Evolution of a theory: How measurement has shaped Ayres Sensory Integration®

This seminal article by Mailloux and Miller-Kuhaneck (2014) examines the development of Ayres Sensory Integration® (ASI) theory, particularly focusing on how the measurement has shaped its evolution. The authors describe how the early work of A. Jean Ayres, which began in the 1950s, laid the foundation for sensory integration theory, emphasizing systematic measurement as a cornerstone for clinical practice. They discuss the advancements in measurement tools and methods that have occurred alongside developments in ASI, reflecting how the evolution of the theory and its practical application have been profoundly influenced by the ability to measure sensory integration processes accurately.

The article highlights the shift in research practices over the decades, from the initial use of non-standardized measures to more sophisticated, standardized assessment tools. This shift has enabled researchers to explore complex sensory integration phenomena with greater precision, contributing to a more robust scientific understanding and better clinical practice.

Additionally, the paper underscores the importance of fidelity in intervention research, which ensures that ASI is applied and studied consistently across different settings and studies. The evolution of measurement tools not only enhances the understanding of sensory integration but also improves the implementation and evaluation of therapeutic interventions based on ASI principles.

Overall, the article provides an insightful overview of the historical and ongoing contributions of measurement to the field of sensory integration, highlighting its critical role in shaping both the theory and practice of ASI.

The article by Mailloux et al. (2011) presents a comprehensive verification and clarification of patterns of sensory integrative dysfunction using data from a retrospective study of 273 children who underwent occupational therapy evaluations. The study aimed to replicate and clarify patterns first identified by Ayres, employing the Sensory Integration and Praxis Tests (SIPT) and other measures like parent reports of attention and activity level.

Utilizing exploratory factor analysis, the study confirmed several patterns of dysfunction similar to Ayres' early findings. Notable patterns identified include Visuodyspraxia and Somatodyspraxia, characterized by deficits in visual perception and motor planning; Vestibular and Proprioceptive Bilateral Integration and Sequencing, related to challenges in vestibular processing and bilateral motor coordination; and Tactile and Visual Discrimination, highlighting difficulties in tactile and visual perceptual skills.

Another significant finding was the pattern linking Tactile Defensiveness and Attention, which supports the theory that sensory over-responsiveness, particularly tactile defensiveness, is associated with attentional problems. These findings not only reinforce the connections between various sensory integration constructs but also help in diagnosing and planning interventions for children with sensory integration issues.

The study emphasized the importance of using standardized and reliable measures to assess sensory integration functions, and its findings assist clinicians in interpreting assessment data to provide targeted interventions.

Characteristics and prevalence of gravitational insecurity in children with sensory processing dysfunction

The study by May-Benson and colleagues (2020) examines gravitational insecurity among children with sensory processing dysfunction, focusing on characteristics, prevalence, and relationships to gender, age, and other sensory-motor problems. Gravitational insecurity, a vestibular dysfunction involving an irrational fear of movement, affects participation in everyday activities.

Conducted at a pediatric occupational therapy clinic, this exploratory study analyzed data from 689 children aged 4-12 years diagnosed with Sensory Processing Disorder (SPD) and related comorbidities such as ADHD, anxiety disorders, learning disabilities, and autism spectrum disorder. The prevalence of gravitational insecurity symptoms was determined through parental reports via a clinical questionnaire, which assessed sensory processing and motor skills.

Results indicated that gravitational insecurity symptoms appear in 15-21% of the clinical population with SPD, with no significant differences across age, gender, or comorbid diagnoses. The study employed cluster analysis to identify two distinct groups, one exhibiting gravitational insecurity symptoms and the other not, indicating that such symptoms could be clearly segmented within the clinical population.

This research underlines the importance of recognizing gravitational insecurity in children with SPD as it significantly hampers daily functioning. The findings encourage further investigation into the symptoms and objective measures of gravitational insecurity to better integrate awareness and therapeutic interventions across professional practices beyond pediatric occupational therapy.

Tactile Discrimination, Praxis, and Cognitive Impulsivity in ADHD Children: A Cross-Sectional Study

The study by Romero-Ayuso et al. (2020) examines the relationship between tactile discrimination, praxis (motor planning and execution), and cognitive impulsivity in children diagnosed with ADHD compared to neurotypical children. Utilizing a cross-sectional design, the study included 74 children aged 7-11 years, divided into two groups: 31 children with ADHD and 43 neurotypical children.

Assessments conducted included the Finger Localization and Graphesthesia tests for tactile discrimination, and various tests for praxis, such as the Kaufman Assessment Battery for Children (hand movement subtest), the Zoo Map and Action Program subtests from the Behavioral Assessment of Dysexecutive Syndrome, and the Rey-Osterrieth Complex Figure test. Cognitive impulsivity was evaluated using the Magallanes Computerized Impulsivity Scale.

Results demonstrated that children with ADHD exhibited significantly higher levels of cognitive impulsivity and lower performance on praxis tests compared to the neurotypical group, indicating a potential deficit in motor planning and execution that was independent of cognitive impulsivity. There were no significant differences in tactile discrimination between the two groups. This study contributes to a nuanced understanding of ADHD, suggesting that beyond cognitive impulsivity, deficits in praxis may also characterize ADHD, affecting children’s ability to perform daily activities.

Sensory Integration and Sensory Processing… What’s in a Name?

The article by Beyer et al. (2019) delves into the conceptual distinctions and clinical implications of Sensory Integration (SI) and Sensory Processing (SP) within the field of occupational therapy. It explores the historical and theoretical foundations of both terms, emphasizing their roles in clinical practice and research. The article begins by defining SI according to Ayres as the neurological process organizing sensation from the body and the environment, facilitating effective use within the environment. In contrast, SP is described as how the body receives, analyzes, and responds to environmental signals.

A significant part of the discussion centers on the evolution of terminology and understanding within the field, reflecting on how these terms influence therapeutic practices and outcomes for individuals, particularly children with sensory challenges. The review aims to clarify the nuances between SI and SP to ensure precise communication among professionals and enhance therapeutic interventions.

The text illustrates a more balanced view, showing no particular bias toward either SI or SP. Instead, it highlights the importance of a clear understanding of both concepts to improve clinical practices and outcomes in occupational therapy.

Phonological awareness and vocabulary in bilingual pre-reading children's personal pronoun acquisition

The article by Efimova (2020) evaluates the relationship between pre-reading skills (phonological awareness and receptive vocabulary) and the personal pronoun acquisition in bilingual Russian-speaking children. The study sample comprised 88 bilingual children aged 4-6 years, living in a predominantly Russian-speaking community in Latvia. The research aimed to understand how early language skills in a bilingual environment influence grammatical development, specifically the use of personal pronouns.

