A Sensory Integration Frame of Reference

Susan sees a lot of children who have learning disabilities.  She has a lot of OT experience, so she feels comfortable using several frames of references with her clients. 

A Frame of Reference for Sensory Integration

Susan, like our department chair, Dr. Ricardo Carrasco, was trained for using the sensory integration frame of reference by Jean Ayres herself.  She often tells me about Jean Ayres and quotes her a lot.

This frame of reference (FOR) demonstrates how the senses work together to produce movements and behaviors, and if there is a problem with any of the senses or their ability to work together (such as with learning disabilities), then childhood occupation can be impaired (Schaaf, Schoen, Roley, Lane, Koomar, & Mae-Benson, 2010)

A small study by May-Benson & Koomar (2010) suggests that Sensory Integration is an effective therapy technique for many childhood issues, including (but not limited to) attention, behavioral, social, play, and reading skills.  However, a Google Scholar and EBSCO search yielded no results for the specific modalities that are used in the clinic at Children's Special Services, LLC in conjunction with specific learning disabilities.

Modalities and Interventions using the Sensory Integration FOR

Vestibulator: If you look at the photo below, you will see this item, which resembles a swing set.  Different swings, like bolsters, platforms, or trapeze bars (pictured in center of photo in red, blue, and tan) can attach to the top of the Vestibulator depending on the activity desired.  The entire device can be moved around the clinic as needed. 

Susan uses different swings on the Vestibulator to either check for (during an evaluation) or provoke (during treatment) a vestibular response when the child is lacking.  On another occasion, a child sat on the platform swing, and Susan swung him to check for stability during movement.  Susan also has attached a net swing to the Vestibulator during treatment to work on motor planning (ex. getting in and out of the net).




Zip Line:  If you look at the long light in the photo below and move your eyes to the center of that light, you will barely see a rope that extends across the ceiling.  This rope extends from one corner of the room to the opposite corner.  The children climb onto a chair then wrap their legs and arms around a 5-foot rope that has knots (to help with slipping).  Then then lift their legs from the chair and "zip" through the air along the zip line and have to land on their knees with their hands up in the air.  The landing is fortunately not cement, like shown.  It is a large, soft spongy mat.  The purpose of using the zip line in sensory integration is for proprioceptive and vestibular input, but Susan also uses it to work on timing (when to land), on muscle strength, and on teaching children to not be so fearful to try new things.

 

Ramp & Scooter Board: (Seen in photo below) Children can get on the scooter board, roll down the ramp, and crash into a mat.  Susan uses this for children who crave movement, who need to work on stability during movement, and who are fearful to try new things.

 

 

 

Climbing wall: This can be seen in the photo below along the back wall.  Susan uses this to help children combine visual, tactile, proprioceptive, and vestibular movement as they plan motor movements to climb the wall.  The activity can be made more challenging by telling the child to "only use the yellow" markers or "only use the blue."  The climbing wall is also used to encourage children to cross midline during movement, to increase muscle strength, and to encourage children to try new and challenging things.

 

 

 

 

 

References

 

May-Benson, T. A., & Koomar, J. A. (2010). Systematic review of the research evidence examining the effectiveness of interventions using a sensory integrative approach for children. The American Journal of Occupational Therapy, 64(3), 403-414.

 

Schaaf, R. C., Schoen, S. A., Roley, S. S., Lane, S. J., Koomar, J., & Mae-Benson, T. A. (2010). A frame of reference for sensory integration. In P. Kramer, & J. Hinojosa (Eds.), Frames of Reference for Pediatric Occupational Therapy. Baltimore, MD:  Lippincott Williams & Wilkins.