Occupational Therapy -> Sensory

Sensory

Sensory processing refers to the way we take in, interpret and respond to the information in our environment. We obtain sensory input in many ways through different sensory systems including vision, hearing, touch, taste, and smell. Three additional sensory systems are not as obvious/well known and include proprioceptive, vestibular and interoceptive. Occupational therapists work on sensory processing skills when an individual’s participation in important daily activities is impacted by challenges processing information in one or several of these areas.

Minor focus areas

Skilled interventions

  • Brush Protocol

    The Brush Protocol is typically used for individuals who experience discomfort or over-responsiveness to tactile stimuli, such as those with autism spectrum disorder, sensory processing disorder, or other neurological challenges. The protocol involves using a surgical scrub brush to systematically apply deep pressure to various parts of the body, following a specific sequence and frequency.

    This sensory intervention aims to:

    - Reduce tactile defensiveness: By decreasing hypersensitivity to touch, making daily activities such as wearing clothes or touching different materials more comfortable.
    - Enhance sensory modulation: By helping the nervous system to better regulate sensory input, which can improve attention, behavior, and social interactions.
    -Promote relaxation and decrease anxiety: By providing consistent and predictable sensory input, which can have a calming effect.

    The brushing is typically done every 2-3 hours during waking hours and is often paired with joint compressions to enhance proprioceptive input, further helping to regulate the sensory system. Occupational therapists train caregivers or parents on how to safely and effectively perform the protocol, as consistency and correct technique are crucial for achieving the desired therapeutic outcomes.

  • Environmental Modification

    Environmental Modification in occupational therapy focuses on adjusting both the physical and sensory characteristics of environments to reduce sensory overload and promote positive sensory experiences. These modifications are tailored to address specific sensory sensitivities (e.g., auditory, visual, tactile) and are designed to support the individual’s daily activities and participation in various settings (home, school, workplace).

    Key aspects of Environmental Modification include:

    - Auditory Adjustments: Reducing noise levels with soundproofing materials, using white noise machines, or designating quiet areas to help manage sound sensitivities.
    - Visual Adjustments: Controlling lighting with the use of natural light, non-fluorescent lighting, or window treatments; organizing spaces to reduce visual clutter and distractions.
    - Tactile Adjustments: Providing alternatives for seating and working surfaces, such as cushioned chairs, standing desks, or tactile-friendly materials that suit different touch preferences.
    - Spatial Organization: Arranging furniture and creating clear pathways to enhance navigational ease and reduce anxiety related to physical movement through spaces.

    Occupational therapists collaborate with clients, families, and other professionals to assess the individual’s sensory responses and environmental challenges. They provide recommendations for modifications that align with the individual's sensory profile and functional goals, ensuring that changes are practical, sustainable, and effective.

  • Graded Sensory Support

    Graded Sensory Support involves adjusting the intensity, type, and duration of sensory experiences to meet the individual's current sensory thresholds and gradually expand them. This method is particularly beneficial for individuals who are either hypersensitive (over-responsive) or hyposensitive (under-responsive) to sensory input. The goal is to help these individuals achieve a more balanced sensory system, which can significantly enhance their functional abilities and quality of life.

    The intervention includes a variety of techniques, such as:

    - Controlled Exposure: Slowly introducing sensory stimuli that the individual finds challenging, starting at a very low intensity and gradually increasing it as tolerance improves.
    - Sensory Diet: Creating a personalized schedule of sensory activities throughout the day that provides the necessary sensory input to help the individual stay regulated and focused.
    - Environmental Modifications: Adjusting the individual’s surroundings to reduce unwanted sensory input or to provide necessary sensory stimulation.

    Occupational therapists work closely with the individual, caregivers, and other professionals to implement Graded Sensory Support effectively. They assess the individual's responses regularly and adjust the intervention as needed to ensure optimal outcomes.

  • Oral Desensitization

    Oral Desensitization involves gradually introducing and increasing exposure to different oral stimuli, such as various food textures, dental care products, or therapeutic tools, to decrease sensitivity and enhance tolerance. The process is tailored to each individual's specific sensitivities and progresses at a pace that they can comfortably manage.