Efimova utilized standardized tests to measure the children's phonological awareness and vocabulary, correlating these metrics with the accuracy and frequency of personal pronoun use in both languages. The findings indicate a significant positive correlation between phonological awareness and the correct use of personal pronouns. Children with higher phonological awareness demonstrated better mastery in the use of personal pronouns in both Russian and Latvian. Additionally, a moderate correlation was observed between receptive vocabulary size and pronoun accuracy, suggesting that broader vocabulary helps in grammatical development.

This study contributes to the understanding of bilingual language acquisition, highlighting the importance of foundational linguistic skills in learning and using grammatical structures like personal pronouns. It also underscores the complex interplay between vocabulary development and phonological skills in bilingual children, providing insights for educational strategies to support bilingual language proficiency.

The impact of sensory processing on executive and cognitive functions in children with autism spectrum disorder in the school context

The article by Pastor-Cerezuela et al. (2020) explores the impact of sensory processing dysfunctions on cognitive and executive functions in children with autism spectrum disorder (ASD) within the school context. The study involved two groups: 40 children with level 2 ASD and 40 typically developing peers, aiming to assess whether sensory processing abilities could predict cognitive and executive dysfunctions.

The researchers utilized sensory processing measures based on teacher observations and direct performance measures of the children’s executive and cognitive functions. The results indicated that in children with ASD, sensory processing difficulties were predictive of specific deficits in inhibitory control, auditory sustained attention, and short-term verbal memory. These findings support the hypothesis that sensory processing impairments can influence higher cognitive and executive functions.

Additionally, the study found that children with ASD exhibited more pronounced sensory processing, executive, and cognitive dysfunctions compared to their typically developing peers. This underscores the potential benefits of targeted sensory interventions within the educational context to support better cognitive and executive function outcomes in children with ASD.

Overall, the research highlights the integral role of sensory processing in the cognitive and executive functioning of children with ASD and suggests that addressing sensory processing issues may improve educational and developmental outcomes. The study is aligned with the theoretical frameworks that position sensory processing as foundational to cognitive and executive functions, reflecting an endorsement of sensory integration (SI) over broader sensory processing (SP) terminology.

Neonatal multisensory processing in preterm and term infants predicts sensory reactivity and internalizing tendencies in early childhood

The article by Maitre et al. (2020) examines the development of multisensory processing in preterm and term infants and its implications for later sensory reactivity and internalizing behaviors. The study recorded high-density EEG responses from 116 infants to auditory, tactile, and combined stimuli to determine how early multisensory experiences influence later developmental outcomes.

The research found that full-term infants displayed typical multisensory processing, characterized by simple summation of auditory and tactile stimuli, indicating a linear integration of these sensory inputs. In contrast, preterm infants exhibited atypical, non-linear multisensory responses, suggesting altered neural integration pathways. These differences were evident in their ERP topographies, showing that preterm infants process multisensory information differently from term infants.

Importantly, the study linked these early multisensory processing capabilities to future developmental outcomes. Infants with more typical multisensory processing were less likely to show internalizing behaviors, such as anxiety or withdrawal, at 24 months. This suggests that robust early multisensory integration is predictive of healthier sensory and emotional development.

This research underscores the critical role of sensory experiences in the neonatal period in shaping long-term cognitive, sensory, and emotional health, particularly highlighting the unique challenges faced by preterm infants. It supports the idea that interventions aimed at optimizing sensory experiences in early life could potentially alter developmental trajectories, especially for those born prematurely.

Neural foundations of Ayres Sensory Integration®

The article by Lane et al. (2019) discusses the neural foundations of Ayres Sensory Integration® (ASI), focusing on the sensory and motor bases of human behavior through contemporary neuroscience perspectives. It details the validation and clarification of Jean Ayres' foundational principles, such as the brain being a self-organizing system and the importance of intersensory integration. The authors outline the functions of sensory systems including vestibular, proprioceptive, and tactile systems, and their connections to ocular, postural, bilateral integration, praxis, and sensory modulation.

The research emphasizes how these sensory systems contribute to normal and pathological conditions, particularly in children with sensory integration challenges. It explores the application of ASI in therapeutic settings, discussing the importance of tailored sensory-motor activities that engage neuroplasticity for effective intervention. The article advocates for ASI’s scientific grounding, demonstrating how ongoing research in neuroscience continues to support Ayres' theories and the clinical application of ASI in addressing sensory integration disorders.

The paper not only reaffirms the relevance of Ayres' work in the face of advanced scientific methods and neuroimaging techniques but also suggests the critical role of ASI in the development and execution of effective therapeutic interventions that are informed by solid neuroscience research.

Ayres Theories of Autism and Sensory Integration Revisited: What Contemporary Neuroscience Has to Say

The article by Kilroy, Aziz-Zadeh, and Cermak (2019) reevaluates Ayres' theories of autism and sensory integration (SI) in light of modern neuroscience findings, particularly exploring how advancements in neuroimaging corroborate or challenge these traditional perspectives. Ayres' theories, which have long posited that sensory processing issues are central to autism spectrum disorders (ASD), suggest that such difficulties stem from underlying neural abnormalities that affect sensory integration, leading to challenges in behavior and skills development.

Kilroy et al. focus on the three core aspects of sensory processing deficits outlined by Ayres: registration, modulation, and motivation. Through a comprehensive review of recent neuroimaging studies, the authors find substantial evidence supporting Ayres' notion that ASD involves significant disruptions in how sensory information is processed in the brain. The research reviewed includes studies using structural and functional MRI, eye-tracking, and EEG, which collectively suggest that children with ASD exhibit atypical activity in several brain areas implicated in sensory processing, including the amygdala and the insula.

The findings align well with Ayres' hypothesis that sensory processing abnormalities can lead to difficulties with basic sensory integration and, subsequently, higher cognitive functions and social behaviors. Notably, the paper underscores the persistent relevance of Ayres' foundational concepts while also highlighting the expanded understanding afforded by modern neuroscience, which reveals detailed insights into the neural underpinnings of sensory processing in ASD.

The article validates Ayres’ original theories with contemporary scientific research and advocates for the continued use of sensory integration approaches in therapeutic settings to address the challenges faced by individuals with ASD.

Sensory Over-Responsivity as an Added Dimension in ADHD

This article discusses the concept of sensory over-responsivity (SOR) as an important and often overlooked dimension in the diagnosis and treatment of ADHD. This review integrates findings from various studies to argue that sensory processing issues should be considered more systematically in understanding ADHD.

The researchers examined how children with ADHD respond to sensory challenges, noting significant differences in their physiological responses, such as cortisol levels and electrodermal activity, compared to children without ADHD. They highlight that these differences are indicative of atypical sensory processing, which could impact children's behavior and interaction with their environment. 

Lane and Reynolds also discuss the relevance of considering SOR within the diagnostic framework of ADHD, suggesting that SOR contributes to the heterogeneity observed in ADHD symptoms and responses to treatment. By considering SOR as a distinct dimension, clinicians could tailor interventions more accurately to individual needs, potentially improving outcomes for children with ADHD.

