the effectiveness of sensory integration therapy on neuro
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British Institute for Learning DevelopmentBritish Institute for Learning Development
Increasing Cognitive Development Increasing Cognitive Development through through
Sensory Integration TherapySensory Integration Therapy
-For viewing only -
Increasing Cognitive Development Increasing Cognitive Development
through through Sensory Integration Therapy Sensory Integration Therapy
byby
British Institute for British Institute for Learning DevelopmentLearning Development
Dubai Dubai
The Task: The Task: To Raise Learning Ability To Raise Learning Ability and Intelligence and Intelligence Intelligence is the ability to Intelligence is the ability to carry out rational thought.carry out rational thought.
Intelligence can be measured by the Intelligence can be measured by the degree of efficiency of rational thought degree of efficiency of rational thought – – which can be observed through:which can be observed through:
– The speed of deliberation The speed of deliberation – The extent of the deliberationThe extent of the deliberation– The outcome of the deliberation.The outcome of the deliberation.
Neurological FunctionNeurological Function
What we call ‘rational thought’ is What we call ‘rational thought’ is dependent upon neuro-physiology, dependent upon neuro-physiology, or neurological function.or neurological function.
While this may be referred to as While this may be referred to as ‘ ‘natural ability’, neurological function natural ability’, neurological function is the brains ability to think and is the brains ability to think and develops, or increases, from birth. develops, or increases, from birth.
The more we ‘think’, the more parts of the brain become involved The more we ‘think’, the more parts of the brain become involved and complex neighbourhood networks ofand complex neighbourhood networks of
neuron axion fibres are built and joined.neuron axion fibres are built and joined.
Diagram of Neurological Development
Neural Networks in Infants
at three months old
Neural Networks in Toddlers
at two years old
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.
Concept of the ‘Learning’ BrainConcept of the ‘Learning’ Brain
Learning is implicitly a neurological function and the Learning is implicitly a neurological function and the capacity to learn is dependent upon neurological capacity to learn is dependent upon neurological efficiency.efficiency.
Unless there is a problem!Unless there is a problem!
Jean Ayres – Sensory Jean Ayres – Sensory Integration Paradigm Integration Paradigm Jean Ayres, an American occupational therapist, Jean Ayres, an American occupational therapist,
discovered a new paradigm for explaining a variety of discovered a new paradigm for explaining a variety of neurological disorders in children. neurological disorders in children.
We refer to this paradigm as sensory integration theory We refer to this paradigm as sensory integration theory and seek to use sensory integration therapy to stimulate and seek to use sensory integration therapy to stimulate the sensory system and thereby increase neurological the sensory system and thereby increase neurological function. function.
Sensory Integration Sensory Integration
Sensory Integration theory proposes that because Sensory Integration theory proposes that because there is plasticity within the central nervous there is plasticity within the central nervous system (the brain is moldable) and because the system (the brain is moldable) and because the brain consists of systems that are hierarchically brain consists of systems that are hierarchically organized, it is possible to stimulate and improve organized, it is possible to stimulate and improve neuro-physiological processing and integration neuro-physiological processing and integration and thereby increase learning capacity. and thereby increase learning capacity.
Learning DifficultyLearning Difficulty As the brain processes and As the brain processes and
integrates information through integrates information through its sensors, it is able to plan its sensors, it is able to plan and organize behaviour in and organize behaviour in order to make an adaptive order to make an adaptive response in the ongoing process response in the ongoing process of learning. of learning.
However, if the sensory system However, if the sensory system is not functioning as it should, is not functioning as it should, or where sensory information or where sensory information is not appropriately integrated, is not appropriately integrated, there is said to be a learning there is said to be a learning disorder. disorder.
Where learning difficulties are not Where learning difficulties are not addressed children will show addressed children will show problems in:problems in: Developmental ProgressDevelopmental Progress - falling behind in skills and capacity - falling behind in skills and capacity
MotivationMotivation - a lack of applied energy - a lack of applied energy
Creativity Creativity - a lack of initiative and sense of adventure - a lack of initiative and sense of adventure
Attention Attention - a lack of attentiveness and concentration - a lack of attentiveness and concentration
Desire to LearnDesire to Learn - a lack of interest in schooling - a lack of interest in schooling
Performance Performance - poor results in academics - poor results in academics
Intellectual ProgressIntellectual Progress - falling behind in intellectual application - falling behind in intellectual application and abilityand ability
DevelopmentDevelopment Development Delay and Development Delay and DysfunctionDysfunction PrimaryPrimary - Physiological Inefficiency- Physiological Inefficiency
- Neurological Inefficiency- Neurological Inefficiency- Developmental Delay- Developmental Delay
SecondarySecondary - Learning is Belated- Learning is Belated- Academic Difficulties- Academic Difficulties- Perception and - Perception and Comprehension is BelatedComprehension is Belated- Behaviour Problems- Behaviour Problems
TertiaryTertiary - Effect on Self Perception- Effect on Self Perception- Low Self Esteem- Low Self Esteem- Low Self Worth- Low Self Worth- Depression, Anxiety and - Depression, Anxiety and PsychosisPsychosis- Mental Health – Medication- Mental Health – Medication
British Institute StudyBritish Institute Study
The British Institute’s two year The British Institute’s two year study from 2006-08, aimed to test the study from 2006-08, aimed to test the effectiveness of our sensory integration programme in effectiveness of our sensory integration programme in improving the neuro-physiological development of improving the neuro-physiological development of children with learning difficulties. children with learning difficulties.