    Therapeutic strategies may include:

    - Controlled Exposure: Introducing non-threatening textures or flavors using a systematic approach, starting with less challenging stimuli and slowly progressing to more difficult ones.
    - Texture Gradation: Using a hierarchy of food textures from smooth and pureed to more complex and crunchy textures.
    - Sensory Play: Incorporating playful activities that involve the mouth, such as blowing bubbles or whistles, which can indirectly help in desensitizing oral sensations.

    Occupational therapists work closely with caregivers and family members to ensure that the desensitization activities are continued at home, providing consistent and repeated exposure. The goal is not only to reduce oral defensiveness but also to improve the individual's overall ability to participate in mealtime and oral hygiene activities more comfortably.

  • Proprioceptive Input

    Proprioceptive Input is a cornerstone of sensory integration therapy that aims to improve sensory processing, motor skills, and emotional regulation. It involves applying deep pressure to the muscles and joints through various activities that require pushing, pulling, lifting, and squeezing. These activities help to calm, organize, and increase an individual's awareness of their body in space, making it easier to navigate and interact with the environment effectively.

    Therapeutic activities may include:

    - Weight-Bearing Exercises: Such as crawling, pushing against walls, or carrying heavy objects, which enhance joint and muscle feedback.
    - Resistance Activities: Using resistance bands, pushing or pulling objects, or performing exercises like squats or push-ups to increase muscle work and sensory feedback.
    - Vibratory Stimulation: Employing tools that provide vibration to muscles and joints, offering another form of proprioceptive feedback.
    - Joint Compressions: Gently pressing on joints through manual therapy or encouraging self-compression techniques, which provide direct proprioceptive and calming input.

    Occupational therapists tailor these activities based on the individual’s specific sensory needs and functional goals, integrating them into daily routines to maximize therapeutic benefits. These interventions not only support motor and emotional regulation but also enhance overall performance in daily activities.

  • Sensorimotor Strengthening

    Sensorimotor Strengthening focuses on improving the individual's ability to receive, process, and respond to sensory information through coordinated motor actions. This holistic approach helps individuals better manage and integrate sensory inputs, such as tactile, vestibular, and proprioceptive stimuli, with motor outputs like balance, coordination, and strength.

    Therapeutic activities typically include:

    - Proprioceptive Activities: Such as pushing, pulling, or lifting weights, which enhance body awareness and muscle strength.
    - Vestibular Exercises: Like swinging or spinning, which improve balance and spatial orientation.
    - Tactile Stimulation: Using various textures to touch and manipulate, which helps desensitize and improve tactile integration.

    These exercises are designed to be engaging and are often structured as games or play-based activities to maintain the individual's interest and motivation. The therapy sessions are carefully monitored and adapted to the individual's responses, gradually increasing in complexity and intensity as their sensorimotor skills improve.

  • Sensory Input to Alert

    Sensory Input to Alert involves the strategic use of sensory stimuli to stimulate the nervous system and increase physiological and cognitive alertness. This technique can help individuals become more engaged, responsive, and prepared to participate in learning, communication, and social interaction.

    Key interventions include:

    - Auditory Stimuli: Utilizing upbeat music or sounds that increase energy levels and encourage movement and interaction.
    - Visual Stimuli: Incorporating bright, contrasting colors and dynamic visual displays that captivate attention and stimulate visual tracking and scanning.
    - Tactile Stimuli: Engaging with textures and materials that require active manipulation and exploration, such as fidget tools, textured balls, or vibration devices.
    - Vestibular Activities: Performing movements that involve changes in head position and body orientation, such as spinning, swinging, or bouncing, which can significantly enhance alertness.
    - Proprioceptive Activities: Involving exercises like jumping, pushing, or pulling that require considerable body effort and can invigorate the body and mind.

    Occupational therapists carefully assess and select activities based on the individual's specific sensory needs and responsiveness levels. They aim to integrate these activities into a sensory diet that is structured throughout the individual's day to optimize periods of low energy and increase participation in tasks and interactions.