Overall, the article supports the integration of sensory processing assessments in the diagnostic and therapeutic processes for ADHD, aligning with broader movements in mental health towards a more dimensional and less categorical approach.

Sensory processing patterns in developmental coordination disorder, attention deficit hyperactivity disorder and typical development

The article by Delgado-Lobete et al. (2020) explores sensory processing patterns in children with Developmental Coordination Disorder (DCD), Attention Deficit Hyperactivity Disorder (ADHD), and typical development (TD). Utilizing a population-based sample of 452 children aged 6-12, the study assessed sensory processing using the Short Sensory Profile-2, alongside other behavioral and motor coordination measures.

The study identified significant differences in sensory processing among the groups. Children with DCD and ADHD exhibited greater variability and more atypical sensory processing patterns compared to their typically developing peers. Notably, the ADHD group showed a higher prevalence of sensory seeking, sensitivity, and low registration patterns. Children with DCD displayed more sensory sensitivity and low registration issues, indicating difficulties in detecting stimuli and sensory inputs.

The research highlights the need to consider sensory processing differences as crucial factors in the management and understanding of DCD and ADHD. The findings suggest that sensory processing issues can profoundly affect the daily functioning and behavior of children with these disorders, influencing their social interactions, educational performance, and overall quality of life.

This study contributes to the understanding of sensory processing patterns in children with neurodevelopmental disorders, emphasizing the importance of targeted interventions that address these sensory discrepancies to improve outcomes for affected children.

Diffusion tensor tractography in children with sensory processing disorder: Potentials for devising machine learning classifiers

This article examines the use of diffusion tensor imaging (DTI) and machine learning to identify children with Sensory Processing Disorder (SPD). The study included 44 children diagnosed with SPD and 41 typically developing children, exploring white matter microstructural differences through DTI metrics such as fractional anisotropy (FA), mean diffusivity (MD), and radial diffusivity (RD), and employing machine learning algorithms for classification.

The findings reveal significant microstructural differences in children with SPD, particularly in the posterior white matter tracts. Children with SPD exhibited lower FA, track density (TD), and edge density (ED), but higher MD and RD, compared to typically developing children, indicating disrupted white matter integrity. The most distinctive DTI feature for SPD was reduced TD in the splenium of the corpus callosum, suggesting it could serve as a specific biomarker for SPD.

Additionally, the application of machine learning models, including random forest and support vector machines, utilized these DTI-derived metrics to classify children with SPD with notable accuracy. The integration of such computational approaches could potentially streamline the diagnosis of SPD by providing objective, quantifiable biomarkers.

This study emphasizes the relevance of advanced neuroimaging and machine learning in enhancing the understanding and diagnosis of SPD, advocating for their use in clinical settings to aid in the early identification and tailored treatment of children with sensory processing challenges.

Links between sensory processing, adaptive behaviours, and attention in children with autism spectrum disorder: A systematic review

The systematic review by Dellapiazza (2018) explores the connections between sensory processing, adaptive behaviors, and attention in children with Autism Spectrum Disorder (ASD). The study adheres to PRISMA guidelines and involves a comprehensive search across Medline, PsychInfo, and Eric databases, covering literature from January 2006 to October 2017. Out of numerous articles, 11 were selected based on their focus on sensory processing and its association with either adaptive behaviors or attention.

The review finds that atypical sensory processing is prevalent in 82% to 97% of the ASD participants and significantly impacts adaptive behaviors. Sensory abnormalities also show substantial interrelations with attention skills. Notably, sensory processing difficulties are linked to issues in adaptive behavior management and attention in children with ASD. The studies reviewed underscore the negative cascading effects of sensory processing abnormalities on cognitive, behavioral, and emotional functions, affecting the child’s daily functioning and participation in family and social life.

However, the review notes limitations in the current research, particularly the small body of work and the conflicting theories regarding perceptual functioning. It suggests that while sensory processing issues are clearly implicated in the difficulties experienced by children with ASD, the direction and mechanisms of these effects remain poorly understood due to the limited and heterogeneous nature of the available studies.

Validity of sensory systems as distinct constructs

This article from 2014 explores the distinctiveness of sensory systems as measurable constructs in the context of Ayres's theory of sensory integration. Using confirmatory factor analysis (CFA), the research examined whether items from sensory questionnaires could be grouped into discrete sensory system constructs, specifically tactile, vestibular-proprioceptive, visual, and auditory systems. The study analyzed data from two age groups, children aged 2 to 5 and 6 to 10, and assessed the validity of distinct sensory constructs across these age ranges.

The findings revealed that sensory systems could be validly and distinctly measured using questionnaire data. CFA supported the distinctiveness of the tactile, vestibular-proprioceptive, visual, and auditory systems, which were not age-dependent. Alternative models that grouped items by types of sensory processing issues, like over- or under-responsiveness, did not support the data well, indicating that the distinct sensory systems approach was more appropriate for evaluating sensory integration issues.

This validation is significant as it supports the theoretical foundation of Ayres's sensory integration framework, which suggests that early-developing sensory systems (tactile, vestibular, proprioceptive) provide a basis for the later development of more complex systems (auditory, visual). By confirming that these systems are distinct constructs, the study lays the groundwork for further research into how these systems interact and contribute to sensory integration in children.

Sensory Processing and Attention Profiles Among Children With Sensory Processing Disorders and Autism Spectrum Disorders

The article by Marco et al. (2020) investigates sensory processing and attention profiles in children with Sensory Processing Disorders (SPD) and Autism Spectrum Disorders (ASD), and compares them to typically developing (TD) children. The study utilized the Short Sensory Profile (SSP) and the Test of Everyday Attention for Children (TEA-Ch) to measure sensory and attention profiles of 69 children aged 6-11 years, categorized into TD, SPD, and ASD groups.

Findings revealed distinct sensory and attention profiles among the groups. Children with ASD and SPD displayed significant challenges in sensory processing compared to TD peers. Specifically, the study found that ASD children had greater difficulties with control and sustained attention than TD and SPD children. In contrast, children with SPD exhibited more pronounced sensory processing difficulties than those with ASD, particularly in tactile sensitivity and under-responsiveness.

The research underscores the importance of differentiating sensory and attention profiles in clinical populations to tailor intervention strategies. By understanding the unique challenges faced by children with SPD and ASD, therapists can better design treatments that address specific sensory and attention deficits.
The article references Ayres Sensory Integration (ASI®), particularly discussing its theoretical underpinnings in the context of addressing sensory integration challenges in these populations.

This study contributes to the understanding of sensory processing and attention by clarifying how these domains interact in children with developmental disorders, potentially guiding more effective therapeutic approaches.

