Summaries of Sensory Articles

Summaries

* Dunstan, E., & Griffiths, S. (2008). Sensory strategies: practical support to empower families. New Zealand Journal Of Occupational Therapy, 55(1), 5-13.

o Sensory breaks introduced by Dr. Ayres in 1972 "Ayres viewed sensory integration as a complete process from registering and organizing sensory information in he brain, to engagement in meaningful and purposeful daily occupations." (p.1)

o A sensory diet introduced by Julia and Patricia Wilbarger- A sensory diet is a planned activity program designed to meet a child's individual sensory needs throughout the day, enabling them to regulate their attention and therefore consistently engage in daily activities."(P.2)

o Tactile sensitivities-calming, deep pressure input

o Parents hope sensory integration can help in social participation and self regulation.

o P. 7 "The assessment indicated that James

o demonstrated intense avoidance reactions to tactile experiences.

o For example, he held onto a small toy for long periods of time,

o disliked having his nappy or clothes changed and tolerated a

o very limited range of foods. James avoided all water tasks such

o as having a bath, washing his hair and brushing his teeth. These

o behavioural responses indicated that James was tactile defensive,

o or hyperresponsive to touch sensations. Research indicates that

o children with Autism Spectrum Disorder are often sensitive to

o touch, taste, smells, auditory or visual information"

o

o Wilbarger approach to treating sensory denfensiveness, p. 8

o "This programme involves

o providing deep pressure to the body to help an

o individual to modulate their sensory systems. The

o programme consists of two steps. First, a brushing

o component, applying firm pressure with a specific

o brush to the arms, back and legs, much like a deep

o massage. Followed by joint compressions to the

o shoulders, elbows, wrists/fingers, hips, knees and

o ankles to activate the proprioceptive system, which

o acts to calm and modulate."

Sam Comes to School

Friedlander, D. (2009). Sam comes to school: Including students with autism in your classroom. The Clearing House, 82(3), 141-144. Retrieved from http://search.proquest.com/docview/196845141?accountid=14573

-"Parents often report to teachers that their child possesses precocious reading decoding ability with little to no instruction. Hyperlexia (precocious reading ability accompanied by difficulty acquiring language or social skills) is not a rare phenomenon in these children. Decoding symbols, a visual and spatial task, is a unique strength for some children with autism." (p.142)

-"Temple Grandin (1995), a professor who writes simply and honestly about her own autism, describes an anxiety reducing machine she built at age eighteen that consisted of two heavily padded boards that squeezed along the sides of her body. This machine produced the sensory input she craved and desensitized her overworked nervous system, thus reducing her anxiety."(p. 143).

-"Children with autism sometimes feel sensory overload in environments in which most people feel comfortable. Overhead lighting, especially fluorescent lights that buzz or flash; noise from fans or air conditioners; the clinking of dishes in the cafeteria down the hall; or a line tapping against a metal flagpole outside can send them into a tailspin. Sensory issues in which the central nervous system craves input may also appear. These children need constant sensory stimulation and may benefit from wearing a weighted vest, having a fidget toy, sitting on an inflated or rice-filled chair cushion, or using an exercise band strung between the front legs of their chair that they can push with their foot or leg. These sensitivities and the strategies for coping with them can influence learning, attention, behavior, and social interaction." (p.143).

Sensory integration therapy for autism spectrum disorders: A systematic review - Negative towards SIT

-p. 1005 "Sensory integration therapy (SIT) is an extension of this hypothesis and further speculates that, given the nervous systems ability to change (neuroplasticity), providing specific forms of sensory stimulation in the appropriate dosage may improve the nervous system's ability to process sensory stimuli. Ultimately, the improved nervous system may then result in reductions in problem behaviors and more efficient learning). However, the exact nature of the nervous system's impairment and the influence of SIT on sensory processing is currently the subject of debate and ongoing research."

-Implementation of SIT typically involves some combination of the child wearing a weighted vest, being brushed or rubbed with various instruments, riding a scooter board, swinging, sitting on a bouncy ball, being squeezed between exercise pads or pillows, and other similar activities. Ideally, the specific set of activities implemented