  • Sensory Input to Calm

    Sensory Input to Calm involves the deliberate use of sensory stimuli that have a soothing effect on the nervous system, helping individuals to manage stress, reduce anxiety, and improve emotional regulation. The type of sensory input is highly personalized and may include tactile, vestibular, proprioceptive, auditory, or visual elements.

    Key interventions include:

    - Weighted Items: Using weighted blankets, vests, or lap pads to provide deep pressure touch, which is known to have a calming effect.
    - Auditory Input: Playing soft, rhythmic music or nature sounds that help reduce arousal levels.
    - Visual Input: Providing dimmed or soft lighting, or using visual elements like lava lamps or slow-moving visuals to reduce visual clutter and stimulation.
    - Tactile Input: Engaging in activities like handling kinetic sand, play dough, or other soothing textures.
    - Proprioceptive Input: Activities like stretching, yoga, or heavy work tasks that involve pushing, pulling, or lifting to help the body become more aware of its position and movement.

    Occupational therapists assess the specific sensory preferences and aversions of each individual and develop a tailored sensory diet that incorporates calming activities throughout the day. These interventions are designed to be integrated easily into daily routines at home, school, or other environments to help maintain a state of calm and focus.

  • Sensory Input to Focus and Attend

    Sensory Input to Focus and Attend involves the strategic use of sensory stimuli that help to optimize the individual's attentional capacities, facilitating better engagement and performance in educational, occupational, and social settings. This approach is tailored to each individual's sensory preferences and needs, using a combination of sensory inputs to create an environment conducive to focus.

    Key interventions include:

    - Auditory Input: Providing background white noise or soft instrumental music to mask distracting sounds, creating an auditory environment that supports sustained attention.
    - Visual Input: Reducing visual clutter and using muted or calming colors in the environment to decrease visual distractions and enhance visual focus.
    - Tactile Input: Offering tactile objects like stress balls or desk fidgets that can be manipulated quietly, allowing the individual to maintain physical engagement without significant distraction.
    - Proprioceptive Input: Integrating activities like chair push-ups or resistance bands attached to chair legs, which provide discreet proprioceptive feedback and help the individual remain seated and focused.
    - Environmental Modifications: Arranging furniture and creating spaces that minimize distractions and promote sustained attention during tasks requiring focus.

    Occupational therapists assess the individual's specific reactions to various sensory inputs and carefully select activities that are most likely to improve focus. They also work with caregivers, educators, and employers to implement strategies that maintain an optimal sensory environment for the individual.

  • Sensory Modification

    Sensory Modification strategies are employed to create supportive environments that facilitate optimal functioning for individuals who may be overwhelmed or under-responsive to everyday sensory inputs. Modifications can include:

    - Auditory Modifications: Using sound-absorbing materials, providing noise-canceling headphones, or playing background white noise to reduce auditory overload.
    - Visual Modifications: Adjusting lighting levels, using non-glare screens, or organizing visually cluttered spaces to decrease visual stimuli.
    - Tactile Modifications: Introducing sensory-friendly clothing or textures and controlling the type of physical contact or materials an individual is exposed to.
    - Olfactory and Gustatory Modifications: Managing smells and tastes that are in the environment to prevent discomfort or nausea.

    Occupational therapists assess the individual's specific sensory needs and preferences, and then implement modifications in environments such as homes, schools, or workplaces. The aim is to create spaces that are not only less overwhelming but also conducive to learning, social interactions, and daily activities.

    Education plays a critical role in Sensory Modification interventions. Therapists educate caregivers, teachers, and employers on the importance of sensory-friendly environments and how to maintain them. This includes training on recognizing signs of sensory overload and the appropriate responses to help mitigate such situations.

  • Swing as Sensory Regulatory Tool

    The use of swings in occupational therapy involves controlled, rhythmic movements that provide sensory input to the vestibular system, which is responsible for balance and spatial orientation. This input can have a calming effect on the nervous system and help improve emotional regulation and sensory processing.

    Therapeutic swing activities may include:

    - Linear Swinging: Provides back-and-forth motion, which is often soothing and helps with attention and focus.
    - Rotational Swinging: Involves spinning movements, which can be more stimulating and are used carefully based on the individual’s response.
    - Combination Swings: Offer a mix of movements and can be adjusted to provide specific sensory experiences needed by the individual.