Characteristics and prevalence of gravitational insecurity in children with sensory processing dysfunction

The study by May-Benson and colleagues (2020) examines gravitational insecurity among children with sensory processing dysfunction, focusing on characteristics, prevalence, and relationships to gender, age, and other sensory-motor problems. Gravitational insecurity, a vestibular dysfunction involving an irrational fear of movement, affects participation in everyday activities.

Conducted at a pediatric occupational therapy clinic, this exploratory study analyzed data from 689 children aged 4-12 years diagnosed with Sensory Processing Disorder (SPD) and related comorbidities such as ADHD, anxiety disorders, learning disabilities, and autism spectrum disorder. The prevalence of gravitational insecurity symptoms was determined through parental reports via a clinical questionnaire, which assessed sensory processing and motor skills.

Results indicated that gravitational insecurity symptoms appear in 15-21% of the clinical population with SPD, with no significant differences across age, gender, or comorbid diagnoses. The study employed cluster analysis to identify two distinct groups, one exhibiting gravitational insecurity symptoms and the other not, indicating that such symptoms could be clearly segmented within the clinical population.

This research underlines the importance of recognizing gravitational insecurity in children with SPD as it significantly hampers daily functioning. The findings encourage further investigation into the symptoms and objective measures of gravitational insecurity to better integrate awareness and therapeutic interventions across professional practices beyond pediatric occupational therapy.

Tactile Discrimination, Praxis, and Cognitive Impulsivity in ADHD Children: A Cross-Sectional Study

The study by Romero-Ayuso et al. (2020) examines the relationship between tactile discrimination, praxis (motor planning and execution), and cognitive impulsivity in children diagnosed with ADHD compared to neurotypical children. Utilizing a cross-sectional design, the study included 74 children aged 7-11 years, divided into two groups: 31 children with ADHD and 43 neurotypical children.

Assessments conducted included the Finger Localization and Graphesthesia tests for tactile discrimination, and various tests for praxis, such as the Kaufman Assessment Battery for Children (hand movement subtest), the Zoo Map and Action Program subtests from the Behavioral Assessment of Dysexecutive Syndrome, and the Rey-Osterrieth Complex Figure test. Cognitive impulsivity was evaluated using the Magallanes Computerized Impulsivity Scale.

Results demonstrated that children with ADHD exhibited significantly higher levels of cognitive impulsivity and lower performance on praxis tests compared to the neurotypical group, indicating a potential deficit in motor planning and execution that was independent of cognitive impulsivity. There were no significant differences in tactile discrimination between the two groups. This study contributes to a nuanced understanding of ADHD, suggesting that beyond cognitive impulsivity, deficits in praxis may also characterize ADHD, affecting children’s ability to perform daily activities.

Sensory Integration and Sensory Processing… What’s in a Name?

The article by Beyer et al. (2019) delves into the conceptual distinctions and clinical implications of Sensory Integration (SI) and Sensory Processing (SP) within the field of occupational therapy. It explores the historical and theoretical foundations of both terms, emphasizing their roles in clinical practice and research. The article begins by defining SI according to Ayres as the neurological process organizing sensation from the body and the environment, facilitating effective use within the environment. In contrast, SP is described as how the body receives, analyzes, and responds to environmental signals.

A significant part of the discussion centers on the evolution of terminology and understanding within the field, reflecting on how these terms influence therapeutic practices and outcomes for individuals, particularly children with sensory challenges. The review aims to clarify the nuances between SI and SP to ensure precise communication among professionals and enhance therapeutic interventions.

The text illustrates a more balanced view, showing no particular bias toward either SI or SP. Instead, it highlights the importance of a clear understanding of both concepts to improve clinical practices and outcomes in occupational therapy.

Phonological awareness and vocabulary in bilingual pre-reading children's personal pronoun acquisition

The article by Efimova (2020) evaluates the relationship between pre-reading skills (phonological awareness and receptive vocabulary) and the personal pronoun acquisition in bilingual Russian-speaking children. The study sample comprised 88 bilingual children aged 4-6 years, living in a predominantly Russian-speaking community in Latvia. The research aimed to understand how early language skills in a bilingual environment influence grammatical development, specifically the use of personal pronouns.

Efimova utilized standardized tests to measure the children's phonological awareness and vocabulary, correlating these metrics with the accuracy and frequency of personal pronoun use in both languages. The findings indicate a significant positive correlation between phonological awareness and the correct use of personal pronouns. Children with higher phonological awareness demonstrated better mastery in the use of personal pronouns in both Russian and Latvian. Additionally, a moderate correlation was observed between receptive vocabulary size and pronoun accuracy, suggesting that broader vocabulary helps in grammatical development.

This study contributes to the understanding of bilingual language acquisition, highlighting the importance of foundational linguistic skills in learning and using grammatical structures like personal pronouns. It also underscores the complex interplay between vocabulary development and phonological skills in bilingual children, providing insights for educational strategies to support bilingual language proficiency.

The impact of sensory processing on executive and cognitive functions in children with autism spectrum disorder in the school context

The article by Pastor-Cerezuela et al. (2020) explores the impact of sensory processing dysfunctions on cognitive and executive functions in children with autism spectrum disorder (ASD) within the school context. The study involved two groups: 40 children with level 2 ASD and 40 typically developing peers, aiming to assess whether sensory processing abilities could predict cognitive and executive dysfunctions.

The researchers utilized sensory processing measures based on teacher observations and direct performance measures of the children’s executive and cognitive functions. The results indicated that in children with ASD, sensory processing difficulties were predictive of specific deficits in inhibitory control, auditory sustained attention, and short-term verbal memory. These findings support the hypothesis that sensory processing impairments can influence higher cognitive and executive functions.

Additionally, the study found that children with ASD exhibited more pronounced sensory processing, executive, and cognitive dysfunctions compared to their typically developing peers. This underscores the potential benefits of targeted sensory interventions within the educational context to support better cognitive and executive function outcomes in children with ASD.

Overall, the research highlights the integral role of sensory processing in the cognitive and executive functioning of children with ASD and suggests that addressing sensory processing issues may improve educational and developmental outcomes. The study is aligned with the theoretical frameworks that position sensory processing as foundational to cognitive and executive functions, reflecting an endorsement of sensory integration (SI) over broader sensory processing (SP) terminology.

Neonatal multisensory processing in preterm and term infants predicts sensory reactivity and internalizing tendencies in early childhood

The article by Maitre et al. (2020) examines the development of multisensory processing in preterm and term infants and its implications for later sensory reactivity and internalizing behaviors. The study recorded high-density EEG responses from 116 infants to auditory, tactile, and combined stimuli to determine how early multisensory experiences influence later developmental outcomes.

The research found that full-term infants displayed typical multisensory processing, characterized by simple summation of auditory and tactile stimuli, indicating a linear integration of these sensory inputs. In contrast, preterm infants exhibited atypical, non-linear multisensory responses, suggesting altered neural integration pathways. These differences were evident in their ERP topographies, showing that preterm infants process multisensory information differently from term infants.

