What is Sensory Processing/Integration?

Sensory integration/processing is the body’s way of organizing all sensory information in order to successfully interact with the environment through specific behaviors or actions. The ability to successfully detect and organize sensory information from the environment is the foundation in which an individual can center basic and higher level functional skills, this is sometimes referred to as adaptive behavior. Sensory integration/processing is a very complex and sometimes difficult to understand physiological process. The information below is a brief a description of the sensory systems and observable behaviors and later problems seen when the sensory systems do not develop as expected. Keeping in mind that each individual has differences in the way they experience sensory input, differences become problems when individuals are unable to or have difficulties performing tasks, activities, and routines.

Tactile/touch

The tactile system is our system of touch. It gives us multiple types of information. The first type of touch is our protective or light touch system, this type of stimuli is considered alerting/arousing rather than calming/relaxing. Deep touch, for example massage or squeezing, is considered calming and is thought to decrease arousal levels. Pain and temperature caused by external stimuli are also associated with the tactile system

Auditory/hearing

Our hearing system gives us 360 degrees of information. It is responsible for detecting volume, rate, and tone of auditory stimuli.

Olfactory/smell

Olfactory is a fun word that means smell.

Vision

Our visual system is responsible for detecting light, color, shape, texture, depth and other visual cues from our environment.

Proprioception

Our proprioceptive system is responsible for knowing where our body is in space, planning for movement, and coordinating how we move. Information from receptors in our muscles and joints tell us where our body parts are.

Vestibular

Our vestibular system is also responsible planning for movement and maintaining balance. Information from receptors in our inner ears tells us if we are moving forward, backward, up, down, left or right, slow or fast.

Interioception

Interioception is how our body tells our brain what is happening inside our body, such as, when we are hungry or full, when our heart is beating fast or slow or when we have that sensations related to emotions (ie: butterflies in your tummy).

Problems with Foundational Sensory Processing/Integration:

Sensory Modulation

Although sensory modulation refers to both the brains reaction to stimuli and an individual’s behavioral responses, in occupational therapy we focus on the child’s observable behavior as it relates to their ability to regulate and organize their responses to sensations in a graded and/or adapted manner in relation to what is happening in their environment. Sensory modulation is often the most notable and/or observable step in the sensory process/integration sequence. When the brain is having difficulty interpreting and responding to stimuli, children often present with unexpected behaviors. Children that have difficulty with sensory modulation demonstrate problems regulating and organizing the degree, intensity, and nature of responses to sensory input in an expected manner; therefore making it difficult for them to reach and maintain a functional performance level during daily activities.

Hypersensitivity : over-responsiveness to stimuli
Hyposensitivity: under-responsiveness to stimuli

Vestibular/Bilateral Coordination Difficulty

Poor balance and difficulty coordinating the two sides of our bodies can be related to vestibular problems. (although these challenges can be a result of other or a combination of other problem areas also).

Discrimination or Perceptual Problems

These problems occur when the brain has difficulty making sense of and/or giving meaning to sensory stimuli. Some examples include poor handwriting, difficulty finding objects, difficulty reading, and difficulty knowing how much force is needed for certain tasks (ie: slamming doors, pushing very hard when writing, often breaking toys by accident).

Praxis Problem

Praxis is the ability to create an idea about an action, plan the action, and then use motor skills to carry out the action in the proper sequence. It involves both the brain and the body. Praxis is usually automatic so we don’t have to think through each step of the process. When children have difficulty with praxis they often have challenging sequencing daily tasks, performing consistently and initiating tasks/games/activities .