For most of us, effective sensory integration occurs automatically, unconsciously, without effort. For some of us, the process is inefficient, demanding effort and attention with no guarantee of accuracy. When this occurs, the goals we strive for are not easily attained.

Sensory experiences include touch, movement, body awareness, sight, sound, and the pull of gravity. The process of the brain organizing and interpreting this information is called sensory integration. Sensory integration provides a crucial foundation for later, more complex learning and behavior.

For most children, sensory integration develops in the course of ordinary childhood activities. Motor planning ability is a natural outcome of the process, as is the ability to adapt to incoming sensations. But for some children, sensory integration does not develop as efficiently as it should. When the process is disordered, a number of problems in learning, development, or behavior may become evident.

The concept of sensory integration comes from a body of work developed by A. Jean Ayres, PhD, OTR. As an occupational therapist, Dr. Ayres was interested in the way in which sensory processing and motor planning disorders interfere with daily life function and learning. This theory has been developed and refined by the research of Dr. Ayres, as well as other occupational and physical therapists. In addition, literature from the fields of neuropsychology, neurology, physiology, child development, and psychology has contributed to theory development and intervention strategies.

Research clearly identifies sensory integrative problems in children with developmental or learning difficulties. Independent studies show that a sensory integrative dysfunction can be found in some children who are considered learning disabled by schools (reference: Daems, Joan (Ed).(1994). Reviews of Research in Sensory Integration. Torrance, CA: Sensory Integration International)

Sensory integrative problems are not confined to children with learning disabilities, however. They transect all age groups as well as all intellectual levels and socio-economic groups. Consider the following human problems:

Premature birth - More and more premature infants survive today; they enter the world with fragile, easily over stimulated nervous systems and multiple medical complications. Parents need to learn how to give their premature infant the sensory nourishment their child requires for optimal development, and how to avoid detrimental over stimulation .

Autism and other developmental disorders - Although autism is rare, it occurs more often than blindness. Severe difficulty with sensory processing is a hallmark of the disorder. Autistic children seek out unusual quantities of certain types of sensations and are extremely hypersensitive to other types. Similar traits are often seen in other children with developmental disorders. Improving sensory processing leads these children to more productive contacts with people and environments.

Learning Disabilities - As many as 30% of school-aged children are estimated to have learning disabilities. Research indicates that a majority of these children, although normal in intelligence, are likely to have sensory integrative problems. These children are also more likely than their peers to have had a premature birth, early developmental problems, and poor motor coordination. Early intervention can improve sensory integration in these children, minimizing the possibility of school failure before it occurs.

Delinquency and substance abuse - Numerous studies indicate that learning disabled children are at risk for later delinquency, criminality, alcoholism, and drug abuse. Repeated failure in school opens the door to self-destructive activities. By interrupting the vicious cycle of failure, intervention to help children with sensory integration and learning problems may also prevent serious social problems later in life.

Stress related disorders - Sensory integrative difficulties that appear in childhood often are not outgrown. When sensory inefficiencies in adults do not allow them to perform optimally in the workplace, stress can build up. Additionally, there is mounting evidence that stress in parents can lead to child abuse, violence in the home, and problems that pass from generation to generation. Recognition of the sensory processing component of these problems contributes an important element in aiding people to achieve greater satisfaction in their home life and competence in their work.

Brain injury - Trauma to the brain from accidents and strokes can have profound effects on sensory functioning. People who suffer from these effects deserve treatment that will lead to the best possible recovery. In order for this to occur, their sensory deficits must be addressed by the health professionals who serve them.

If therapy is recommended, the child will be guided through activities that challenge his or her ability to respond appropriately to sensory input by making a successful, organized response. Standards are available from Sensory Integration International.

Training of specific skills is not usually the focus of this kind of therapy. Adaptive physical education, movement education and gymnastics are examples of services that typically focus on specific motor skills training. Such services are important, but they are not the same as therapy using a sensory integrative approach.

One important aspect of therapy that uses a sensory integrative approach is that the motivation of the child plays a crucial role in the selection of the activities. Most children tend to seek out activities that provide sensory experiences most beneficial to them at that point in development. It is this active involvement and exploration that enables the child to become a more mature, efficient organizer of sensory information.