SENSORY INTEGRATION
AND SENSORY CIRCUITS
COURSE LEADER JANE HORWOOD
UNDERSTANDING SENSORY
PROCESSING
TO GAIN A BASIC UNDERSTANDING OF
SENSORY PROCESSING
 TO RELATE SENSORY PROCESSING TO
OURSELVES AND THE CHILDREN WE
WORK WITH
 TO GAIN IDEAS AND INTERVENTIONS
 TO UNDERSTAND THE FORMULA OF
SENSORY CIRCUITS AND HOW TO SET
ONE UP
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AIMS
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DR JEAN AYRES
BRAIN BASED THEORY OF BEHAVIOUR
CHILD DEVELOPMENT
THE SOMETIMES TRAFFIC JAM
AFFECTS US ALL
THE WORLD IS A SENSORY PLACE
THEORY OF SENSORY
INTEGRATION
UNTIL ABOUT 7 YEARS THE BRAIN IS
DESCRIBED AS PRIMARILY A SENSORY
PROCESSING MACHINE
THE BRAIN SENSES THINGS AND GETS MEANING
DIRECTLY FROM SENSATION
A YOUNG CHILD DOESNT HAVE MANY ABSTRACT
THOUGHTS/IDEAS ABOUT THINGS HE SENSES
THEM AND MOVES IN RELATION TO THE
SENSATION
ADAPTIVE RESPONSES TO SENSATION ARE MORE
MOTOR THAN MENTAL
FIRST 7 YEARS ALL ABOUT SENSORYMOTOR
DEVELOPMENT
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THE BRAIN AS A SENSORY
PROCESSING MACHINE
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WHEN THE CHILD EXPERIENCES
CHALLENGES TO WHICH HE CAN RESPOND
EFFECTIVELY HE HAS FUN!
IT IS PLEASURABLE TO ORGANISE
SENSATION WELL AND RESPOND IN WAYS
THAT ARE MORE MATURE AND COMPLEX
THAN ANYTHING DONE BEFORE
A HUMAN BEING IS DESIGNED TO ENJOY
INPUT THAT PROMOTES BRAIN
DEVELOPMENT THEREFORE WILL SEEK OUT
SENSATIONS THAT HELP ORGANISE THE
BRAIN
HAVING FUN
WHEN USING STANDADAISED SI
TESTING SCORES SIMILAR TO THOSE
SEEN IN CHILDREN WITH DYSPRAXIA
 DIFFICULTIES LOCALISING TACTILE
STIMULI
 KNOWING WHERE THEIR HANDS ARE IF
YOU CANT SEE THEM
 POOR MOTOR PLANNING
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SENSORY PROCESSING AND A.S.D.
OFTEN SMALL WINDOWS OF
OPPORTUNITY WHEN IT ALL COMES
TOGETHER
 THE BRAIN CAN REGISTER AND FILTER
AND DEAL WITH SENSATION ONE DAY
BUT NOT THE NEXT
 PROCESSING IS INCONSISTENT
 THIS IS TO BE EXPECTED
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SENSORY PROCESSING AND A.S.D.
CHILDREN LEARNING AND
DEVELOPING THROUGH PLAY
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EXTERNAL SENSATION FROM THE
ENVIRONMENT
TACTILE
AUDITORY
VISUAL
GUSTATORY
OLFACTORY
SENSORY SYSTEMS
VESTIBULAR SENSE
 PROPRIOCEPTVE SENSE
 VISCERAL SENSATION
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SENSATION FROM THE BODY
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ORAL DEFENSIVE
TACTILE DEFENSIVE
CNS CANNOT ORGANISE SENSATION ON
RED ALERT
HIGH INVARIENT HEART RATE SLIGHTEST
THING CAN OVERLOAD
EVERYTHING RELATED TO
SAFETY,DEFENCE,CONTROL,SURVIVE,DEM
AND
OUT OF STEP BABIES
AS AN INFANT IF OVERSTIMULATED YOU
CAN SCREAM OR SHUT DOWN/FALL
ASLEEP
 ARE OUR VERY QUIET BABIES PERHAPS
IN SHUT DOWN?
 ARE OUR IRRATIBLE BABIES THAT DONT
SLEEP TELLING US SOMETHING?