    Occupational therapists carefully assess each individual's sensory needs and responses to different types of swing movements. They use this information to tailor the frequency, duration, and type of swinging to maximize therapeutic benefits. Interventions also typically involve progression and adaptation of activities, such as incorporating tasks to be performed while swinging that require attention and coordination, further enhancing sensory integration.

  • Tactile Desensitization

    Tactile Desensitization involves controlled exposure to different tactile stimuli that the individual may find uncomfortable or overwhelming. The process begins with the least invasive textures and progressively incorporates more challenging ones as the individual's tolerance improves. This method helps decrease tactile defensiveness, a common barrier to personal care, social interaction, and the use of protective or clothing materials.

    Therapeutic activities may include:

    - Passive Touch: Allowing the individual to handle materials with different textures at their own pace without forcing interaction.
    - Active Touch: Encouraging the individual to actively engage with various textures through play-based activities or functional tasks like dressing or washing.
    - Therapeutic Brushing: Using a soft brush on the skin to normalize sensory input and reduce sensitivity.

    Occupational therapists closely monitor the individual's reactions and adjust the intensity and duration of exposures based on their responses and progress. The goal is to create a positive and supportive environment where the individual feels safe to explore and adapt to new sensory experiences.

  • Vestibular Input

    Vestibular Input is a key component of sensory integration therapy aimed at improving the way the brain processes sensory information to support motor functions and balance. Effective vestibular stimulation can have profound effects on an individual’s posture, movement, and ability to navigate their environment.

    Therapeutic activities typically include:

    - Swinging: Using various types of swings to provide different motion sensations such as back-and-forth, spinning, or circular movements.
    - Rolling: Activities that involve rolling on mats or in barrels, which provide intense vestibular stimulation.
    - Rotating: Encouraging activities that involve turning and spinning the body in different directions to enhance vestibular input.
    - Tilting: Using equipment like tilt boards or therapy balls to challenge balance and induce sensory responses for better spatial orientation.

    Occupational therapists carefully assess each individual's response to vestibular stimuli, as some may find certain movements soothing while others might find them disorienting. The goal is to identify the type and amount of vestibular activity that best supports the individual’s sensory needs. Interventions are designed to be gradually progressive, increasing in complexity and duration as the individual adapts to the sensations.

