Information is received from both internal and external environments through the five senses of vision, touch, taste, hearing, vision, and smell. Our senses are integrated when the nervous system directs this information to the appropriate parts of the brain that enables an individual to attain skills.
The ability of the central nervous system to process and learn from sensations such as touch, sound, light, smell, and movement.
"is the organization of sensations for use. Our senses give us information about the physical conditions of our body and the environment around us. Sensations for into the brain like streams flowing into a lake." ...."The brain must organize all of these sensations if a person is to move and learn and behave normally."(Dr. A. Jean Ayres, Sensory Integration and the Child, Western Psychological Services, 1981, pg.5.)
is a theory of therapeutic intervention developed by Dr. A. Jean Ayres, Ph.D., an occupational therapist from the University of Southern California.
The neurological process that organizes sensation (what we feel, see, hear, touch and smell) from our own bodies and from the environment, and makes it possible to use the body effectively.
A therapeutic approach which emphasizes the systematic utilization of proprioceptive, tactile, visual, and motor experience and function in order to increase basic skills and perceptual tolerance.
The internal process of integrating all sensory input.
Interaction of two or more sensory processes in a manner that enhances the adaptiveness of the brain.
The normal neurological process of taking in information from one's body and environment through the senses, of organizing and unifying this information, and of using it to plan and execute adaptive responses to different challenges in order to learn and function smoothly in daily life. Click Here
The ability to process sensory information. A SI deficit is the result of insufficient neurological processing. It can take many forms, including an over or under sensitivity to sensory cues such as taste, smell, touch, sound and sight. Some children may have problems with motor coordination.
A form of occupational therapy in which special exercises are used to strengthen the patient's sense of touch (tactile), sense of balance (vestibular), and sense of where the body and it's parts are in space (proprioceptive). It appears to be effective for helping patients with movement disorder or severe under- or over- sensitivity to sensory input.
The neurological process that organizes sensation from one's own body and from the environment and enables one to use the body effectively in the environment.
The process by which a child obtains information via the senses (touch, taste, smell, hearing, vision) and then processes it or integrates it. This process then affects how a child perceives his body or the world around him, or how a child adapts himself to his world. According to the theory of sensory integration, the many parts of the nervous system work together so that a child can interact with the environment effectively and experience appropriate satisfaction. Having poor sensory integration may interfere with many activities necessary for daily functioning, such as brushing teeth, playing on play equipment, or even hugging.
The neurological ability to process and organize information that is gathered through our senses (the sensory information that is gathered from our bodies and our environment). Solid sensory integration means that each of the seven senses (visual, auditory, tactile, gustatory, olfactory, proprioceptive, and vestibular) works well and at the appropriate developmental level, and also that they work well together. Some individuals with ASD, who are articulate in describing their sensory integration difficulties, talk about their difficulty in using more than one avenue of sensory information at a time. For example, they have difficulty hearing when they are moving about.
The involuntary process by which the brain assembles a picture of our environment at each moment in time using information from all of our senses. Children with learning disabilities or autism have difficulties with sensory integration. (See the Web site of Sensory Integration International, The Ayres Clinic, http://www.sensoryint.com/faq.html.)
The ability to take information from the environment and our bodies, make decisions about what is important and organize it into motor and social responses. An individual is constantly learning about the environment through information from the senses. Sensory integration occurs when the individual can effectively organize this information in the nervous system, so it can be used to respond to the environment. The way an individual responds to various kinds and amounts of sensory input is, in part, the function of the nervous systemâ€(tm)s ability to modulate that input. When effective modulation of sensory input occurs, the nervous system makes fast, accurate judgments about sensory input and regulates the nervous systemâ€(tm)s arousal level, preparing it for action. When the nervous system is at an optimal level, the discrimination or interpretation of input for development of skill can occur. A patient with sensory modulation may have difficulty regulating their attention and arousal and organizing behavior. Children with discrimination difficulties may have problems discerning sensory input for refining motor skill development.
Organization of sensory information to enable the child to act on and interact with the environment.
Sensory integration is defined as the neurological process that organizes sensation from one's own body and the environment, thus making it possible to use the body effectively within the environment.