The Effectiveness of Sensory Integration Therapy on Neuro-Physiological Development

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British Institute for Learning Development
Increasing Cognitive Development through
Sensory Integration Therapy

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Increasing Cognitive Development through
Sensory Integration Therapy

• by
• British Institute for Learning Development
• Dubai

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The Task To Raise Learning Ability and
Intelligence

• Intelligence is the ability to
• carry out rational thought.
• Intelligence can be measured by the
• degree of efficiency of rational thought
• which can be observed through
• The speed of deliberation
• The extent of the deliberation
• The outcome of the deliberation.

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Neurological Function

• What we call rational thought is
• dependent upon neuro-physiology,
• or neurological function.
• While this may be referred to as
• natural ability, neurological function
• is the brains ability to think and
• develops, or increases, from birth.
• The more we think, the more parts of the brain
  become involved and complex neighbourhood
  networks of
• neuron axion fibres are built and joined.

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Diagram of Neurological Development
The number of neurons do not increase in our
brain from birth. Neural fibre networks increase
as our knowledge and ability increases and
communication links are established between
neurons.
Neural fibre network systems can be trained to
develop.
Neural Networks in Infants at three months old
Neural Networks in Toddlers at two years old
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Concept of the Learning Brain

• Learning is implicitly a neurological function
  and the capacity to learn is dependent upon
  neurological efficiency.
• 
  Unless there is a problem!

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Jean Ayres Sensory Integration Paradigm

• Jean Ayres, an American occupational therapist,
  discovered a new paradigm for explaining a
  variety of neurological disorders in children.
• We refer to this paradigm as sensory integration
  theory and seek to use sensory integration
  therapy to stimulate the sensory system and
  thereby increase neurological function.

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Sensory Integration

• Sensory Integration theory proposes that because
  there is plasticity within the central nervous
  system (the brain is moldable) and because the
  brain consists of systems that are hierarchically
  organized, it is possible to stimulate and
  improve neuro-physiological processing and
  integration and thereby increase learning
  capacity.

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Learning Difficulty

• As the brain processes and integrates information
  through its sensors, it is able to plan and
  organize behaviour in order to make an adaptive
  response in the ongoing process of learning.
• However, if the sensory system is not functioning
  as it should, or where sensory information is not
  appropriately integrated, there is said to be a
  learning disorder.

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Where learning difficulties are not addressed
children will show problems in

• Developmental Progress - falling behind in
  skills and capacity
• Motivation - a lack of applied energy
• Creativity - a lack of initiative and sense of
  adventure
• Attention - a lack of attentiveness and
  concentration
• Desire to Learn - a lack of interest in
  schooling
• Performance - poor results in academics
• Intellectual Progress - falling behind in
  intellectual application
• and ability

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Development Development Delay
and Dysfunction

• Primary - Physiological Inefficiency
• - Neurological Inefficiency
• - Developmental Delay
• Secondary - Learning is Belated
• - Academic Difficulties
• - Perception and
• Comprehension is Belated
• - Behaviour Problems
• Tertiary - Effect on Self Perception
• - Low Self Esteem
• - Low Self Worth
• - Depression, Anxiety and
• Psychosis
• - Mental Health Medication

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British Institute Study

• The British Institutes two year
• study from 2006-08, aimed to test the
• effectiveness of our sensory integration
  programme in improving the neuro-physiological
  development of children with learning
  difficulties.
• It was proposed that improving the brains
  ability to process and integrate sensory
  information would improve the childrens
  intelligence and learning capability.

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Diagnosis

• The specific sensory integration difficulties
  identified ranged across 9 categories of sensory
  integration disorder
• Bilateral integration and sequencing difficulties
  
• Visuodyspraxia
• Somatodyspraxia
• Vestibulosomatosensory dysfunction
• Somatosensory processing disorder
• Form and space perceptual disorder
• Visual and vestibular processing deficit
• Dyspraxia on verbal command
• Generalized sensory integration disorder.