 THESE ARE WARNING SIGNS ALL IS NOT
OK
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OUT OF STEP BABIES
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SENSORY MODULATION DISORDERS
UNDER/OVERRESPONSIVITY
SENSORY BASED MOTOR DISORDERS
DYSPRAXIA/POSTURAL DISORDER
SENSORY DISCRIMINATION DISORDER
VISION/HEARING/TOUCH/TAST/SMELL/
MOVEMENT/POSITION
SENSORY INTEGRATION
DYSFUNCTION
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Not every child who is late at reaching
milestones or behaves differently from
peers has SPD
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SPD affects everything in daily life it is all
pervading
REMEMBER
BEHAVIOURS THAT ARE SENSORY IN
ORIGIN ARE STILL BEHAVIOIRS AND TO
EXCUSE UNACCEPTABLE BEHAVIOURS IS
A MISTAKE
 THE BEHAVIOUR CAN INTERFERE WITH
AN INDIVIDUALS ACCEPTANCE AND
INTERACTION WITH HIS ENVIRONMNET
AND DEPRIVE THEM OF LEARNING
OPPORTUNITIES OR PLEASURABLE
EXPERIENCES
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IS IT SENSORY OR BEHAVIOUR
BEHAVIOURS ARE OFTEN COMPLEX AND
HAVE MULTIPLE CAUSES
 MOST POSITIVE CHANGE OCCURS WHEN
BEHAVIOUR AND SENSORY ISSUES ARE
CONSIDERED TOGETHER
 INDIVIDUALS OFTEN USE A SIMILAR
STRATEGY TO COPE IN DIFFERENT
SITUATIONS EG IN EVERY
OVERWHELMING SITUATION HE
CRIES,THEN HITS OUT THEN FLEES!
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IS IT SENSORY OR BEHAVIOUR
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REMEMBER SENSORY BASED PROBLEMS
OCCUR ACROSS MULTIPLE
ENVIRONMENTS/SETTINGS
IF PURELY BEHAVIOURAL STRATEGIES ARE
USED WITH SENSORY BASED BEHAVIOURS
THEY ARE NOT VERY SUCCESSFUL!
BY TRYING TO LOOK AT THE CONFUSING OR
UNUSUAL BEHAVIOURS THROUGH SENSORY
GLASSES ORDER CAN BE CREATED AND A
PROGRAMME DEVELOPED TO ADDRESS
BEHAVIOURS
IS IT SENSORY OR BEHAVIOUR
POSTURAL DISORDER
SENSORY MODULATION
DISORDER
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SENSORY DEFENSIVENESS IS A
CONSTELLATION OF SYMPTOMS RELATED TO
AVERSIVE OR DEFENSIVE REACTIONS TO
NON NOXIOUS STIMULI ACROSS ONE OR
MORE SENSORY SYSTEMS
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OVERREACTION OF THE NORMAL
PROTECTIVE SENSES WITH PATTERNS OF
AVOIDANCE,SENSATION SEEKING,FEAR
ANXIETY AND AGGRESSION THAT ARE VERY
INDIVIDUAL
SENSORY OVERRESPONSIVITY OR
SENSORY DEFENSIVENESS
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BOTHERED BY
TEXTURES/MESSY PLAY
CERTAIN FOODS/CRUMBS AROUND
MOUTH
GROOMING/PERSONAL CARE
SMELLS/FRAGRANCE
NOISE
BRIGHTLIGHT/SUNSHINE
MOVEMENT/BEING UPSIDE DOWN
SENSORY SYMPTOMS OF
OVERRESPONSIVITY
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Aggressive or impulsive when overwhelmed
by sensation
Irritable/Fussy/Moody
Unsociable/difficulty forming relationships
Excessively cautious/afraid to try new things
Upset by transitions/unexpected change
Monitors the environment constantly vigilant
Underlying anxiety
Anticipatory avoidance the thought of
something is enough!
