Sensory integration is the process by which the nervous system receives input from our senses and organizes the information to produce an appropriate motor response. Children with sensory integration dysfunction may have difficulty processing and responding to sensory stimuli. Strategies to address sensory integration issues include providing a sensory diet of calming and alerting activities, general calming techniques like deep pressure massage, and accommodations in school like allowing movement breaks. This helps children develop self-regulation and the ability to focus and learn.

1. SENSORY INTEGRATION
DEVELOPMENT YOU – EMMARETHA MW, M.PSI, PSIK, CHT.

2. SENSORY INTEGRATION
1.Prolog
2.Definition
3.Process
4.Dysfunction
5.Strategies

3. SOURCE

4. Dr. A. Jean Ayres (1972-1979) the first proposed the theory Sensory Integration (SI).
Sensory Integration is a process that happend in nervous system.
The Theory of Sensory Integration is an important frame of reference for occupational
therapy, but it is also becoming a valuable guide for other disciplines.
(Wideck and Laurel, 1989; Mora and Kashma, 1997)
Ayres (1979) estimated that 5-10% of ‘normal’ children experience SI problems that
require intervention.
The causes of SI dysfunction are not clear. Possible causesinclude immature or atypical
development of the nervous system or faulty transmission of information within the
nervous system.

5. Picture yourself at a cottage. You are standing on the dock, about to climb into a
canoe. You put your foot down into the canoe, and as your begin to step ini, the
canoe starts to rock. Automatically you adjust your body to keep yourself balanced
and slowly sit down, placing yourself in the midlle of the seat. THIS IS SENSORY
INTEGRATION.
Our bodies and the environtment send our brains information through our senses.
We process and organize this information so that we feel comfortable and secure.
We are then able to respond appropriatetely to particular situations and
environmental demands. THIS IS SENSORY INTEGRATION.

6. Fisik
Motorik
Kognisi Bahasa Emosi
Relasi
Sosial
perkembangan
anak

7. “7 tahun pertama usia anak
adalah masa perkembangan
sensori integrasi, pada masa ini
seluruh inderanya bekerja
menjelajahi berbagai
pengalaman dan
mengantarkannya ke otak anak.
Inilah satu satunya cara untuk
mengisi otaknya yang
berkembang sangat pesat.“

8. 1 – 2 tahun kestabilan emosi
3 – 5 tahun
5 – 7 tahun kontrol & percaya diri
0 – 1 tahun aman - nyaman
lingkungan - sosial
smell
Taste

9. To the first grade student learning to print and finish task requirements:
 Good hand skills
 Good sitting posture and balance
 Adequate joint stability and muscle strenght
 Good body awareness and motor planning
 Mature visual perceptual and visual motorskills
 Good attending abilities
 Adequate sensory integration

10. 1. Sensory Registration
2. Orientation
3. Interpretation
4. Organization of Response
5. Execution of Response
SENSORY INTEGRATION process :
Sensory
Registration
Orientation
Interpretation
Organization
to Response
Execution of
Response

11. 1. Sensory Registration
Sensory registration is about our body awareness of a sensory event.
Hyper-reactivity : sensitivity and anxiety
Hypo-reactivity : under register sensory information
(unhear, unpain)
SENSORY INTEGRATION process :

12. 2. Orientation
Determinate what sensory information needs our attention and what
information can be ignored.
- Neurological Inhibition process
- Neurological facilitation process
SENSORY INTEGRATION process :

13. 3. Interpretation
Our brain interpret sensory information and decribe its qualities tohelp us
decides reaction (fright, flight or fight).
It combination of langguage, memory and emotional development.
Pada anak dengan gangguan SI, pengalaman sensori yang dirasakannya
terlalu kuat atau terlalu lemah membuat semakin sulit untuk
dimaknakan. Sehingga muncul reaksi negatif, menolak/menghindar
atau pasif.
SENSORY INTEGRATION process :