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Assessments neuro-physiology

• Selection was based on the results of combined
  assessment comprising a sensory integration
  evaluation and possibly an educational assessment
  and a speech and language assessment
• The Sensory Profile by Winnie Dunn
• Jean Ayres Clinical Observations
• Sensory Integration Praxis Test SIPT
• Visual Motor Integration Test VMI
• Test of Visual Perceptual Skills-Revised TVPS-R
  
• Test of Auditory Processing Skills TAPS
• Clinical Evaluation of Language Fundamentals
  CELF
• Wechsler Independent Attainment Test -WIAT
  (educational assessment)
• Wechsler Intelligence Scales WISC IV

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Average '100' standardised score. No change
expectation throughout development
New standard score prediction for Cohort-C due to
sensory integration coaching
Improvement in neuro-physiology (the brain's
functional ability) due to Sensory Integration
coaching -first year of coaching
Improvement in neuro-physiology (the brain's
functional ability) due to Sensory Integration
coaching - second year of coaching
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Case Study VMI Scores
Normal development and increase in capability for
average-score children year-on-year
New life-script prediction due to sensory
integration coaching
Improvement in neuro-physiology (the brain's
functional ability) due to Sensory Integration
coaching
Life-script development history of boy before
BILD sensory integration coaching
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Case Study TVPS Scores
Life-script development history of boy ABOVE
AVERAGE before BILD sensory integration coaching
New life-script prediction due to sensory
integration coaching
Improvement in neuro-physiology (the brain's
functional ability) due to Sensory Integration
coaching
Normal development and increase in capability for
average-score children year-on-year
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CASE STUDY 1 Male 7 years, 7 months
CASE STUDY 1 Male 9 years, 7 months
SIPT
LEGEND Form Space Perception
Somatosensory
Motor
Other

-4.0 -4.0 -3.0 -3.0 -2.0 -2.0 -1.0 -1.0 0.0 0.0 1.0 1.0 2.0 2.0 3.0 3.0 4.0 4.0
Neuro-physiological profile of child BEFORE
sensory integration coaching
Neuro-physiological profile of child AFTER
sensory integration coaching
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CASE STUDY 2 Male 6 years, 10 months
CASE STUDY 2 Male 10 years, 4 months
SIPT
LEGEND Form Space Perception
Somatosensory
Motor
Other

-4.0 -4.0 -3.0 -3.0 -2.0 -2.0 -1.0 -1.0 0.0 0.0 1.0 1.0 2.0 2.0 3.0 3.0 4.0 4.0
Neuro-physiological profile of child BEFORE
sensory integration coaching
Neuro-physiological profile of child AFTER
sensory integration coaching
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SIPT
CASE STUDY 3 Male 7 years, 7 months
CASE STUDY 3 Male 8 years, 10 months
Form Space Perception Form Space Perception Form Space Perception Form Space Perception Form Space Perception
Somatosensory Somatosensory Somatosensory Somatosensory Somatosensory
Motor Motor Motor Motor Motor
Other Other Other Other Other


















LEGEND Form Space Perception
Somatosensory
Motor
Other
 
-4.0 -4.0 -3.0 -3.0 -2.0 -2.0 -1.0 -1.0 0.0 0.0 1.0 1.0 2.0 2.0 3.0 3.0 4.0 4.0 5.0 5.0
Neuro-physiological profile of child AFTER
sensory integration coaching
Neuro-physiological profile of child BEFORE
sensory integration coaching
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Children with High Scores still improved by
approximately 10 in neuro-physiology ability in
1 year.
Standard Score Comparison
Assessment  Dates
VMI 2006-07
  2007-08
   
TVPS-R 2006-07
  2007-08
Lower Scores Group Lower Scores Group Change Percent
76.6 89.3 12.7 16.5
85.1 93.7 8.6 10.1
       
87 100 13 15
80 92 12 15
Higher Scores Group Higher Scores Group Change Percent
90.8 100.6 9.8 11
98 105.1 7.1 7.2
       
100 109 9 9
111 120 9 8
Lower Scores Group Lower Scores Group Change Percent
76.6 89.3 12.7 16.5
85.1 93.7 8.6 10.1

87 100 13 15
80 92 12 15
Assessment Dates
VMI 2006-07
  2007-08
   
TVPS-R 2006-07
  2007-08
Study shows that children with Lower Scores
improved more than children with Higher Scores.
Lower Score children improved by approximately
15 in 1 year
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Conclusion

• By testing the effectiveness of sensory
  integration therapy as a neuro-physiological
  development technique, the results of the study
  show that the sensory integration therapy
  programme was distinctly effective.

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Implications

• As a childs neuro-physiology is improved there
  will be
• An increase in learning ability
• An increase in literacy
• An increase in general academic ability
• An increase in intelligence scores
• General increase in desire to learn and enjoy
  schooling