OVERRESPONSIVE BEHAVIOURS
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Doesn`t cry when hurt
Doesn`t notice touch
Dislikes new physical activities
Prefers sedentary activities
Slow unmotivated re self help skills
Unaware of what`s going on around him
Uses vision to operate hands
Unaware of hot/cold/hunger
Sensory symptoms of
underresponsivity
THE PAIN TEST
 INDIVIDUAL MAY APPEAR
UNDERAROUSED,UNDERRESPONSIVE
BUT IF THEY HAVE A DECREASED PAIN
RESPONSE THEN MAY BE SENSORY
DEFENSIVE/OVER RESPONSIVE
 PAIN IS SUPPRESSED AT HIGH LEVELS OF
AROUSAL
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REMEMBER
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Passive.Quiet.Withdrawn.
In own world
Apathetic/tires easily
Slow to respond to directions/complete work
Little inner drive
Poor at social interactions/difficult to engage
Poor registration of sensory input e.g.
doesn't react to name being called, oblivious
to new people in room
Behaviours re sensory
underesponsivity
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On the move constantly
Crashing/banging/rough play
Touches everything
Excessive risks in play
Excessive spinning/swinging/rolling
Strongly flavoured food
Chews/licks non food items
Cant sit still
Sensory seeking symptoms
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Angry/explosive
Intense/demanding/hard to calm
Prone to create dangerous/”bad”
situations
May be excessively affectionate physically
Often poor at self regulation with levels of
arousal or attention that are inappropriate
to the task/setting
Resting Arousal level often too high
Sensory seeking behaviour
Sensory seeking fun
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Poor muscle tone
Appears weak/cant pull/push
Poor balance/falls over/bumps into things
Poor endurance
Slumps at the table/desk
Bilateral problems
Sensory postural disorders
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Appear lazy
Appear indifferent/unmotivated
Appears weak/limp
Tired most of the time
Cant hold their own in rough and tumble
play
Sensory postural disorder
behaviours
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Uses vision to monitor hands/body
Cant judge force and effort required in a
task
Hearing what is said against background
noise
Finding way around a
building/environments
Differentiating smells
Recognising objects by their shape
Sensory Discrimination Symptoms
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Gets lost easily/cant follow directions
Dislikes puzzles/visual games
Frustration in noisy settings
Needs instruction repeated
Needs more time to perform a task
Sensory Discrimination Behaviours
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RECEPTORS IN INNER EAR
BODY POSITION AND MOVEMENT
POSTURAL TONE
STABILISATION OF EYES DURING HEAD MOVE
ALERTNESS AND SELF REGULATION
VESTIBULAR SYSTEM
VESTIBULAR FUN FOR ALL
HYPOSENSITIVITY
HYPERSENSITIVITY
SENSORY BASED POSTURAL DISORDER
VESTIBULAR SYSTEMS
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Backward head movement
Head up side down
Visual cliffs e.g. stairs
Challenge to balance/centre of gravity
Movement through space
Vestibular/Movement
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Play and exploration of the environment
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Going in transport/buggy/vibration in
vehicles
Grooming e.g. hair washing
 Moving across uneven surfaces up and
down steps and stairs/escalators
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Effects of vestibular difficulties
POSTURAL
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PERCEPTION OF JOINT AND BODY
MOVEMENT
PERCEPTION OF POSITION OF BODY OR
BODY SEGMENTS IN SPACE
RATE AND TIMING OF MOVEMENT
FORCE AND EFFORT
SPATIAL ORIENTATION OF BODY PARTS
PROPRIOCEPTIVE SYSTEM
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BANGERS,CRASHERS,SHAKERS,MOVERS
TIGHT CLOTHING
BITES,CHEWS
CAN HURT OTHERS GETS IT WRONG
CAN BE CLUMSY
DIFFICULTY WITH MOTOR SKILLS
CYCLING,JUMPING JACKS
SLEEPING,EATING
PROPRIOCEPTIVE DYSFUNCTION
Weight bearing /difficulties walking on
uneven surfaces on steps and stairs
 Weight bearing on arms and legs as an
infant e.g. crawling, mobilising
 Using objects e.g. pushing/pulling lifting,
holding on/holding a grip
 Chewing certain textures or consistencies
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Proprioceptive difficulties
HITTING GIVES ME GOOD
PROPRIOCEPTIVE FEEDBACK!
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PRIMARY SYSTEM FOR MAKING CONTACT
WITH THE OUTSIDE WORLD
NOURISHED AND CALMED THROUGH
TOUCH
ROOTING REFLEX
FIRST SENSORY SYSTEM TO FUNCTION
IN UTERO
MENTAL,PHYSICAL,AND EMOTIONAL
BEHAVIOUR
TACTILE SYSTEM
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VIBRATION
TOUCH PRESSURE
PAIN
TEMPERATURE
LIGHT TOUCH
TICKLE
TACTILE SYSTEM
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NEGATIVE REACTIONS TO TOUCH
UPSET IN RAIN,WIND,GNATS
BARBER,DENTIST,DOCTOR
TEETH CLEANING,HAIR BRUSHING,NAILS
CUTTING
CLOTHES
PAIN,OVER RESPOND,UNDER
RESPOND,HYPERCHONDRIAC
TACTILE DYSFUNCTION
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Being touched by others/affection
Grooming and hygiene tasks including
showers/baths
Wearing clothes/changing
clothing/clothing that is tight in certain
places or touches certain places
Going barefoot
Environmental exploration/touching
objects/food/grasping
Tactile difficulties
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Decreased pain awareness/hurts self/seeks
out intense stimuli/dangerous situations
Over sensitivity even to the possibility of pain
Tooth brushing/dentist
Eating
Mouthing objects/chewing clothing
Speech certain sounds not articulated that
pass air over tongue and lips e.g. mmmmm!
Tactile Difficulties
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Temperature
Easily bothered by heat or cold
Over dress or under dress for the
temperature
Oblivious to heat or cold
Temperature of food
Tactile Difficulties
SOCKS AND CLOTHES
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SOUNDS CAN SOMETIMES BE NEAR AND
THEN FAR AWAY
FREQUENCIES OF SOUND
PERSEVERATION OF SOUND IN THE HEAD
MAKING YOUR OWN NOISE
LANGUAGE IS NOT MEANINGFUL
SOUND
Social interaction/sounds of some voices
 Vigilant to ambient noise/strong indicator
of sensory defensiveness
 Sounds in the environment are noxious
 Affects environmental access and
exploration
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Auditory processing difficulties
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COLOUR
PATTERN
FLUORESCENT/BRIGHT LIGHT
SEEING PART BUT NOT THE WHOLE
VISUAL DISTORTIONS/VISUAL FIXATIONS
VISION
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Movement in ambient visual field/strong
indicator of sensory defensiveness
Visual cliffs i.e. stairs
Movement towards face
Eye contact
Complex visual background/busy school
settings/super markets etc
Visual processing difficulties
Sharp odours are bothersome e.g.
shampoos/perfumes
 Chemical odours e.g. cleaning
products/laundry products
 Food smells
 All can effect environmental access and
exploration
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Olfactory difficulties
Picky about taste
 Sharp tastes e.g. toothpaste a problem
 Seeks intense taste such as spicy or sour
foods or non foods
 Can affect what is eaten in the diet
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Gustatory Difficulties
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Can affect emotional stability
Ability to self regulate
Sleeping and getting to sleep
New situations/places and people may be
avoided
All depends on the intensity
/novelty/unpredictability/unexpected/natu
re of the stimuli
Multi sensory processing
difficulties
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A sensory diet is a strategy for developing
an individual programme that is practical,
carefully scheduled,predictable,consistent
and based on the concept that controlled
sensory input can affect functional
abilities
Sensory diets
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To reduce or eliminate sensory
defensiveness
To promote the right levels of arousal, self
regulation and behavioural organisation
Careful planning is critical
Activities should be incorporated into daily
life
Activities should be based on the
individuals preferences if possible
Aims of a sensory diet
Activities should include
 Activities to be engaged in at specific
times of the day
 Suggestions for changes in
routines/interactions/environment and
leisure activities
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Sensory diet plan
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The most powerful and long lasting
activities include movement/deep
pressure/joint compression and heavy
muscle work
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Sensory motor activity must be repeated
throughout the day to help the individual
maintain an optimal level of organisation
Sensory diet activities
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Movement e.g.