14. 4. Organization of Response
What steps will we do during the sensory information we get.
It plans for the action.
This response can be physical, emotional or cognitive.
In child with SI problem, emotional reactions may be exaggreated or
minimized.
SENSORY INTEGRATION process :

15. 5. Execution of Response
Final stage of the sensory integration process.
Motor respon that generate a new sensory experience – and the process
begin again.
Child with motor planing problem, have the unability to plan and execute
motor response.
SENSORY INTEGRATION process :

16. Sensory integration contributes to the development of self
regulation, comfort, motor planing, motor skills, attention, and
readiness to learn.
Self Regulation
Self regulation is the nervous system’s ability to attain, maintain, and change level of arousal or
alertness (Williams and Shellenberger, 1994). These levels changes, depending on the needs of
specific situations and activities.
Motor Planning
Motor planning (praxis) is the process of deciding what your body hasto do and then doing it.
Motor planning assist with the sensory integration process of organizing and executing
responses to sensory input.
It is a very complex process that involves many parts and functions of the brain.

17. Children who have inadequate sensory integration or sensory integration
dysfunction may have :
• Inappropiate and inconsistent response to sensory stimulation
• Difficulty organizing and analyzing information from the senses
• Reduced ability to connect or ‘integrate’ information from the senses
• Limited ability torespond to sensory information in a meaningful and
appropriate manner
• Difficulty using sensory information to plan and execute actions
SENSORY INTEGRATION dysfunction

18. Some of the observable signs of sensory integration dysfunction :
• Hyper-sensitivity, hypo-sensitivity, or mixed sensitivities to sensory stimulation
• Avoids sensory input
• Seeks sensory input
• Unsure of body position
• Poor motor planning
• Poor coordination, inconsistent motor performance, difficulty learning new motor task
• Easily distracted, limited attending skills
• Over-aroused, high activity level, hyper-vigilant
• Unde-aroused, low activity level, self-absorbed, passive
SENSORY INTEGRATION dysfunction

19. If you could improve how the sensory system worked, you could
reduce abnormal behaviour and increase ability to attend and
complete task.
We can teach SI children to recognize and understand their own
sensory needs and then give them strategies to increase attention,
decrease stress, and improve reactions to sensory stimulation.
SENSORY INTEGRATION strategies :

20. 1. Reduce Sensory Defensive
2. Sensory Diet
3. General Calming, Organizing, and Alerting Techniques
4. Strategies for Specific Problem Behaviours
5. Relaxation Technique for Children
SENSORY INTEGRATION strategies :

21. 1. Reduce Sensory Defensive
Treatment as deep pressure (message) to skin on the arms, back, and legs
through the use of a special surgical brush.
(shoulders, elbows, wrist/fingers, hips, knees/amples and sternum, mouth)
3 minute and routine repeat after 90 minutes.
exp : The Wilbarger Protocol
(Training course with videotapes and other publications)
SENSORY INTEGRATION strategies :

22. 2. Sensory Diet
Sensory Diet is a planned and scheduled activity program designed to
meet a child’s specific sensory needs.
Maintain optimals levels of aurosal and performance in the nervous
system.
‘Main course’ : movement, deep touch, preasure and heavy
work.
‘Sensory snacks’ : mouth, auditory, visual or smell experiences.
SENSORY INTEGRATION strategies :

23. 2. Sensory Diet/ Accomodations
Name : ........................................ Date : ...................................
SENSORY INTEGRATION strategies :
Time Daily Events Activities/ Accommodatoons Comments
Wake-Up
Self Care
Breakfast
Arrival at School
Mid-Morning
Lunch
Mid-Afternoon
Arrival Home
Dinner
Evening Activity
Self-Care
Bedtime

24. 3. General Calming, Organizing and Alerting Techniques
Knowing the child’s sensory needs (or sensory profile).
Calming activities, ‘melt down’ to relax the nervous system and
reduce exaggerated response to sensory input.
Organizing, organizing experiences can help a child who is either
over-or under-active become focused and attentive
Alerting, alerting experiences can help a child who is under-
reactive to sensory input, pasive or lethargic become more
focused and attentive. Alerting activities need to be closely
monitored to prevent over stimulation
SENSORY INTEGRATION strategies :

