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This research aimed to determine the effect of educating parents on Regulatory Sensory Processing Disorder (RSPD) and implementing an Ayers-SI sensory diet over a two-week period. Twelve infants who met the criteria for RSPD were subdivided into two groups: 7-12 and 13-24 months. The data was obtained from a telephonic interview and completion of the Infant Toddler Symptom Checklist (ITSC). Following the two-week intervention, the ITSC was completed again and results were compared using the Wilcoxin Signed Rank Test. Although the research sample was small, findings indicate that the Ayers-SI sensory diet was effective in reducing signs of fussiness. The research group showed a significant change (p=0.0024) over the two-week period, with a greater change evident in the 7-12 month group. Selfregulation and attachment showed the most significant change. Difficulties with sensory processing for example, tactile, vestibular and auditory sensitivities appeared to persist, indicating a possible need for direct sensory integrative therapy to address them. In addition, the findings indicate that there is a lack of referral for Ayers-SI occupational therapy. This research adds value to the body of research which indicates the need for early intervention for possible prevention of later developmental difficulties.

Sensory processing disorder (SPD)is a neurological disorder that effects how sensory stimuli is translated in the brain and then incorrectly circulated into responses. It is estimated that one in twenty people may have been diagnosed with SPD. Children diagnosed with SPD have responses to stimuli that are over-responsive or under-responsive and find it challenging to correctly process sensory input compared to their peers. <div>This IRB approved study focused on investigating the benefits of brain breaks for middle school students with SPD. Sixteen middle school teachers in one school participated in a needs assessment survey regarding their knowledge of sensory processing disorder and brain breaks and how they implemented brain breaks into their classroom.Questions were based on prior knowledge of sensory processing and brain breaks. Regarding the level of prior knowledge about sensory processing disorder, 6.25% of participating middle school teachers reported that they are very familiar with SPD, 50% of teachers reported they are somewhat familiar with SPD, 12.5% of teachers reported they are not so familiar with SPD, and 31.25% of teachers reported that they are not at all familiar with SPD. Teachers were also asked how effective they thought brain breaks are on student learning and its impact on behavior in the classroom with teachers responding that, “students seem more engaged after we do a brain break in class,” or, “I feel that they are effective because it gives students the opportunity to energize and restart.”<br></div><div>A handbook was created to help teachers understand what SPD is and how to recognize it in their classroom. Guidelines are included in the handbook for ways to use brain breaks in the classroom to help with sensory seeking students needing movement.<br></div><div><br></div>

Sensory processing disorder (SPD) is a neurological condition that alters the way an individual perceives sensory information. Although the condition has been studied for more than 40 years, SPD remains a difficult condition to diagnose, treat, and live with because it affects individuals uniquely, and the symptoms can change from childhood to adulthood. For children diagnosed with SPD, the misinterpretation of sensory cues can cause difficulties in family, social, and academic settings. While there is some research on the assessment and treatment of SPD, what is missing is a deeper understanding of the family, social and academic challenges these children and their families face. The purpose of this case study was to examine the experiences of children diagnosed with SPD, as told by 4 parents and their occupational therapist in semi-structured interviews. Four themes emerged from the analysis: family dynamics (challenges within the family structure), support impact (seeking and having support), emotion and balance (overcoming the struggles related to the emotional demand), and an SPD child (the search for balance for the child and the family). The results may serve as a catalyst to encourage positive social change for the children with SPD and their families by expanding the available knowledge on the challenges of SPD.

Abstract   Introduction: Play is a primary occupation of children as well as a powerful medium in paediatric occupational therapy. Dyspraxia refers to a problem in planning new movements because of a poor body scheme that derives from deficits in processing vestibular, proprioceptive or tactile sensations. This study mapped the information that has been written about play in children with sensory processing disorder (SPD) described as dyspraxia.  Methods: A methodology of scoping review was used. The data was collected through electronic databases (academic and non-academic) and reference lists. Academic databases were CINAHL, AMED, Medline, ERIC, PsychInfo and PubMed.  Results/findings: Four themes emerged from the data; play skills, play behaviour, environment and therapy effect. Dyspraxia does not necessarily affect to play skills but more to the quality of play and to the participation in play situations. Some children had learned to adapt their skills or used compensatory clowning. Modification of the environment helped to cope with the situation and finding “the just-right-challenge” helped participation. In case studies, sensory integration therapy increased the ability to play.  Conclusion: Dyspraxia does not always lead to disruption of play skills. Play should be assessed separately and considered as important goal in therapy as sensory processing difficulties.

On August 31, 2020 the American Occupational Therapy Association (AOTA) published the Occupational Therapy Practice Framework (OTPF), 4th edition. In this edition, interoception has been added under sensory functions (AOTA, 2020, p.3). In a recent survey of occupational therapists (Appendix A), while 79% of respondents were familiar with the term interoception, their definitions of interoception varied widely. Only 21% of respondents used an assessment tool to consider interoceptive function in their practice. Meanwhile 84% believed that knowing more about interoception would change the way they evaluate and intervene in occupational therapy practice. If we, as a profession, believe that interoception is important enough to include in our practice framework, it is imperative that occupational therapy practitioners heed this gap in knowledge to practice translation and utilize educational resources to benefit from practice reinforced by recent research (which suggests that interoception processes underlie many of the client factors occupational therapy addresses). This project seeks to facilitate occupational therapy practitioner’s as they embrace this addition to our practice framework worldwide. This will be accomplished through development of an educational program of online learning modules steeped in evidence-based research to provide practitioners with the most current information about interoception and how it applies to occupational therapy. Utilizing the brand new OTPF-4, occupational therapy practitioners (OTP) can uniquely consider client factors and domain specific areas with an overlay of interoceptive relevancy. / 2023-05-14T00:00:00Z