It was proposed that improving the brain’s ability to It was proposed that improving the brain’s ability to process and integrate sensory information would process and integrate sensory information would improve the children’s intelligence and learning improve the children’s intelligence and learning capabilitycapability..
DiagnosisDiagnosis
The specific sensory integration difficulties identified ranged The specific sensory integration difficulties identified ranged across 9 categories of sensory integration disorder:across 9 categories of sensory integration disorder:
Bilateral integration and sequencing difficulties Bilateral integration and sequencing difficulties Visuodyspraxia Visuodyspraxia SomatodyspraxiaSomatodyspraxia Vestibulosomatosensory dysfunctionVestibulosomatosensory dysfunction Somatosensory processing disorderSomatosensory processing disorder Form and space perceptual disorderForm and space perceptual disorder Visual and vestibular processing deficitVisual and vestibular processing deficit Dyspraxia on verbal commandDyspraxia on verbal command Generalized sensory integration disorder.Generalized sensory integration disorder.
Assessments – neuro-physiologyAssessments – neuro-physiology
Selection was based on the results of combined assessment comprising a Selection was based on the results of combined assessment comprising a sensory integration evaluation and possibly an educational assessment sensory integration evaluation and possibly an educational assessment and a speech and language assessment:and a speech and language assessment:
The Sensory Profile by Winnie Dunn The Sensory Profile by Winnie Dunn Jean Ayres Clinical Observations Jean Ayres Clinical Observations Sensory Integration Praxis Test – SIPT Sensory Integration Praxis Test – SIPT Visual Motor Integration Test – VMIVisual Motor Integration Test – VMI Test of Visual Perceptual Skills-Revised – TVPS-R Test of Visual Perceptual Skills-Revised – TVPS-R Test of Auditory Processing Skills –TAPS Test of Auditory Processing Skills –TAPS Clinical Evaluation of Language Fundamentals – CELF Clinical Evaluation of Language Fundamentals – CELF Wechsler Independent Attainment Test -WIAT (educational assessment)Wechsler Independent Attainment Test -WIAT (educational assessment) Wechsler Intelligence Scales – WISC IV Wechsler Intelligence Scales – WISC IV
TVPS-R Raw Scores: Cohort A 2006-07
0
2
4
6
8
10
12
14
16
4 5 6 7 8 9 10 11 12 13
Age
Scor
e
TVPS Mean Cohort A Predicted Score
Normal development and increase in capability for average-score children year-on-year
Improvement in neuro-physiology (the brain's functional ability) due to Sensory Integration coaching
Life-script development history of Cohort-A group before BILD sensory integration coaching
New life-script prediction due to sensory integration coaching
Predicted life-script without sensory integration coaching
TVPS-R Raw Scores: Cohort B 2007-08
0
2
4
6
8
10
12
14
16
4 5 6 7 8 9 10 11 12 13
Age
Scor
e
TVPS Mean Cohort B Predicted Score
TVPS-R Raw Scores: Cohort B 2007-08
0
2
4
6
8
10
12
14
16
4 5 6 7 8 9 10 11 12 13
Age
Scor
e
TVPS Mean Cohort B Predicted Score
Normal development and increase in capability for average-score children year-on-year
Life-script development history of Cohort-B group before BILD sensory integration coaching
Improvement in neuro-physiology (the brain's functional ability) due to Sensory Integration coaching
New life-script prediction due to sensory integration coaching
TVPS-R Raw Scores: Cohort C 2006-08
0
2
4
6
8
10
12
14
16
4 5 6 7 8 9 10 11 12 13
Age
Scor
e
TVPS Mean Group 2006-07 Group 2007-08
Life-script development history of Cohort-C group before BILD sensory integrayion 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
VMI Raw Scores: Cohort A 2006-07
02468
10121416182022242628
3 4 5 6 7 8 9 10 11 12 13 14 15 16 17
Age
Scor
e
VMI Mean Cohort A Predicted Score
Normal development and increase in capability for average-score children year-on-year
Life-script development history of Cohort-A group before BILD sensory integrayion coaching
Improvement in neuro-physiology (the brain's functional ability) due to Sensory Integration coaching
New life-script prediction due to sensory integration coaching
VMI Raw Scores: Cohort B 2007-08
02468
10121416182022242628
3 4 5 6 7 8 9 10 11 12 13 14 15 16 17
Age
Scor
e
VMI Mean Cohort B Predicted Score
Life-script development history of Cohort-B group before BILD sensory integrayion coaching
Improvement in neuro-physiology (the brain's functional ability) due to Sensory Integration coaching
New life-script prediction due to sensory integration coaching
VMI Raw Scores: Cohort C 2006-08
02468
10121416182022242628
3 4 5 6 7 8 9 10 11 12 13 14 15 16 17
Age
Scor
e
VMI Mean Group 2007-08 Group 2006-07
Life-script development history of Cohort-C group before BILD sensory integration coaching
Improvement in neuro-physiology (the brain's functional ability) due to Sensory Integration coaching - second year of coaching
Improvement in neuro-physiology (the brain's functional ability) due to Sensory Integration coaching - first year of coaching
Standardized Scores - Cohort C: 2006-08
40
50
60
70
80
90
100
110
120
130
140
150
3 4 5 6 7 8 9 10 11 12 13 14 15 16 17
Age
Scor
e
Average 100 Cohort C
Average '100' standardised score. No change expectation
throughout development
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
New standard score prediction for Cohort-C
due to sensory integration coaching
Case Study – VMI ScoresCase Study – VMI ScoresVMI Case Study 4: Male - Age 10 Life-Script Change
02468
1012141618202224262830
3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
Age
Scor
e
Normal development and increase in
capability for average-score children year-on-
year
Life-script development history of boy before BILD
sensory integration coaching
Improvement in neuro-physiology (the
brain's functional ability) due to
Sensory Integration coaching
New life-script prediction due to
sensory integration coaching
Case Study – TVPS ScoresCase Study – TVPS ScoresCase Study 4: Male Age 10 Life Script Change
0
2
4
6
8
10
12
14
16
18
4 5 6 7 8 9 10 11 12 13
Age
Scor
e
Life-script development history
of boy ABOVE AVERAGE before
BILD sensory integration coaching
Normal development and increase in
capability for average-score children year-on-
year
Improvement in neuro-physiology
(the brain's functional ability) due to Sensory
Integration coaching
New life-script prediction due to
sensory integration coaching
CASE STUDY 1Male: 7 years, 7 months
-4.0-4.0 -3.0-3.0 -2.0-2.0 -1.0-1.0 0.00.0 +1.0+1.0 +2.0+2.0 +3.0+3.0 +4.0+4.0
SBO
CML
KIN
DTS
FI
IP
BMC
SBC
CMLX
LTS
MFP
SV
CASE STUDY 1Male: 9 years, 7 months
GRA
FG
PS
LEGENDLEGEND Form & Space Form & Space PerceptionPerception SomatosensorySomatosensory MotorMotor OtherOther
RLD
SIPT
Neuro-physiological profile of child BEFORE sensory integration
coaching
Neuro-physiological profile of child AFTER sensory integration coaching
CASE STUDY 2Male: 6 years, 10 months
-4.0-4.0 -3.0-3.0 -2.0-2.0 -1.0-1.0 0.00.0 +1.0+1.0 +2.0+2.0 +3.0+3.0 +4.0+4.0
SBO
CML
KIN
DTS
FI
IP
RLD
BMC
SBC
CMLX
LTS
MFP
SV
CASE STUDY 2Male: 10 years, 4 months
GRA
FG
DC
PS
SIPT
Neuro-physiological profile of child BEFORE sensory integration
coaching
Neuro-physiological profile of child AFTER sensory integration coaching
LEGENDLEGEND Form & Space Form & Space PerceptionPerception SomatosensorySomatosensory MotorMotor OtherOther
CASE STUDY 3Male: 7 years, 7 months
Form & Space PerceptionForm & Space Perception SomatosensorySomatosensory MotorMotor OtherOther
-4.0 -3.0 -2.0 -1.0 0.0 +1.0 +2.0 +3.0 +4.0 +5.0
SBO
FMKIN
DTS
FI
IP
RLD
BMCSBC
VP
LTS
MFP
VMI
CASE STUDY 3Male: 8 years, 10 months
GRA
SIPTSIPT
Neuro-physiological profile of child AFTER sensory integration coaching
Neuro-physiological profile of child BEFORE sensory integration
coaching
LEGENDLEGEND Form & Space Form & Space PerceptionPerception SomatosensorySomatosensory MotorMotor OtherOther
Standard Score Comparison
Assessment Dates
VMI 2006-07
2007-08
TVPS-R 2006-07
2007-08
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 Change Percent
90.8 100.6 9.8 11%
98 105.1 7.1 7.2%
100 109 9 9%
111 120 9 8%
Study shows that children with Lower Scores improved more than children with Higher Scores. Lower Score children improved by approximately 15% in 1 year
Children with High Scores still improved by approximately 10% in neuro-physiology ability in 1 year.
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
ConclusionConclusion
By testing the effectiveness of sensory integration By testing the effectiveness of sensory integration therapy as a neuro-physiological development therapy as a neuro-physiological development technique, the results of the study show that the technique, the results of the study show that the sensory integration therapy programme was sensory integration therapy programme was distinctly effective.distinctly effective.
ImplicationsImplications
As a child’s neuro-physiology is improved As a child’s neuro-physiology is improved there will there will be:be:
An increase in learning abilityAn increase in learning ability An increase in literacy An increase in literacy An increase in general academic abilityAn increase in general academic ability An increase in iAn increase in intelligence scoresntelligence scores General increase in desire to learn and enjoy General increase in desire to learn and enjoy
schooling schooling