swinging,jumping,walking,running etc
Rhythmic movement can be calming
especially linear movement
Fast changeable movement can be
alerting
Rotational movement needs careful
monitoring
Vestibular input can last 2-6 hrs
Sensory diet activity ideas
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Deep pressure input
Joint compression
Heavy muscle work
Activities that involve
pushing,pulling,carrying,lifting and
tugging
Muscles working against resistance e.g. in
weight training
Sensory diet activity ideas
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Oral motor/sucking,blowing,biting,chewing
and breathing activities
Auditory input/music and background sounds
Neutral warmth/warmth that just maintains
body temperature without being too hot or
cold
Olfactory/use of scents to affect arousal
levels
Taste/sweet/sour/bitter and flavours all affect
arousal levels
Sensory diet activity ideas
Develop consistent routines for daily
activities e.g. wake up ,meal times. Be
aware of the sensory qualities of daily
events
 Increase the predictability of schedule and
routine.
 Prepare for upcoming events or
transitions
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Adaption's and changes to
routines
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Modify voice volume, voice tone, speed of
speech
Avoid light and unexpected touch Use firm
touch Do hug Don't tickle
Move or pick up children slowly and
smoothly
Be predictable in interactions
Reduce the demand for eye contact
Watch out for perfumes and other scents
Accommodation of interactions
WHEN A PARTICULAR SENSORY
SENSATION IS EXPERIENCED AS A
DIFFERENT ONE
 TASTE IS SENSED AS
SHAPE/COLOUR,NUMBERS
 COLD CAN FEEL WET
 EMOTIONS CAN BE COLOURS
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SYNAESTHESIA
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A ATTENTION
S SENSATION
E EMOTIONAL REGULATION
C CULTURE
R RELATIONSHIPS
E ENVIRONMENT
T TASKS
SENSATIONAL SECRETS
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Attention/Sensation/Emotional regulation
influence the individual internally
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Culture/relationships/environment and
tasks contextual elements that influence
the individual externally
A sensational secret
YOU CAN BE SENSORY
OVERRESPONSIVE/UNDERRESPONSIVE
AND SENSORY SEEKING
 SPD/ADHD Connection
 SPD/ASD Connection
 SPD /ANXIETY Disorders/the sensory
problems feed the anxiety and the anxiety
feeds the sensory problems
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COMBINATION DISORDERS
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SI Therapy uses play to present children
with demanding but achievable goals that
require the child to make an adaptive
response
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Adaptive response is an action beyond the
limit of what comes automatically/easily
but the child can get there with the right
support
INTERVENTION METHODS
The SI approach looks at underlying
deficits e.g. the child has poor
handwriting Movement and proprioceptive
input allows handwriting to progress
 Sensory interventions are not a reward for
good behaviour
 Sensory interventions allow the brain and
the body to be ready
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Sensory interventions
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WHAT ARE SENSORY CIRCUITS
HOW DID THEY EVOLVE
WHO CAN BENEFIT
EVIDENCE BASED PRACTICE
HOW DO THEY EFFECT SENSORY
INTEGRATION AND SENSORY MOTOR
DEVELOPMENT
SENSORY CIRCUITS
THE FORMULA
 ALERTING
 ORGANISING
 CALMING
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THE RIGHT AND WRONG ORDER!
SENSORY CIRCUITS
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TRAMPETTES
EXERCISE BALLS FINDING THE CORRECT
SIZE
SKIPPING ROPES,HOOPS,P.E EQUIPMENT
PILATES EQUIPMENT
BALANCE ACTIVITIES
EQUIPMENT RESOURCES
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TIMING
HOW MANY STATIONS?
SYMBOLS/VISUALS
MUSIC
HOW MANY TIMES A DAY?
SENSORY CIRCUIT STRUCTURE
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LETTER TO PARENTS
TARGET SETTING PHYSICAL/SENSORY
CHILDREN`S FEEDBACK
CIRCUIT CERTIFICATES
REVIEW AT LEAST TERMLY
CONTROL WEEK
VIDEO
SENSORY CIRCUIT PAPERWORK
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THE BEST CIRCUITS ARE WHEN THE
STAFF ARE ACTIVELY INVOLVED
IMPORTANCE OF CIRCUITS WITHIN THE
SCHOOL
INVITE PARENTS
STAFF MEETING
STAFF ROTA TO WATCH
SENSORY CIRCUITS
THE END