Importantly, the study linked these early multisensory processing capabilities to future developmental outcomes. Infants with more typical multisensory processing were less likely to show internalizing behaviors, such as anxiety or withdrawal, at 24 months. This suggests that robust early multisensory integration is predictive of healthier sensory and emotional development.

This research underscores the critical role of sensory experiences in the neonatal period in shaping long-term cognitive, sensory, and emotional health, particularly highlighting the unique challenges faced by preterm infants. It supports the idea that interventions aimed at optimizing sensory experiences in early life could potentially alter developmental trajectories, especially for those born prematurely.

Neural foundations of Ayres Sensory Integration®

The article by Lane et al. (2019) discusses the neural foundations of Ayres Sensory Integration® (ASI), focusing on the sensory and motor bases of human behavior through contemporary neuroscience perspectives. It details the validation and clarification of Jean Ayres' foundational principles, such as the brain being a self-organizing system and the importance of intersensory integration. The authors outline the functions of sensory systems including vestibular, proprioceptive, and tactile systems, and their connections to ocular, postural, bilateral integration, praxis, and sensory modulation.

The research emphasizes how these sensory systems contribute to normal and pathological conditions, particularly in children with sensory integration challenges. It explores the application of ASI in therapeutic settings, discussing the importance of tailored sensory-motor activities that engage neuroplasticity for effective intervention. The article advocates for ASI’s scientific grounding, demonstrating how ongoing research in neuroscience continues to support Ayres' theories and the clinical application of ASI in addressing sensory integration disorders.

The paper not only reaffirms the relevance of Ayres' work in the face of advanced scientific methods and neuroimaging techniques but also suggests the critical role of ASI in the development and execution of effective therapeutic interventions that are informed by solid neuroscience research.

Ayres Theories of Autism and Sensory Integration Revisited: What Contemporary Neuroscience Has to Say

The article by Kilroy, Aziz-Zadeh, and Cermak (2019) reevaluates Ayres' theories of autism and sensory integration (SI) in light of modern neuroscience findings, particularly exploring how advancements in neuroimaging corroborate or challenge these traditional perspectives. Ayres' theories, which have long posited that sensory processing issues are central to autism spectrum disorders (ASD), suggest that such difficulties stem from underlying neural abnormalities that affect sensory integration, leading to challenges in behavior and skills development.

Kilroy et al. focus on the three core aspects of sensory processing deficits outlined by Ayres: registration, modulation, and motivation. Through a comprehensive review of recent neuroimaging studies, the authors find substantial evidence supporting Ayres' notion that ASD involves significant disruptions in how sensory information is processed in the brain. The research reviewed includes studies using structural and functional MRI, eye-tracking, and EEG, which collectively suggest that children with ASD exhibit atypical activity in several brain areas implicated in sensory processing, including the amygdala and the insula.

The findings align well with Ayres' hypothesis that sensory processing abnormalities can lead to difficulties with basic sensory integration and, subsequently, higher cognitive functions and social behaviors. Notably, the paper underscores the persistent relevance of Ayres' foundational concepts while also highlighting the expanded understanding afforded by modern neuroscience, which reveals detailed insights into the neural underpinnings of sensory processing in ASD.

The article validates Ayres’ original theories with contemporary scientific research and advocates for the continued use of sensory integration approaches in therapeutic settings to address the challenges faced by individuals with ASD.

Sensory Over-Responsivity as an Added Dimension in ADHD

This article discusses the concept of sensory over-responsivity (SOR) as an important and often overlooked dimension in the diagnosis and treatment of ADHD. This review integrates findings from various studies to argue that sensory processing issues should be considered more systematically in understanding ADHD.

The researchers examined how children with ADHD respond to sensory challenges, noting significant differences in their physiological responses, such as cortisol levels and electrodermal activity, compared to children without ADHD. They highlight that these differences are indicative of atypical sensory processing, which could impact children's behavior and interaction with their environment. 

Lane and Reynolds also discuss the relevance of considering SOR within the diagnostic framework of ADHD, suggesting that SOR contributes to the heterogeneity observed in ADHD symptoms and responses to treatment. By considering SOR as a distinct dimension, clinicians could tailor interventions more accurately to individual needs, potentially improving outcomes for children with ADHD.

Overall, the article supports the integration of sensory processing assessments in the diagnostic and therapeutic processes for ADHD, aligning with broader movements in mental health towards a more dimensional and less categorical approach.

Sensory processing patterns in developmental coordination disorder, attention deficit hyperactivity disorder and typical development

The article by Delgado-Lobete et al. (2020) explores sensory processing patterns in children with Developmental Coordination Disorder (DCD), Attention Deficit Hyperactivity Disorder (ADHD), and typical development (TD). Utilizing a population-based sample of 452 children aged 6-12, the study assessed sensory processing using the Short Sensory Profile-2, alongside other behavioral and motor coordination measures.

The study identified significant differences in sensory processing among the groups. Children with DCD and ADHD exhibited greater variability and more atypical sensory processing patterns compared to their typically developing peers. Notably, the ADHD group showed a higher prevalence of sensory seeking, sensitivity, and low registration patterns. Children with DCD displayed more sensory sensitivity and low registration issues, indicating difficulties in detecting stimuli and sensory inputs.

The research highlights the need to consider sensory processing differences as crucial factors in the management and understanding of DCD and ADHD. The findings suggest that sensory processing issues can profoundly affect the daily functioning and behavior of children with these disorders, influencing their social interactions, educational performance, and overall quality of life.

This study contributes to the understanding of sensory processing patterns in children with neurodevelopmental disorders, emphasizing the importance of targeted interventions that address these sensory discrepancies to improve outcomes for affected children.

Diffusion tensor tractography in children with sensory processing disorder: Potentials for devising machine learning classifiers

This article examines the use of diffusion tensor imaging (DTI) and machine learning to identify children with Sensory Processing Disorder (SPD). The study included 44 children diagnosed with SPD and 41 typically developing children, exploring white matter microstructural differences through DTI metrics such as fractional anisotropy (FA), mean diffusivity (MD), and radial diffusivity (RD), and employing machine learning algorithms for classification.

The findings reveal significant microstructural differences in children with SPD, particularly in the posterior white matter tracts. Children with SPD exhibited lower FA, track density (TD), and edge density (ED), but higher MD and RD, compared to typically developing children, indicating disrupted white matter integrity. The most distinctive DTI feature for SPD was reduced TD in the splenium of the corpus callosum, suggesting it could serve as a specific biomarker for SPD.

Additionally, the application of machine learning models, including random forest and support vector machines, utilized these DTI-derived metrics to classify children with SPD with notable accuracy. The integration of such computational approaches could potentially streamline the diagnosis of SPD by providing objective, quantifiable biomarkers.

