiences that are beneficial to sensory integration. Creating a soothing environment including using blue lighting, lavender aromas, and soft music are a good starting point. Tactile experiences can be incorporated into many art projects such as the use of sand, clay, finger paints, glue, and creative impermanent medium such as shaving cream, beans, pasta and other food items (Kranowitz, 2003). While some students seek out tactile sensory experiences, others are tactile defensive and will need adaptations help easing into the project. Putting clay in a Ziploc bag is an example, a simple modification so that the student doesn’t fear messy hands, yet can still have the tactile experience. Also, children with sensory integration difficulties often have trouble with fine motor skills, and many art projects aide in the development of this. Again, consider modifications for those who become frustrated. Art projects that are noisy or media that have various smells are all expanding the sensory experience.
In a single-case investigating the effectiveness of art with a 5-year old male with sensory integration difficulty, the data gathered “indicated an increase in positive behaviors after art sessions as well as the postponement of the first incidence of negative behaviors” (Kearns, 2004, p. 95). Art was found as a useful intervention.
Plan
To address the issue of increasing awareness among parents and educators about sensory integration difficulties, a website will be created with information about sensory integration difficulties, a checklist to help parents evaluate their child’s sensory habits, art project ideas to encourage sensory stimulation at home, and links to important sources. To advertise this website, simple, eye-catching flyers will be posted in venues relevant to parents of young children such as a pediatric dentist office, pediatricians, preschools, churches, libraries, etc.
References:
Kearns, D. (2004): Art Therapy with a child experiencing sensory integration difficulty, Art Therapy: Journal of the American Art Therapy Association, 21(2), 95-101
Kranowitz, C.S. (2003). The out-of-sync child has fun. New York, NY: Penguin Group.
Sensory integration therapies for children with developmental and behavioral disorders, Pediatrics 2012;129;1186; originally published online May 28, 2012; DOI: 10.1542/peds.2012-0876
Sensory processing difficulties are unfamiliar to most first-time parents as well as many educators. As a result, the adult and child may experience frustration, misunderstandings and sadly, in severe cases, abusive situations that could be prevented through knowledge and therapeutic activities. The purpose of this critical intervention is to provide information to parents and educators about sensory processing as well as to provide simple ideas to encourage healthy sensory integration through art. As a result, the hope is that parents and educators may see children a little differently and be better equipped to help through difficulties they may be experiencing due to sensory integration issues.
Key concepts
Sensory Processing was first described by occupational therapist A. Jean Ayres, PhD in the 1970s. Ayres is also credited with the techniques used by occupational therapists today to treat sensory issues. Sensory Processing is the “normal neurological process of organizing sensations for our use in everyday life” (Kranowitz, 2003, p. 3). Our body sends sensory information to our brain, which interprets the data and gives purposeful responses (Kranowitz, 2003). The five senses are vision, hearing, smell, taste, and touch. However, the sensory system also includes the tactile, vestibular, and proprioceptive senses. The tactile sense is the information provided by the entire surface of the skin, and recognizes when we are touching something or being touched (Kranowitz, 2003). The vestibular works through the inner ear, providing information about gravity, space, balance, movement, and position (Kranowitz, 2003). The proprioceptive sense provides through muscles and joints about movement and what body parts are doing (Kranowitz, 2003).
Sensory Processing Disorder (SPD) or sensory integration difficulties occur when the brain misinterprets these messages, illiciting unusual responses. The child may avoid ordinary sensations or seek excessive stimulation. For instance, a child may “have a tantrum because the tag in his shirt scratches his skin – or, he may not notice that his pants are on backward … He may gag at food smells and textures – or cram all sorts of things, edible or not, into his mouth” (Kranowitz, 2003, p. 5) SPD can be seen in “normal” children as well as students with attention deficit disorder, attention deficit hyperactivity disorder, autism spectrum disorders, and fetal alcohol exposure (Kearns, 2004).
Controversy
The American Academy of Pediatrics (AAP) has stated that “it is unclear whether children who present with sensory-based problems have an actual ‘disorder’ of the sensory pathways of the brain or whether these deficits are characteristics associated with other developmental and behavioral disorders” (APA, 2012, p. 1186). The AAP recommends at this time, pediatricians should not use SPD as a diagnosis. “When these sensory symptoms are present, other developmental disorders–specifically autism spectrum disorders, ADD/ADHD, developmental coordination disorder, and anxiety disorder … must be considered and thoroughly evaluated” (APA, 2012, p. 1188). Another recommendation by the AAP is that pediatricians should communicate the limited data on sensory-based therapies, as well as assist families in evaluating the effectiveness of any therapy administered for the treatment of sensory processing difficulties (APA, 2012).
Therefore, it may not be beneficial to “diagnose” a child with SPD, but to address the sensory integration difficulties as well as considering and ruling out other possible disorders. While there is still a great deal of research left to do, there is some evidence that various therapies have been beneficial, and many OTs can attest to it by their own experiences. Still, it is important to understand that this is a debated topic. Yet, no one is debating the fact that these issues in a child should be ignored.
Sensory processing and art
Art can provide many different sensory experiences that are beneficial to sensory integration. Creating a soothing environment including using blue lighting, lavender aromas, and soft music are a good starting point. Tactile experiences can be incorporated into many art projects such as the use of sand, clay, finger paints, glue, and creative impermanent medium such as shaving cream, beans, pasta and other food items (Kranowitz, 2003). While some students seek out tactile sensory experiences, others are tactile defensive and will need adaptations help easing into the project. Putting clay in a Ziploc bag is an example, a simple modification so that the student doesn’t fear messy hands, yet can still have the tactile experience. Also, children with sensory integration difficulties often have trouble with fine motor skills, and many art projects aide in the development of this. Again, consider modifications for those who become frustrated. Art projects that are noisy or media that have various smells are all expanding the sensory experience.
In a single-case investigating the effectiveness of art with a 5-year old male with sensory integration difficulty, the data gathered “indicated an increase in positive behaviors after art sessions as well as the postponement of the first incidence of negative behaviors” (Kearns, 2004, p. 95). Art was found as a useful intervention.
Plan
To address the issue of increasing awareness among parents and educators about sensory integration difficulties, a website will be created with information about sensory integration difficulties, a checklist to help parents evaluate their child’s sensory habits, art project ideas to encourage sensory stimulation at home, and links to important sources. To advertise this website, simple, eye-catching flyers will be posted in venues relevant to parents of young children such as a pediatric dentist office, pediatricians, preschools, churches, libraries, etc.
References:
Kearns, D. (2004): Art Therapy with a child experiencing sensory integration difficulty, Art Therapy: Journal of the American Art Therapy Association, 21(2), 95-101
Kranowitz, C.S. (2003). The out-of-sync child has fun. New York, NY: Penguin Group.
Sensory integration therapies for children with developmental and behavioral disorders, Pediatrics 2012;129;1186; originally published online May 28, 2012; DOI: 10.1542/peds.2012-0876