25. 3. General Calming, Organizing and Alerting Techniques
Calming Techniques
- Warm or tepid bath - Lavender, vanilla, banana, or other sooting smells
- Deep presure massage; backrub using comfort touch - Sucking
- Joint compressions - Hideout, fort, or quiet corner
- Streches - Fidget toys
- Snuggling in a sleeping bag, beanbag chair, or large pillows - Progressive muscle relaxation
- Blanket warp (neutral warmth) or swaddling for a younger child - white noise or quite music with steady beat
- Firm pressure and skin to skin contact - Bear hugs (child faces away from you)
- Slow swinging back and forth in a blanket - Hugging a teddy bear, giving self-hugs
- Lycra/ spandex clothing - Finger hugs and tugs
- Neoprene vest - Reduced noise and light levels (turn off the TV, radio and lights
- Weighted vest or collar
- Lap ‘snake’
- Slow roking or swaying-rocking chair, in adult’s lap or arms, on tummy i a head to heel direction (rhythmic motion)
SENSORY INTEGRATION strategies :

26. 3. General Calming, Organizing and Alerting Techniques
Organizing Techniques Alerting Techniques
- Sucking a pacifer or hard candy using or using curly straws - Bright lighting and fresh, cool air
- Vibration-use a vibrating pillow, toy massager - Fast swinging
- Proprioceptive activities especially hanging, pushing, pulling, or lifting heavy objects - Cold water play
- Chewing, blowing - Drinking ice water or carbonated drink
- Swimming - Visually stimulating rooms
- Adding Rhytm to the activity - Loud, fast music and sudden noise
- Sitting on a ball chair, water mat, or air pillow
- Quick unpredictable moment (mini trampoline, bouncing on a ball)
- Running –tag games, hide ‘n seek, errands
- Misting cool water from spray bottle on face
- Strong odours
- Cause and effect toys with sounds and lights
SENSORY INTEGRATION strategies :

27. 4. Strategies for Specific Problem Behaviors
Strategic specific behavior related to self care routines.
Sensory seeking Behavior Sensory-Avoidant Behavior
- Biting & teeth grinding - Takes of clothing
- Running Spinning and other movement - Avoid eye contact
- Crashing, Bumping and Clinging - Avoids car rides, swings, stairs & any imposed movement
- Masturbation - Auditory sensitivity
- Hitting, Slaping, Pinching, Squeezing, Grabling & Pulling - Avoids handling Sensory material
- Perseverative play - Limited use of hands for grasping
- Playing with saliva
- Flapping | Smelling Behaviour
- Pica (moouthing or eating non food substances, such as dirt and rocks
SENSORY INTEGRATION strategies :

28. 5. A Relaxtion Technique for Children
Relaxation training can help anyone deal with stress and anxiety
- Simple line drawings
- Take a deep breath
- Hold and squeese the ball
- monster face
- etc
SENSORY INTEGRATION strategies :

29. Environmental Accommodations in
School
We must often step outside our traditional role of teacher to accomodate the needs of children with SI
problem.
Use abilities, interest, and even perseverative behavior to accomodate the areas of difficulty.
- Communication between home and school - Music
- Physical space - Sitting and staying in Circle
- Physical Education/ Exercise Time - Manipulatives
- Sensory Activities - Washroom Time
- Snack Time - Fine Motor Work
- Social - Keep Calm in the Classroom
- Preparation for the School Years Ahead

30. S P I D E R time
Someone : Steven
Problem/ need : Tidak bisa diam, susah konsentrasi, sering mengganggu
teman, berbicara tidak sopan, dst.. (SI and ADHD)
Insight : Kemungkinan anak mengalami SI dysfuntion (Visual,
Auditory, Vestibular, and Proprioseptif)
Decision : Sensory Diet; General Calming, Organizing and Alerting
Empowering : Theraphy and food concern by parents
Result : Able to control himself, keep calm in the classroom