This study emphasizes the relevance of advanced neuroimaging and machine learning in enhancing the understanding and diagnosis of SPD, advocating for their use in clinical settings to aid in the early identification and tailored treatment of children with sensory processing challenges.

Links between sensory processing, adaptive behaviours, and attention in children with autism spectrum disorder: A systematic review

The systematic review by Dellapiazza (2018) explores the connections between sensory processing, adaptive behaviors, and attention in children with Autism Spectrum Disorder (ASD). The study adheres to PRISMA guidelines and involves a comprehensive search across Medline, PsychInfo, and Eric databases, covering literature from January 2006 to October 2017. Out of numerous articles, 11 were selected based on their focus on sensory processing and its association with either adaptive behaviors or attention.

The review finds that atypical sensory processing is prevalent in 82% to 97% of the ASD participants and significantly impacts adaptive behaviors. Sensory abnormalities also show substantial interrelations with attention skills. Notably, sensory processing difficulties are linked to issues in adaptive behavior management and attention in children with ASD. The studies reviewed underscore the negative cascading effects of sensory processing abnormalities on cognitive, behavioral, and emotional functions, affecting the child’s daily functioning and participation in family and social life.

However, the review notes limitations in the current research, particularly the small body of work and the conflicting theories regarding perceptual functioning. It suggests that while sensory processing issues are clearly implicated in the difficulties experienced by children with ASD, the direction and mechanisms of these effects remain poorly understood due to the limited and heterogeneous nature of the available studies.

Sensory processing patterns and internalizing behaviors in the pediatric and young adult general population: A scoping review

The article by Kotsiris et al. (2020) provides a comprehensive scoping review on how sensory processing patterns are associated with internalizing behaviors such as anxiety and depression across the pediatric to young adult general population. The review, spanning literature from 2005 to 2018, identifies 97 peer-reviewed articles, illustrating a complex relationship between sensory processing differences and internalizing behaviors, also incorporating cognitive and personality factors.

The study uncovers that sensory processing issues, particularly over-responsivity, are significantly associated with internalizing behaviors, not only in clinical populations like those with autism spectrum disorder (ASD) or attention deficit hyperactivity disorder (ADHD) but also in typically developing individuals. This association suggests that sensory processing patterns could serve as early indicators for internalizing conditions in children.

Furthermore, the review discusses the implications of these findings for occupational therapy and mental health professionals, emphasizing the need for a better understanding of the developmental trajectory of sensory processing and internalizing behaviors. Such knowledge could enhance intervention strategies aimed at mitigating the onset and progression of anxiety and depression in diverse pediatric populations.

The synthesis of existing research highlights the urgent need for further studies to clarify the mechanisms linking sensory processing and internalizing behaviors and to explore intervention effectiveness.

Sensory Processing and Attention Profiles Among Children With Sensory Processing Disorders and Autism Spectrum Disorders

The article by Marco et al. (2020) investigates sensory processing and attention profiles in children with Sensory Processing Disorders (SPD) and Autism Spectrum Disorders (ASD), and compares them to typically developing (TD) children. The study utilized the Short Sensory Profile (SSP) and the Test of Everyday Attention for Children (TEA-Ch) to measure sensory and attention profiles of 69 children aged 6-11 years, categorized into TD, SPD, and ASD groups.

Findings revealed distinct sensory and attention profiles among the groups. Children with ASD and SPD displayed significant challenges in sensory processing compared to TD peers. Specifically, the study found that ASD children had greater difficulties with control and sustained attention than TD and SPD children. In contrast, children with SPD exhibited more pronounced sensory processing difficulties than those with ASD, particularly in tactile sensitivity and under-responsiveness.

The research underscores the importance of differentiating sensory and attention profiles in clinical populations to tailor intervention strategies. By understanding the unique challenges faced by children with SPD and ASD, therapists can better design treatments that address specific sensory and attention deficits.
The article references Ayres Sensory Integration (ASI®), particularly discussing its theoretical underpinnings in the context of addressing sensory integration challenges in these populations.

This study contributes to the understanding of sensory processing and attention by clarifying how these domains interact in children with developmental disorders, potentially guiding more effective therapeutic approaches.

Sensory integration concerns in children with functional defecation disorders: A scoping review

This scoping review explores the link between sensory integration concerns and functional defecation disorders in children. The review sought to identify and analyze existing literature to determine how sensory processing issues influence challenging behaviors associated with bowel management in children with functional defecation disorders.

The study systematically searched several databases and reviewed reference lists to compile relevant research. A total of 12 studies met the inclusion criteria and were analyzed to identify challenging behaviors that could be related to sensory reactivity and perception issues. The findings indicated that sensory integration concerns, including both hyperreactivity and hyporeactivity, are potentially linked to behaviors such as pain during defecation, avoidance of the toilet, and heightened sensitivity to the toileting environment.

The review highlights a significant gap in the literature concerning sensory integration and its impact on bowel management in children with functional defecation disorders. It suggests that further research is needed to better understand and address these sensory-related challenges to improve therapeutic interventions and outcomes for affected children.

ASI (Ayres Sensory Integration) is explicitly mentioned and serves as a theoretical framework for understanding and categorizing the identified sensory and behavioral concerns, suggesting a strong orientation towards integrating sensory integration principles in the management of these disorders.

Introduction to the Evaluation in Ayres Sensory Integration® (EASI)

The article by Mailloux et al. (2018) introduces the Evaluation in Ayres Sensory Integration® (EASI), which is a set of tests developed to assess sensory integration functions in children from 3 to 12 years old. The need for EASI arose from the limitations of existing tools like the Sensory Integration and Praxis Tests (SIPT), particularly in terms of outdated normative data and accessibility issues due to cost and geographical limitations.

The EASI aims to provide a comprehensive, reliable, and valid assessment tool that is internationally applicable and easily accessible. It is designed to be open-access, allowing qualified professionals to download necessary materials for administration and scoring freely. The assessment covers four key sensory integration constructs: sensory perception, praxis, ocular-postural-bilateral motor integration, and sensory reactivity.

The development of the EASI follows rigorous test development guidelines, ensuring the tool's psychometric strength. Preliminary feasibility testing in the United States demonstrated promising discriminative validity, distinguishing between typically developing children and those with sensory integration concerns.

The EASI tests are intended to be used globally, with materials that are easily obtainable or printable using 3D technology. This global applicability is anticipated to standardize sensory integration assessments and facilitate tailored interventions based on accurate and comprehensive evaluations, enhancing outcomes in pediatric occupational therapy.

Assessments of sensory processing in infants and children with autism spectrum disorder between 0–12 years old: A scoping review

The article by Yeung and Thomacos (2020) provides a comprehensive scoping review of sensory processing assessments used in infants and children with Autism Spectrum Disorder (ASD) aged 0–12 years. The review aimed to identify the sensory assessments applied within this demographic and evaluate their administration, focus, content, and psychometric properties. A total of 37 studies were included, identifying 12 different sensory assessments.