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M.Sc.(Occupational Therapy), Faculty of Health Sciences, University of the Witwatersrand, 2009 / Title: The agreement found between the sensory profiles of children 3-10 years and their parents Author: Elsje Geyser Promoter: Denise Franszen School: Therapeutic Sciences Faculty: Health Sciences Degree: MSc.OT Key Concepts: Sensory modulation dysfunction, sensory processing disorder, high threshold, low threshold, sensory profile, low registration behaviour, sensory seeking behaviour, sensory sensitive behaviour, sensation avoiding behaviour. In order to treat a child with sensory modulation disorder (SMD), the impact of SMD on the child’s occupational sphere should be taken into account. This includes the effect of SMD in the parent on the child’s development and behaviour. This study determined the probability of agreement between the parent and child’s sensory profiles. A quantitative, cross sectional study design established the sensory profiles of 81 children and their parents. Results indicated a moderate probability that a child with SMD may have a parent with SMD. A moderate to high probability existed for a parent with SMD to have a child with SMD. This supports the supposition that there is a hereditary component to SMD, with learned sedentary behavioural patterns. The treatment implications include considering the parent’s reaction to their own sensory thresholds and the influence this has on the child’s treatment and learnt behaviour.

The contact-making process of teachers with learners, who present with sensory processing disorder (SPD), has an impact on the learners’ functioning in the classroom. In this study the researcher explored how teachers made contact with these learners by using their senses to accommodate the learners’ unique contact-making style. The involved occupational therapists selected teachers, who taught learners who received occupational therapy for SPD in the age group 7-12 years. The selected teachers participated in unstructured interviews. The case study was used as research method and aimed at gaining deeper insight into and understanding of the teachers’ understanding of and contact-making process with learners with SPD. Erikson’s developmental theory was integrated with the Gestalt theoretical perspective, with focus on the relevant age group. The researcher became aware of contact-making interruptions that occurred during the contact- making process between the teachers and learners with SPD. These interruptions occurred because the teachers did not fully understand the contact-making processes and needs of the learners with SPD. The mentioned contact-making interruptions may occur in various forms. The contact-making interruptions were used by the learners to protect themselves and for organismic self-regulation. During the unstructured interviews the teachers became aware of the importance of the way that they made contact with learners who present with SPD, but they lacked training in the appropriate teaching techniques. The results indicated that teachers needed knowledge about SPD and skills to facilitate and accommodate learners with SPD and to approach them according to their uniqueness. Recommendations were formulated to enhance the teachers’ knowledge about SPD and support the teachers to try other strategies in the classroom to improve the contact-making process with learners who present with SPD. The recommendations made by the researcher were done in support of teachers in order to make sufficient contact with learners who present with SPD, and in doing so, to promote the holistic development of these learners. It is important that teachers are aware of the possible contact-making interruptions used by learners who present with SPD, in order to creatively adjust their own contact-making process and to retry to make and maintain good contact with involved learners by using different senses. This study is a first step in more effective service rendering to learners with SPD, by clarifying issues and shedding light on how teachers cope with this challenge. / Thesis (MA (Psychology))--North-West University, Potchefstroom Campus, 2013.

The contact-making process of teachers with learners, who present with sensory processing disorder (SPD), has an impact on the learners’ functioning in the classroom. In this study the researcher explored how teachers made contact with these learners by using their senses to accommodate the learners’ unique contact-making style. The involved occupational therapists selected teachers, who taught learners who received occupational therapy for SPD in the age group 7-12 years. The selected teachers participated in unstructured interviews. The case study was used as research method and aimed at gaining deeper insight into and understanding of the teachers’ understanding of and contact-making process with learners with SPD. Erikson’s developmental theory was integrated with the Gestalt theoretical perspective, with focus on the relevant age group. The researcher became aware of contact-making interruptions that occurred during the contact- making process between the teachers and learners with SPD. These interruptions occurred because the teachers did not fully understand the contact-making processes and needs of the learners with SPD. The mentioned contact-making interruptions may occur in various forms. The contact-making interruptions were used by the learners to protect themselves and for organismic self-regulation. During the unstructured interviews the teachers became aware of the importance of the way that they made contact with learners who present with SPD, but they lacked training in the appropriate teaching techniques. The results indicated that teachers needed knowledge about SPD and skills to facilitate and accommodate learners with SPD and to approach them according to their uniqueness. Recommendations were formulated to enhance the teachers’ knowledge about SPD and support the teachers to try other strategies in the classroom to improve the contact-making process with learners who present with SPD. The recommendations made by the researcher were done in support of teachers in order to make sufficient contact with learners who present with SPD, and in doing so, to promote the holistic development of these learners. It is important that teachers are aware of the possible contact-making interruptions used by learners who present with SPD, in order to creatively adjust their own contact-making process and to retry to make and maintain good contact with involved learners by using different senses. This study is a first step in more effective service rendering to learners with SPD, by clarifying issues and shedding light on how teachers cope with this challenge. / Thesis (MA (Psychology))--North-West University, Potchefstroom Campus, 2013.