Sensory Integration
SENSORY INTEGRATION PROCESSING
As we learn with our senses, we use smell, taste, hearing, touch and sight to give meaning to what we see, hear, touch and smell; Sensory Integration combines the stimuli we receive from the outside with what our own body offers us, to respond to what is happening around us, and to respond appropriately to local demands.
Among the sensory systems, the vestibular system is considered, the first level organizer, which is found within the auditory system (otolith, utricle and saccule). Therefore, it has a direct relationship with hearing and is responsible for balance. From the moment we are born, you are responsible for our body being against the force of gravity. In addition, this system is responsible for the coordination of movements between the trunk and the head, bilateral coordination (coordination of the left and right sides of the body), the forward action of the body (for example when playing when catching the ball) and also the management of space and time: the calculation of distances in proportion to space, the body and in vision management and language development; all these factors are essential in the development of learning, and of great importance in school studies.
Signs that may indicate sensory dysfunction:
Hypersensitivity to touch, movement, sound, etc
Hyposensitivity to stimuli
Very high or very low activity level
Problems with motor coordination
Alerta egoera, adi egoteko gaitasuna galarazten duen estresa, neurriz gorako erantzuna kontaktu fisikoari eta bat-bateko soinu edo mugimenduei neurrigabeko beldurra.
In cases where sensory seeking is constantly sought, movement and physical contact. When the ease of bumping or tripping over objects is noticed.
Etengabe mugitzen diren haurrak, adi egoteko zailtasunarekin, eta sarri alerta egoeran edo guztiz kontrakoa; muskuluen tonua biguna denean, haurra erraz nekatu eta geldirik egotea gustukoago duenean.
When balance difficulties, bilateral incoordination and movement management and inaccuracy appear. When he has difficulty in new activities and those necessary in daily life, such as: dressing, washing, tying buttons, tying shoes or using cutlery.
Delay in studies
Due to having the right intellectual ability, reading, calculating, receiving concepts, in proportionality, when looking for a solution to problems or when problems appear in the organization of work.
Behavioral or behavior problems
It occurs in cases where aggressive behavior, confusion in play and the ability to be alert are easily lost. When the lack of ability to foresee the consequences of what is done is recognized and when aggressive situations occur.
Low self-esteem
It is recognized when he expresses low motivation and is easily bored. When he shows a tendency to avoid difficult situations and insecurity. When he finds himself in a state of alertness, trying to be in control of the situation at all times, or the complete opposite, when he perceives the need to remain unnoticed.
In most cases, these mentioned signs do not appear in isolation, in children with sensory disorders, the most common is the appearance of more than one different sign listed and even more than one of the others.
This is why it is necessary to make a case-by-case assessment, and see how the child is functioning; to find out how sensory integration is affecting their development and daily life (study, autonomy, play and social relations).
Treatment
IN THE THERAPY AREA
The treatment arises from the motivations that the child shows; the therapist offering activities that correspond to the child's needs and characteristics. In this way, the child receives the work done to achieve effective sensory integration in the form of play; overcoming the established challenges to complete the path to development.
AT HOME
An important point of the treatment is to explain and direct the activities to be done in daily life, that is to say at home. For this, various exercises and games, and instructions for the use of certain elements are given to improve the child's abilities and to be more effective in everyday life.
at school
This is the place where children spend the most hours, so they have the most sensory experiences. In children with sensory processing problems, during the school day, there are certain stressful moments and situations, which tend to create difficulties in paying attention and giving inappropriate responses to situations. Collaborating with the child's teachers is essential to understand the problem and find the right solution for the child, looking for the correct development tools and strategies to address his situation.