The findings highlighted three main themes: administration methods, focus and content of the assessments, and their reliability and validity. Most assessments were administered via caregiver report, and they varied in the sensory modalities and associated domains they assessed. The study underscores a significant variation in the psychometric properties of these assessments, with many showing poor to moderate reliability and validity.

One of the significant points of discussion in the review is the absence of a standardized approach across the sensory assessments, reflecting the diverse theoretical foundations from which these tools were developed, such as Ayres' Theory of Sensory Integration and Dunn’s Sensory Processing Framework. This diversity suggests the need for using multiple assessments to gain a comprehensive understanding of a child’s sensory processing abilities.

Importantly, the article directly references Ayres Sensory Integration (ASI®) in discussing the foundational theories behind some of the assessments used, showing the ongoing relevance and influence of Ayres' work in current sensory processing research.

Evaluation in Ayres Sensory Integration® (EASI) vestibular and proprioceptive tests: Construct validity and internal reliability

This article examines the reliability and validity of six vestibular and proprioceptive tests included in the Evaluation in Ayres Sensory Integration (EASI). These tests assess sensory and motor functions crucial for children's occupational performance and participation. The study employed Rasch analyses and known-groups analysis on a sample of typically developing children and those with sensory integration concerns to validate and fine-tune these tests.

The findings indicate that over 96% of the test items conformed to the model expectations, establishing strong construct validity. The typically developing children scored higher on almost all tests compared to those with sensory integration concerns, validating the tests' discriminative ability. The internal consistency of the tests, as measured by Cronbach’s alpha and Rasch person reliability indices, was strong for most tests, confirming their reliability.

The article underscores the importance of reliable and valid assessment tools in pediatric occupational therapy, which help in accurately identifying sensory and motor function impairments. Such tools are vital for planning effective interventions aimed at enhancing children’s participation in daily activities. The EASI tests, with their robust psychometric properties, offer valuable insights into the sensory integration functions of children, facilitating targeted therapeutic interventions.

Validity of the Vestibular and Proprioceptive Tests of the Evaluation in Ayres Sensory Integration (EASI)

The poster presented by Jennifer Petersen et al. details a study on the validity of the vestibular and proprioceptive tests of the Evaluation in Ayres Sensory Integration (EASI). This research aimed to assess both the construct and concurrent validity of these specific EASI tests, comparing them with similar tests from the Sensory Integration and Praxis Tests (SIPT). The EASI is a comprehensive set of assessments designed to measure sensory perception, reactivity, praxis, and ocular, postural, and bilateral integration.

The study analyzed scores from multiple EASI tests, including the Vestibular Nystagmus Test (VN), Ocular Motor & Praxis (OM: Pr), Postural Control (PC), Balance (BAL), Bilateral Integration Test (BI), and two proprioception tests (Prop: Force and Prop: JP). These were correlated with the SIPT's Standing and Walking Balance (SWB), Bilateral Motor Coordination (BMC), and Kinesthesia (KIN) tests.

Results demonstrated that low VN scores were significantly predictive of poor OM: Pr scores, indicating a robust interconnection between vestibular functions and ocular motor skills, which are critical for daily activities such as reading and writing. The concurrent validity was supported by significant correlations between EASI and similar SIPT tests, confirming EASI's reliability in measuring sensory functions.

This study enhances the clinical utility of the EASI by establishing its validity against an already validated measure (SIPT), thus giving clinicians further confidence in using the EASI for assessing sensory integration functions. The findings also contribute to the broader understanding of the relationship between vestibular functions and ocular motor skills, reinforcing the need for comprehensive testing when sensory integration issues are suspected in children.

Pilot study to measure deficits in proprioception in children with somatodyspraxia

This article explores the assessment of proprioceptive deficits in children with somatodyspraxia, a condition characterized by impaired motor planning linked to sensory processing difficulties. Conducted as a pilot observational study, it aimed to develop objective methods to assess proprioception in children, focusing on spatial awareness and force perception through electronic dynamometers and spatial positioning tests.

The study involved 10 children diagnosed with somatodyspraxia and 10 typically developing peers, aged 6 to 8 years, from Southern California. The assessments measured the children’s ability to perceive joint positions and forces exerted by the body. Results indicated that 90% of children with somatodyspraxia exhibited proprioceptive deficits, particularly in spatial awareness and force perception, compared to their typically developing counterparts.

This research introduces a structured approach to quantifying proprioceptive deficits, which could enhance the diagnostic processes and therapeutic interventions in pediatric occupational therapy. The findings emphasize the significance of precise assessments in understanding the somatosensory contributions to motor difficulties in children with somatodyspraxia, advocating for further development and validation of these methods.

Evaluation in Ayres Sensory Integration® (EASI) Tactile Perception Tests: Construct validity and internal reliability

The study by Schaaf et al. (2023) focused on evaluating the construct validity and internal reliability of the Evaluation in Ayres Sensory Integration® (EASI) Tactile Perception Tests, designed for children aged 3 to 12 years. This research utilized a causal comparative groups design with a sample comprising typically developing children and those with sensory integration concerns from various U.S. locations.

The EASI tests assessed included Tactile Perception: Localization, Designs, Shapes, and Oral, aimed at measuring tactile perception capabilities among participants. Rigorous methodologies like Rasch analysis and analysis of covariance were employed to validate the tests' construct validity and measure group differences, respectively. The results confirmed strong construct validity for all four tests, with typically developing children outperforming those with sensory integration concerns significantly, highlighting the tests' discriminative capacity.

Reliability analyses indicated moderate to strong internal reliability across the tests, reinforcing their potential clinical utility. These tests are particularly valuable for occupational therapists due to their relevance in assessing sensory functions that could impact children's participation in daily activities.

The study provides essential data supporting the reliability and validity of the EASI Tactile Perception Tests, potentially enhancing clinical assessments and interventions within pediatric occupational therapy. This research adheres closely to Ayres Sensory Integration principles, emphasizing the ongoing importance of rigorous, evidence-based tools in therapeutic practices.

Translation and cross-cultural adaptation of the performance-based test – Evaluation in Ayres Sensory Integration®

The article by Holmlund and Orban (2021) details the translation and cross-cultural adaptation process of the Evaluation in Ayres Sensory Integration® (EASI) into Swedish. This translation is critical for gathering normative data and making the assessment accessible to Swedish practitioners. The process adhered to standard guidelines for cross-cultural adaptation, involving forward translation, synthesis by merging translations, focus group reviews by clinical pediatric occupational therapists, and back-translation. This comprehensive method ensured semantic, idiomatic, experiential, and conceptual equivalence between the original and the translated versions.

The translation process began with multiple occupational therapists translating the EASI, followed by a synthesis phase where differences were reconciled. Focus groups then reviewed the translation to ensure cultural relevance and clarity. One subtest was back-translated to validate the accuracy of the translation. Through these stages, modifications were made to adapt the language and instructions to better fit Swedish cultural and clinical contexts.