Reference links

  • Effectiveness of Cognitive and Occupation-Based Interventions For Children With Challenges In Sensory Processing and Integration: A Systematic Review. 2
    research.aota.org     Author: Pfeiffer, Clark, and Arbesman - Moderate support for specific types of cognitive and occupation-based interventions that support self-regulation including Alert Program and Social Stories. Occupation-based interventions involved leisure activities, which often occur in community settings. The provision of cognitive and occupation-based interventions that transcend clinical and school settings may result in successful outcomes in the natural home and community settings typical for children and adolescents. This therapeutic consideration is important in treatment planning and determining appropriate service delivery models for occupational therapy services. The cognitive and occupation-based interventions included in this systematic review were provided by interdisciplinary teams of professionals, and all included outcomes within the scope of occupational therapy. The interventions involved collaborations with families, educational staff, and other professionals to promote participation in daily life skills. These collaborations should be a priority when implementing these types of interventions. Citation: Beth Pfeiffer, Gloria Frolek Clark, Marian Arbesman; Effectiveness of Cognitive and Occupation-Based Interventions for Children With Challenges in Sensory Processing and Integration: A Systematic Review. Am J Occup Ther January/February 2018, Vol. 72(1), 7201190020p1–7201190020p9. doi: https://doi.org/10.5014/ajot.2018.028233
  • Effectiveness of Sensory Integration Interventions In Children With Autism Spectrum Disorders: A Pilot Study 1
    www.ncbi.nlm.nih.gov     Author: Beth A. Pfeiffer, PhD, OTR/L, BCP, Kristie Koenig, PhD, OTR/L, FAOTA, Moya Kinnealey, PhD, OTR/L, FAOTA, Megan Sheppard, MOT, OTR/L, a - This study provides preliminary support for using SI interventions in children with ASD, although further research is necessary. Results identified significant progress toward individualized goals, although no significant changes were found on the other measures. Results suggest implementing interventions that are generalized to home and community settings, using tools that allow for individualized sensitive measurement in future studies, and completing future studies with a larger sample.
  • Specific Sensory Techniques and Sensory Environmental Modifications For Children and Youth With Sensory Integration Difficulties: A Systematic Review 2
    research.aota.org     Author: Bodison and Parham - Preschoolers with ASD and tactile over-reactivity may be particularly appropriate for Qigong massage, which has moderate to strong evidence to support its effectiveness when provided as QST. The evidence for the effectiveness of weighted vests with children with ADHD is limited, and it is insufficient for children with ASD. Occupational therapy practitioners should cautiously consider using weighted vests to support attention in the classroom for elementary school-age children with ADHD. The evidence for slow linear swinging is insufficient with respect to immediate effects on attention. Occupational therapy practitioners should not expect that slow linear swinging will immediately improve attention of preschoolers with ASD during tabletop activities. Insufficient evidence supports the effectiveness of regularly incorporating specific sensory techniques into classroom routines for preschoolers with ASD, so occupational therapy practitioners should consider the use of this intervention cautiously. Moderate evidence supports sensory modifications to the dental care environment. Occupational therapy practitioners who serve children with ASD should consider collaborating with dental professionals to explore using this new intervention. Citation: Stefanie C. Bodison, L. Diane Parham; Specific Sensory Techniques and Sensory Environmental Modifications for Children and Youth With Sensory Integration Difficulties: A Systematic Review. Am J Occup Ther January/February 2018, Vol. 72(1), 7201190040p1–7201190040p11. doi: https://doi.org/10.5014/ajot.2018.029413
  • Evaluation of MealSense©: A Sensory Integration–Based Feeding Support Program For Parents 2
    research.aota.org     Author: Trewin, Mailloux, and Schaaf - Knowledge translation strategies may facilitate the usefulness of parent education programs related to sensory integration and feeding. MealSense provides an example of an online educational tool for parents of children with ASD and may be especially useful for times when in-person visits are not possible. Citation: Audrey Trewin, Zoe Mailloux, Roseann C. Schaaf; Evaluation of MealSense©: A Sensory Integration–Based Feeding Support Program for Parents. Am J Occup Ther May/June 2022, Vol. 76(3), 7603345020. doi: https://doi.org/10.5014/ajot.2022.046987
  • Parental or Teacher Education and Coaching to Support Function and Participation of Children and Youth With Sensory Processing and Sensory Integration Challenges: A Systematic Review 2
    research.aota.org     Author: Miller-Kuhaneck and Watling - Practitioners should be encouraged to increase involvement with parents and to also increase parental engagement in therapy provided in the clinic and school system. First, parent training and coaching interventions appear to be effective for certain specific child and parent outcomes, at least for parents of children with ASD (who also have challenges in SP–SI). Second, research in occupational therapy that focuses on the population of children with SP–SI concerns must better quantify those difficulties using valid and reliable tools. Third, the occupational therapy research base is too narrow and must expand to include studies of parents of children with challenges in SP–SI but without comorbid ASD as well as studies of teacher education. Parents may be able to be trained relatively quickly. Best outcomes may be found for interventions that parents provide frequently, 1 or more times per day. Citation: Heather Miller-Kuhaneck, Renee Watling; Parental or Teacher Education and Coaching to Support Function and Participation of Children and Youth With Sensory Processing and Sensory Integration Challenges: A Systematic Review. Am J Occup Ther January/February 2018, Vol. 72(1), 7201190030p1–7201190030p11. doi: https://doi.org/10.5014/ajot.2018.029017
  • Occupational Therapy Practice Guidelines For Children and Youth Ages 5–21 Years 2
    research.aota.org     Author: Cahill and Beisbier - Collaborate with families and caregivers and provide services in the natural context of the desired occupation. The evidence also supports group service models and models that include peer mediation; these models can promote participation across areas of occupation. Skills-based training and therapeutic practice in the context of valued occupations are recommended over isolated sensorimotor approaches. Technology, manualized programs, and sports activities can be effective but should be evaluated and matched to age, diagnosis, and outcomes as guided by the evidence. Activity- and Occupation-Based Interventions to Support Activities of Daily Living, Instrumental Activities of Daily Living, Play and Leisure, and Rest and Sleep -Parent, school, and community involvement should be supported throughout the course of intervention, and pediatric services should be provided in the natural context of the child’s or youth’s routine and environments. -Engagement in daily occupations should remain the central focus of goals and intervention. Practitioners should use manualized programs that have clear activity- and occupation-based strategies as opposed to those that are solely focused on performance skills or client factors. -Practitioners should collaborate with clients and caregivers to establish meaningful occupation-based and achievable goals and use intentional strategies to maintain a collaborative relationship throughout the therapy process. -Consistent caregiver training and instruction should be provided to promote carryover, and the power of the caregiver to effect change and support the child should be emphasized. -Practitioners should follow up with children, parents, and teachers and provide ongoing coaching and feedback on performance. They should provide opportunities for collaborative problem solving and model strategies for ongoing problem solving in the home and community as new challenges arise. -Skills-based interventions should incorporate peer, family member, and practitioner interaction. -Small-group service delivery methods provide an opportunity for increased motivation and modeling. -Practitioners should explore interactive technology interventions, especially with clients with ASD and ADHD. The use of technology can be coupled with skills training and other evidence-based interventions. -The evaluation and occupational profile should include consideration of the quality of rest and sleep. -Rest and sleep should be addressed to enhance health and well-being and increase performance and participation in meaningful occupations. Activity- and Occupation-Based Interventions to Improve Mental Health, Positive Behavior, and Social Participation -Activity- and occupation-based interventions should be implemented to address the mental health, positive behavior, and social participation of children and youth with or at risk for mental health concerns. -Practitioners should use group service delivery models when providing intervention to children and youth with or at risk for mental health concerns. -Sports activities should be used to develop social interaction skills. -Practitioners should incorporate meditation practices and blogging when attempting to foster positive feelings about self in children and youth. -Manualized yoga programs or less structured yoga games and poses should be used when addressing the mental health, positive behavior, and social participation of children and youth with or at risk for mental health concerns. Activity- and Occupation-Based Interventions to Improve Learning, Academic Achievement, and Successful Participation in School -Practitioners should incorporate peer support, such as peer tutoring and peer-mediated interventions, into occupational therapy interventions and provide services in typical school environments to promote social participation and academic performance. -Practitioners should emphasize the use of activity- and occupation-based approaches to improve learning, academic achievement, and successful participation in school. -Therapeutic practice should be favored over sensorimotor approaches for the development and remediation of handwriting and literacy skills and performance. -Weighted vests should be used with caution. Citation: Susan M. Cahill, Stephanie Beisbier; Occupational Therapy Practice Guidelines for Children and Youth Ages 5–21 Years. Am J Occup Ther July/August 2020, Vol. 74(4), 7404397010p1–7404397010p48. doi: https://doi.org/10.5014/ajot.2020.744001
  • Efficacy of Occupational Therapy Using Ayres Sensory Integration®: A Systematic Review 2
    research.aota.org     Author: Schaaf, Dumont, Arbesman, & May-Benson - The evidence is strong that ASI intervention demonstrates positive outcomes for improving individually generated goals of functioning and participation as measured by Goal Attainment Scaling (GAS) for children with autism. Moderate evidence supported improvements in impairment-level outcomes of improvement in autistic behaviors and skills-based outcomes of reduction in caregiver assistance with self-care activities Citation: Roseann C. Schaaf, Rachel L. Dumont, Marian Arbesman, Teresa A. May-Benson; Efficacy of Occupational Therapy Using Ayres Sensory Integration®: A Systematic Review. Am J Occup Ther January/February 2018, Vol. 72(1), 7201190010p1–7201190010p10. doi: https://doi.org/10.5014/ajot.2018.028431
  • Therapy Co-Treatment Scenarios and Documentation - Harmony Healthcare International (HHI) Blog 1
    www.harmony-healthcare.com     Author: Kris Mastrangelo, OTR/L, LNHA, MBA - PT and OT appear to be a natural pairing because of the treatment crossover in neuromuscular and orthopedic deficit remediation. However, patients also benefit from co-treatments with SLP and OT, for interventions such as self feeding. During these types of therapeutic collaborations, OT can address postural alignment, positioning, adaptive equipment, and the motor sequence of self feeding, while the SLP addresses bolus size, rate of presentation, and any specific strategies identified to reduce the risk of aspiration; such as chin tuck swallow, or multiple swallows per bolus. Examples of appropriate goals in support of co-treatment follow: Patient will demonstrate self feeding skills with setup assistance x 4/5 consecutive sessions x 14 days, while applying swallow safety strategies with minimal verbal cueing. Patient will demonstrate lower body dressing skills with minimum assist while maintaining standing balance in order to complete the task safely in preparation for return to ALF.
  • Occupational Therapy Using a Sensory Integration-Based Approach With Adult Populations 0
    www.aota.org     Author: American Occupational Therapy Association - Occupational performance difficulties due to sensory modulation challenges or poor integration of sensation can result from difficulties in how the nervous system receives, organizes, and uses sensory information from the body and the physical environment for self-regulation, motor planning, and skill development. These problems impact self-concept, emotional regulation, attention, problem solving, behavior control, skill performance, and the capacity to develop and maintain interpersonal relationships. In adults, they may negatively impact the ability to parent, work, or engage in home management, social, and leisure activities.
  • Echolalia and Its Role In Gestalt Language Acquisition 0
    www.asha.org     Author: ASHA / Practice Portal / Clinical Topics / Autism Spectrum Disorder / - This view of gestalt language acquisition and the role of echolalia in individuals with ASD is reflected in assessment procedures (e.g., assessing communicative function of echolalia) and treatment approaches to language intervention (see e.g., Blanc, 2012). Gestalt language acquisitionis a style of language development with predictable stages that begins with production of multi-word “gestalt forms” and ends with production of novel utterances. At first, children produce “chunks” or “gestalt form” (e.g., echolalic utterances), without distinction between individual words and without appreciation for internal syntactic structure. As children understand more about syntax and syntactic rules, they can analyze (break down) these “gestalt forms” and begin to recombine segments and words into spontaneous forms. Eventually, the child is able to formulate creative, spontaneous utterances for communication purposes.

Activity List(s)

Visual Schedule Cards

Related Disorder(s)

  • Sensory processing disorders - Sensory processing disorder is a condition in which the brain has trouble receiving and responding to information that comes in through the senses.
  • Post-traumatic stress disorder - Post-traumatic stress disorder (PTSD) is a psychiatric disorder that may occur in people who have experienced or witnessed a traumatic event such as a natural disaster, a serious accident, a terrorist act, war/combat, or rape or who have been threatened with death, sexual violence or serious injury.
  • Autism Spectrum Disorder - Autism Spectrum Disorder (ASD) is a complex developmental condition that involves persistent challenges in social interaction, speech and nonverbal communication, and restricted/repetitive behaviors. The effects of ASD and the severity of symptoms are different in each person.
  • Neurological Conditions - Types of neurological conditions may include: Alzheimer’s Disease, Dementias, Brain Cancer, Epilepsy and Other Seizure Disorders, Mental Disorders, Parkinson’s and Other Movement Disorders, and Stroke and Transient Ischemic Attack (TIA).

Assessments

Goal Bank

  • Kurtis will improve sensory processing and self regulation, independently, in 3 out of 3 attempts for increased body awareness, coordination, safety and direction following within a 3 month therapy period. 5
  • Peter will tolerate wearing his uniform to school with only 5 complaints by May 5 ,2023 . 0
  • With individually tailored behavior and sensory regime, Jake will apply learned strategies to accept sudden changes in his schedule, exhibiting acceptable behavior in 4 /5 opportunities, with visual cues, and 50% verbal cues as reported by teachers, and parents. 0

Therapists

Therapists who selected this major focus area as their top area of expertise.

  • Teodora Gajic Bakic

    Teodora Gajic Bakic

    Full-time Therapist OTR/L

    Teodora Gajic Bakic, MOT, OTR/L, Temple University alumna is a Licensed and Registered Occupation...