Sensory Integration Therapies for Children With Developmental and Behavioral Disorders

Abstract

Sensory-based therapies are increasingly used by occupational therapists and sometimes by other types of therapists in treatment of children with developmental and behavioral disorders. Sensory-based therapies involve activities that are believed to organize the sensory system by providing vestibular, proprioceptive, auditory, and tactile inputs. Brushes, swings, balls, and other specially designed therapeutic or recreational equipment are used to provide these inputs. However, it is unclear whether children who present with sensory-based problems have an actual “disorder” of the sensory pathways of the brain or whether these deficits are characteristics associated with other developmental and behavioral disorders. Because there is no universally accepted framework for diagnosis, sensory processing disorder generally should not be diagnosed. Other developmental and behavioral disorders must always be considered, and a thorough evaluation should be completed. Difficulty tolerating or processing sensory information is a characteristic that may be seen in many developmental behavioral disorders, including autism spectrum disorders, attention-deficit/hyperactivity disorder, developmental coordination disorders, and childhood anxiety disorders. Occupational therapy with the use of sensory-based therapies may be acceptable as one of the components of a comprehensive treatment plan. However, parents should be informed that the amount of research regarding the effectiveness of sensory integration therapy is limited and inconclusive. Important roles for pediatricians and other clinicians may include discussing these limitations with parents, talking with families about a trial period of sensory integration therapy, and teaching families how to evaluate the effectiveness of a therapy.

Sensory Over-Responsivity in a Sample of Children Seeking Treatment for Anxiety

“…Acknowledgement of these symptoms may be validating to struggling children and families and help pave the way for much needed intervention research, given that there is currently no empirically supported treatment for SOR. 7 …”

“…Existing data suggest that SOR occurs both concurrently and independently of psychiatric disorders, leading to debate about the proper nosological classification and diagnostic validity of SOR. 6,7 SOR is not currently recognized in the International and Statistical Classification of Diseases and Related Health Problems 8 and is included in the recent revision of the Diagnostic and Statistical Manual of Mental Disorders (DSM-5) 9 only as a symptom of autism spectrum disorders (despite evidence that SOR is not specific to autism). 10 The Diagnostic Classification of Mental Health and Developmental Disorders of Infancy and Early Childhood-Revised (DC:0–3R) 11 includes the provisional diagnostic category, “Regulation Disorder of Sensory Processing,” of which “hypersensitive” is a subtype (along with other provisional symptom clusters such as hyposensitive and sensory stimulation-seeking).…”

Timeliness of Autism Spectrum Disorder Diagnosis and Use of Services Among U.S. Elementary School–Aged Children

“…There is no “best” combination of therapy for ASD in early childhood; however, behavioral intervention (BI) therapy directed at core ASD symptoms has strongest evidence of effectiveness (6–8). Other therapies, such as sensory integration therapy, complementary and alternative medicine (CAM) approaches and/or psychopharmacological treatments for ASD are more controversial (8, 22, 23). …”

Parental Perceptions of Family Centered Care in Medical Homes of Children with Neurodevelopmental Disabilities

“…Based on our findings, we offer the following recommendations: PCPP should develop methods to (a) ''translate'' medical information on the CNDD's condition for developing a comprehensive care plan [61], (b) assess the family needs using family needs-assessment screening tools [62], (c) offer guidance on meaningful activities for recreation and healthy life styles for CNDD and their families [63], (d) gain information on and access to complementary and alternative medicine [64,65], (e) provide information on CNDD's condition that supports the development of meaningful individual education plans [66,67], (f) help gain information on and access to evidence-based behavioral interventions [68], (g) assist with outreach and follow-up on community mental health supports to address family stress, depression, domestic violence, or substance abuse [69] or siblings' support [70], (h) assist with financial resources [71] or health insurance for ''behavioral health treatments'' within the Affordable Care Act [72], (i) document medical and non-medical sources of care that are being used for CNDD in the (electronic) health-record [73], and (j) strive for cultural and linguistic competence in communicating and facilitating information pertaining to CNDD's and family's needs [74][75][76].…”