Sensory Integration as a Framework for Evaluation and Intervention

1. Sensory Integration as a Framework for Evaluation and Intervention Rationale, Evidence, and Efficacy of Intervention for Children with Autism

2. The Use of S.I. as a conceptual Framework • Historical Record • Relationship between reasoning and selection of a Framework • Ayres work of the 1970s • SLD as the population of study • Relationship of SI to Extremes in Sensory Responses • A “neurobiological process”

3. SI and link to Educationally Relevant Issues • Mulligan (1998-2000) • Use of the Sensory Integration and Praxis Test (SIPT) to evaluate deficits • Parham (1998) • SIPT vs. Kaufman (K-ABC) • Praxis link to Academic Function (2002)

4. Theory of Sensory Processing Issues • Dunn (1999, 2000, 2001) • Use of Model of Sensory Processing • Impact of processing on the child, activity demands, and environmental factors • Four Quadrants of Sensory Processing based on Neural Thresholds • Assessment using the Sensory Profile • SI as one of many factors influencing function

5. Sensory Processing cont: • Population Comparisons using the Sensory Profile • ADHD • Tic Disorders • Autism

6. Sensory Processing Dysfunction as a “Diagnosis” • Push to Identify on the DSM-IV • Problems with Diagnostic features • Evidence debate • As an Educational Diagnosis

7. Assessment of School Function using SI Framework • Interview Data • Observation Data • Standardized Tools

8. Intervention Approaches using SI Framework • Establish/Restore Function (mild deficits) • Structure Environment • Accommodate for Praxis Dysfunction • Strategies for Self-regulation • Strategies needed for coordination/play • Use of Adaptive Responses for generalizing function

9. Intervention Approaches • Maintain Ability to Cope for School Function (mild/moderate deficits) • Attempt to organize behaviors through scheduled breaks and accommodations • Address peer relationships by compensating for dysfunction in age-appropriate games/sports • Environmental modifications to promote attention and organization during academic tasks • Study carrels, visual timers, weighted vests, modified writing implements, assistive technology

10. SI Approach continuum • More significant modifications to assist Coping and Compensation (moderate/significant dysfunction) • Need for Intensive Team collaboration and Planning • Use of scheduled sensory “breaks” • Significant modifications to assignments, tasks, and participation in General Education and/or Specialized classrooms

11. SI Approach Continuum • Significant modifications to Prevent injury and Reduce barriers to school participation (Coping with significant dysfunction and challenges) • Intensive Team Collaboration • Determine Intensity of sensory breaks to reduce inattention, restlessness, and behavioral outbursts • Address safety concerns for child and staff

12. Efficacy of SI Intervention • Current Evidence • Using Framework for Children with Autism • Comparison to Alternate Approaches • Who provides Intervention?

13. Cases and Outcomes • Case #1 • Case #2 • Case #3

14. Communication Issues • Parent and Physician requests/demands for SI approach • School-Team Relationships • Administrative Concerns

15. Thank-You for Attending • