UCP Sensory Centers

Meaning of Sensory Integration

Sensory integration is the ability to take in information through the senses of touch, movement, smell, taste, vision, and hearing, and to combine the resulting perceptions with prior information, memories, and knowledge already stored in the brain, in order to derive coherent meaning from processing the stimuli. The mid-brain and brainstem regions of the central nervous system are early centers in the processing pathway for sensory integration. These brain regions are involved in processes including coordination, attention, arousal, and autonomic function. After sensory information passes through these centers, it is then routed to brain regions responsible for emotions, memory, and higher level cognitive functions.

Sensory Integration Dysfunction (SID, also called sensory processing disorder) is a neurological disorder causing difficulties with processing information from the five classic senses (vision, auditory, touch, olfaction, and taste), the sense of movement (vestibular system), and/or the positional sense (proprioception). For those with SID, sensory information is sensed normally, but perceived abnormally. This is not the same as blindness or deafness, because, unlike those disorders, sensory information is sensed by people with SID, but the information tends to be analyzed by the brain in an unusual way that may cause pain or confusion.
SID can be a disorder on its own, but it can also be a characteristic of other neurological conditions, including autism spectrum disorders, dyslexia, Developmental Dyspraxia, Tourette's Syndrome, multiple sclerosis, and speech delays, among many others. Unlike many other neurological problems that require validation by a licensed psychiatrist or physician, this condition is most often diagnosed by an occupational therapist.

Treatment

The main form of sensory integration therapy is a type of occupational therapy that places a patient in a room specifically designed to stimulate and challenge all of the senses. During the session, the therapist works closely with the patient to provide a level of sensory stimulation that the patient can cope with, and encourage movement within the room. Sensory integration therapy is driven by four main principles:

Just Right Challenge (the patient must be able to successfully meet the challenges that are presented through activities)
Adaptive Response (the patient adapts his behavior with new and useful strategies in response to the challenges presented)
Active Engagement (the patient will want to participate because the activities are fun)
Patient Directed (the patient's preferences are used to initiate therapeutic experiences within the session).

People with lower sensitivity (hyposensitivity) may be exposed to strong sensations such as stroking with a brush, vibrations or rubbing. Play may involve a range of materials to stimulate the senses such as play dough or finger painting.
people with heightened sensitivity (hypersensitivity) may be exposed to peaceful activities including quiet music and gentle rocking in a softly lit room. Treats and rewards may be used to encourage people to tolerate activities they would normally.

Looking at Sensory Integration disorders and inhibiting them:

Adaptive equipment and assistive devices comes in all shapes and forms and can be very specialized. Below are sensory areas that may be impaired and examples of assistive devices or adaptive equipment that can inhibit dysfunction. Each is listed under specific sensory areas. Also, various forms of sensory dysfunctions and their indications are included in the charts below.

Tactile Sensation

Consumers with deficits in this area can have the following reactions to stimuli. If any of the following are noted from staff, caretakers/family, or house staff, the consumer’s time in the area can be lengthened or decreased as per his/her tolerance and specific objectives.

TACTILE SENSE: input from the skin receptors about touch, pressure, temperature, pain, and movement of the hairs on the skin.

SIGNS OF TACTILE DYSFUNCTION:

HYPERSENSITIVITY TO TOUCH (tactile defensiveness):

__ becomes fearful, anxious or aggressive with light or unexpected touch

__ distressed when diaper is being, or needs to be, changed

__ becomes frightened when touched from behind or by someone/something they can not see (such as under a blanket)

__ complains about having hair brushed

__ avoids/dislikes/aversive to "messy play", i.e., sand, mud, water, glue, glitter, playdoh, slime, shaving cream/funny foam etc.

__ resists friendly or affectionate touch from anyone besides parents or siblings (and sometimes them too!)

__ a raindrop, water from the shower, or wind blowing on the skin may feel like torture and produce adverse and avoidance reactions

HYPOSENSITIVITY TO TOUCH (under-responsive):

__ may crave touch, needs to touch everything and everyone

__ is not aware of being touched/bumped unless done with extreme force or intensity

__ is not bothered by injuries, like cuts and bruises, and shows no distress with shots (may even say they love getting shots!)

__ may not be aware that hands or face are dirty or feel his/her nose running

__ may be self-abusive; pinching, biting, or banging his own head

__ mouths objects excessively

__ frequently hurts other people or pets while playing

__ repeatedly touches surfaces or objects that are soothing (i.e., blanket)

__ seeks out textures that provide strong tactile feedback

POOR TACTILE PERCEPTION AND DISCRIMINATION:

__ has difficulty with fine motor tasks such as buttoning, zipping, and fastening clothes

__ may not be able to identify which part of their body was touched if they were not looking

__ may be a messy dresser; looks disheveled, does not notice pants are twisted, shirt is half untucked, shoes are untied, one pant leg is up and one is down, etc.

__ has difficulty using scissors, crayons, or silverware

__ continues to mouth objects to explore them even after age two

__ has difficulty figuring out physical characteristics of objects; shape, size, texture, temperature, weight, etc.

__ may not be able to identify objects by feel, uses vision to help; such as, reaching into backpack or desk to retrieve an item

Items that can be utilized in tactile sensory area:

Sensory Brushes

Sensory Brushes

Experience tactile sensations through 5 different brush sets. Each offers a unique sense of touch to enhance the tactile experience for any patient.

Tactile Bars

Interactive tactile game consisting of 2 wooden bars of 9 textured pieces, strengthens tactile perception, concentration, cooperation, and promotes healthy, positive non-aggressive touch. Activity guide supplied.

Sensory Pillow Set

One foam insert and five different tactile skins. As an extra idea, try adding your own sensory objects to the pillows. For example, insert fragranced pouches or beanbags. 12" square. Tactile skins include flannel, fleece, metallic covering, vinyl and glitter.

Visual Senses

SIGNS OF VISUAL INPUT DYSFUNCTION (no diagnosed visual deficit):

HYPERSENSITIVITY TO VISUAL INPUT (over-responsiveness)

__ sensitive to bright lights; will squint, cover eyes, cry and/or get headaches from the light

__ has difficulty keeping eyes focused on task/activity he/she is working on for an appropriate amount of time

__ easily distracted by other visual stimuli in the room; i.e., movement, decorations, toys, windows, doorways etc.

__ has difficulty in bright colorful rooms or a dimly lit room

__ rubs his/her eyes, has watery eyes or gets headaches after reading or watching TV

__ avoids eye contact

__ enjoys playing in the dark

HYPOSENSITIVITY TO VISUAL INPUT (under-responsive or difficulty with tracking, discrimination, or perception):

__ has difficulty telling the difference between similar printed letters or figures; i.e., p & q, b & d, + and x, or square and rectangle

__ has a hard time seeing the "big picture"; i.e., focuses on the details or patterns within the picture

__ has difficulty locating items among other items; i.e., papers on a desk, clothes in a drawer, items on a grocery shelf, or toys in a bin/toy box

__ often loses place when copying from a book or the chalkboard

__ difficulty controlling eye movement to track and follow moving objects

__ has difficulty telling the difference between different colors, shapes, and sizes

__ often loses his/her place while reading or doing math problems

__ makes reversals in words or letters when copying, or reads words backwards; i.e., "was" for "saw" and "no" for "on" after first grade

__ complains about "seeing double"

__ difficulty finding differences in pictures, words, symbols, or objects

__ difficulty with consistent spacing and size of letters during writing and/or lining up numbers in math problems

__ difficulty with jigsaw puzzles, copying shapes, and/or cutting/tracing along a line

__ tends to write at a slant (up or down hill) on a page

__ confuses left and right

__ fatigues easily with schoolwork

__ difficulty judging spatial relationships in the environment; i.e., bumps into objects/people or missteps on curbs and stairs

Items that can be utilized in the visual sensory area:

Plasma Ball

The Plasma Ball displays colors and shapes to hold interest for hours. Trace fingers on the dome and watch as colored bolts of light follow your fingers! Measures 7"H x 7"W x 111/2"D with a large 8" glass sphere viewed from any angle and comes with an AC

TFH Fiber Optic Plume

A spray of fiber optic filaments may be safely brushed with the hand to create a swirling pattern in the pin pricks of light. The base twinkles with different colors in dark light. Very fine fibers make up the Plume of changing color.

Groovy Motion Lamp

This S-shaped lamp has a visually calming effect as morphing balls of color slowly rise and fall along the curves. The lamp measures 4"H x 4"W x 161/2"D and comes complete with a power cord. UL listed. Silver base, yellow wax blue water. Caution: Contains

Magical Light Box

Magical Light Box

Enhance any room with the optical light show from the Magical Light Box. This weighty brick changes color, no matter which way it is placed. people will watch the bricks changing color, wondering what color they will turn next.

Auditory Senses

SIGNS OF AUDITORY DYSFUNCTION: (no diagnosed hearing problem)

HYPERSENSITIVITY TO SOUNDS (auditory defensiveness):

__ distracted by sounds not normally noticed by others; i.e., humming of lights or refrigerators, fans, heaters, or clocks ticking

__ fearful of the sound of a flushing toilet (especially in public bathrooms), vacuum, hairdryer, squeaky shoes, or a dog barking

__ started with or distracted by loud or unexpected sounds

__ bothered/distracted by background environmental sounds; i.e., lawn mowing or outside construction

__ frequently asks people to be quiet; i.e., stop making noise, talking, or singing

__ runs away, cries, and/or covers ears with loud or unexpected sounds

__ may refuse to go to movie theaters, parades, skating rinks, musical concerts etc.

__ may decide whether they like certain people by the sound of their voice

HYPOSENSITIVITY TO SOUNDS (under-registers):

__ often does not respond to verbal cues or to name being called

__ appears to "make noise for noise's sake"

__ loves excessively loud music or TV

__ seems to have difficulty understanding or remembering what was said

__ appears oblivious to certain sounds

__ appears confused about where a sound is coming from

__ talks self through a task, often out loud

__ had little or no vocalizing or babbling as an infant

__ needs directions repeated often, or will say, "What?" frequently

Auditory Senses

Items that can be utilized in the auditory sensory area:

8-Note Handbell Set

Each of the 8 metal bells is marked with the proper note and number, making it easy to learn the musical scale. Five inches tall with easy to grasp handles enable players to hold bells securely. Top quality construction and accurate intonation in C–c rang

JingleBands

JingleBands

Everyone loves these wearable bells that stimulate the senses with fun jingling sounds. Each band has 4 metal bells riveted onto a 9½" long nylon strap with hook & loop closure. Age 3+. Two bands per package. Colors vary.

Wave Drum

An effective tool to provide sensory stimulation and develop fine and gross motor skills. Colorful beads inside move and create interesting sounds when the drum is struck by the 7½" (19cm) drum stick. If moved from side to side, the beads produce soothing ocean wave sounds. 10" (25cm) diameter drum has a shatterproof plastic surface and side clip to store the drumstick. Ages 3 and up. Latex free.

Mini Orchestra

people are motivated to move to the rhythm of a percussion instrument especially when they can play it themselves. Use of these four colorful instruments in clinics, schools and at home can help people improve fine motor skills and eyehand coordination.

Olfactory Senses

SIGNS OF OLFACTORY DYSFUNCTION (smells):

HYPERSENSITIVITY TO SMELLS (over-responsive):

__ reacts negatively to, or dislikes smells which do not usually bother, or get noticed, by other people

__ tells other people (or talks about) how bad or funny they smell

__ refuses to eat certain foods because of their smell

__ offended and/or nauseated by bathroom odors or personal hygiene smells

__ bothered/irritated by smell of perfume or cologne

__ bothered by household or cooking smells

__ may refuse to play at someone's house because of the way it smells

__ decides whether he/she likes someone or some place by the way it smells

HYPOSENSITIVITY TO SMELLS (under-responsive):

__ has difficulty discriminating unpleasant odors

__ may drink or eat things that are poisonous because they do not notice the noxious smell

__ unable to identify smells from scratch 'n sniff stickers

__ does not notice odors that others usually complain about

__ fails to notice or ignores unpleasant odors

__ makes excessive use of smelling when introduced to objects, people, or places

__ uses smell to interact with objects

Items that can be utilized in the olfactory sensory area:

SpaScenter Diffuser

Release the scent of Essential Oils quietly, effectively, and safely with this speed-adjustable fan. Pull out the oil drawer and apply 10–20 drops on the pad provided. Turn on your SpaScenter to activate air circulation and instantly enjoy the benefits of aromatherapy. Adjust diffusion strength with the turn of a button—choose maximum for a strong, nurturing whiff of your favorite oil, or turn to low to maintain a subtle aroma climate. Five refill pads, a 1 oz. bottle of Relaxing blend, and AC adapter included.

Aromaplex Essential Oils and Essential Oil Blends. Essential Oil Blends

These oils contain calming fragrances that create a soothing atmosphere to restore healthy balance to mind and body. The oils help relieve tension, energize tired minds, reduce stress, open breathing, and much more. Each is 100% pure, undiluted, and can easily be added to your favorite diffuser. Available in 1/2 oz. bottles.