A OCO-Gd PUBLICATION Theories allow us to organize our thoughts and give us a framework for making decisions. Selecting a theoretical approach for working with children with autism and other pervasive developmental disorders is oftentimes a formidable challenge for parents, educators, and clinicians. The choice is dictated in the best circumstances by folklore. The common denominator among professionals and lay persons is the motivation to use the approach that works best for a particular individual. Frequently, this may necessitate an eclectic approach, whereby two or more theoretical approaches are blended to fit the individual needs of the person.It is generally accepted that autism represents the expression of some underlying brain dysfunction and is associated with multiple etiological factors, which result in central nervous system dysfunction (Ciaranello, Vandenberg, & Anders, 1982; DeMyer, Hingtgen, & Jackson, 1981; Ornitz, 1983; Reichler, & Lee, 1987). Schopler and Mesibov (1987) advocated an eclectic model in which different theoretical approaches incorporate an understanding of the interactions and functions of the central nervous system. Such theoretical models offer a logical, databased approach that allows for an expanded knowledge base and critical thinking strategies for a variety of issues in autism.Children with autism and other pervasive developmental disorders need therapeutic environments that, by their design, provide consistent support for optional functional performance. This includes not only educational environments, but also home and community environments. The sensory aspects of activities and environments are critical features in the design of pervasively therapeutic environments. This article will focus on understanding the sensory needs of children with autism and other pervasive developmental disorders. Two case studies illustrate how parents and professionals can address the sensory needs of these children to improve their functional skills. Sensory integration theory will serve as the model for discussing theoretical application and the role of activities.
Overview of Sensory Integration TheorySensory integration is defined as the organizing and processing of sensory information from different sensory channels for a specific purpose. The particular purpose may include perceiving the body or world, enhancing the learning process, relating input from one sensory system to another, or producing some type of an adaptive response (Ayres, 1987). Adaptive responses enable the individual to successfully meet environmental demands. The complexity of a child's adaptive response varies and matches the level of complexity of sensory integration. Sensory integrative dysfunction is an irregularity or disorder in brain function that makes it difficult to process and use sensory information for functional purposes (Ayres, 1987). Table 1 offers numerous examples of functional skills that might indicate difficulty with sensory processing during daily life tasks.Sensory systems provide the foundati...