The article also discusses the importance of having a robust and culturally sensitive translation to ensure the tool's effectiveness in clinical assessments. This process not only helps in preserving the integrity of the original assessment but also enhances its applicability in diverse settings.

ASI is explicitly mentioned as the underlying theory guiding the development and use of the EASI, highlighting its role in assessing and treating sensory integration issues.

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Occupational therapy interventions for children and youth with challenges in sensory integration and sensory processing: A clinic-based practice case example

The article discusses the use of occupational therapy interventions for children with sensory integration and sensory processing challenges, exemplified through a case study involving a child with autism spectrum disorder (ASD). The American Occupational Therapy Association (AOTA) has conducted systematic reviews to assess the effectiveness of various therapeutic interventions. These reviews support the application of Ayres Sensory Integration® (ASI) and Qigong massage, among other approaches, to improve children's functional participation.

The case study centers on Alejandro, a young boy diagnosed with ASD who exhibits difficulties in sensory processing affecting his daily participation. After an unsuccessful preschool experience due to disruptive behaviors, Alejandro's parents explored occupational therapy. They met Adri, a clinic-based therapist skilled in ASI, who provided Alejandro with an individualized therapy plan focused on sensory integration. Adri's interventions were informed by systematic reviews highlighted by the AOTA, aiming to enhance Alejandro's school and home participation.

The article elaborates on the evaluation process, including parental interviews and direct observations, which guide the tailored therapy interventions. The outcomes discussed reflect the effectiveness of the ASI interventions in improving Alejandro's engagement in daily activities and compliance with routines. Adri's collaborative approach with Alejandro's school-based therapist and his parents, alongside the strategic implementation of ASI, underscores the significance of evidence-based practice in addressing sensory integration challenges in children like Alejandro.

Specific sensory techniques and sensory environmental modifications for children and youth with sensory integration difficulties: A systematic review

This article systematically reviews the effectiveness of specific sensory techniques and sensory environmental modifications for children and youth with sensory integration (SI) difficulties. This comprehensive review scrutinized abstracts from 11,436 articles published between January 2007 and May 2015, selecting studies based on robust evidence levels, clearly documented SI difficulties in participants, and outcomes measuring function or participation.

The review concluded that Qigong massage holds strong evidence for improving sensory challenges in children with autism spectrum disorder (ASD), based on results from randomized controlled trials (RCTs). Moderate evidence supports sensory modifications in dental environments for children with ASD, enhancing their ability to cope with dental procedures. However, other interventions like weighted vests and slow swinging showed limited or insufficient evidence for their effectiveness.

The findings emphasize the importance of selecting interventions based on solid evidence to ensure effective sensory integration therapy. This contributes to occupational therapy by refining and substantiating the application of sensory integration methods that support children's functional participation in daily activities.

Efficacy of occupational therapy using Ayres Sensory Integration®: A systematic review

The article by Schaaf et al. (2018) is a systematic review assessing the efficacy of Occupational Therapy using Ayres Sensory Integration® (ASI) to support functioning and participation in persons with challenges in processing and integrating sensory information. This review focused on studies published from 2007 to 2015, specifically targeting children with autism spectrum disorder (ASD).

The review found strong evidence that ASI interventions improve individually generated goals of functioning and participation as measured by Goal Attainment Scaling for children with autism. It also found moderate evidence supporting improvements in impairment-level outcomes and skills-based outcomes such as reduced caregiver assistance with self-care activities. However, the evidence for outcomes in play, sensory-motor, and language skills was deemed insufficient.

The systematic review highlights the need for more robust and replicable research to validate the effectiveness of ASI further. It also discusses the limitations of previous studies, including the need for better adherence to ASI principles and more detailed reporting on intervention fidelity. The review underscores the importance of using outcome measures that are valued by clients and their families, advocating for further research that includes detailed intervention descriptions and outcomes that are meaningful to clients' daily lives.

Overall, the review supports the use of ASI in clinical practice, especially for children with ASD, by demonstrating positive outcomes in various functional and participatory domains.

Evaluating the long-term effectiveness of an intensive OT sensory integration (OT-SI) program for children with challenges in sensory processing and integration

The study by McQuiddy et al. (2022) evaluates the long-term effectiveness of an intensive Occupational Therapy Sensory Integration (OT-SI) program for children with sensory processing and integration challenges. The research focuses on the sustainability of improvements made through OT-SI and the perceptions of parents regarding the program. Conducted at Cincinnati Children’s Hospital Medical Center, the study employed a mixed-methods approach involving quantitative assessments and qualitative interviews with parents of children who participated in the OT-SI program.

Quantitative data were gathered using the Canadian Occupational Performance Measure (COPM) and the Goal Attainment Scale (GAS) at three points: before the intervention, immediately after, and 6-12 months post-intervention. The results showed significant improvements in sensory processing immediately after the intervention, which were maintained six to twelve months later, although no further significant changes occurred during the follow-up period.

Qualitative findings revealed five main themes: appreciation of the child's progress and performance, the value of the occupational therapists' expertise, the importance of parental education during the program, the accessibility of the program, and the benefits of the intensive service delivery model. These insights highlight both the strengths and areas for potential enhancement in OT-SI programs.

The study confirms that gains from intensive OT-SI interventions can be sustained over time, underscoring the importance of skilled occupational therapy for children with sensory processing difficulties. ASI (Ayres Sensory Integration) is implicitly involved as part of the OT-SI interventions mentioned throughout the study.

A systematic review of sensory processing interventions for children with autism spectrum disorders

This seminal article by the late Jane Case-Smith systematically reviews sensory integration therapy (SIT) and sensory-based interventions (SBI) for children with autism spectrum disorders (ASD), focusing on the effects these therapies have on self-regulation and behavior. The review distinguishes between SIT, as developed by Ayres, and SBI, which involves specific sensory strategies like weighted vests or therapy balls. This distinction is crucial as it reflects different theoretical and practical approaches to sensory interventions.

SIT is described as a clinic-based, child-directed practice utilizing play activities to enhance sensory experiences, aiming to improve children’s adaptive responses. The studies reviewed generally support the efficacy of SIT in improving goal attainment and reducing autism-related behaviors when implemented with fidelity.

Conversely, SBI involves direct sensory strategies to modify behavior, typically used in educational or home settings. However, the review found limited evidence supporting the effectiveness of SBI, often due to methodological flaws or a lack of fidelity in the application of these strategies.

Throughout the review, Ayres Sensory Integration (ASI) is explicitly mentioned and differentiated from broader sensory processing interventions, underscoring its specific methodologies and goals. The article suggests that while SIT (rooted in ASI) shows promise, further rigorous research is necessary, especially for SBI, to establish clear guidelines and improve implementation fidelity.

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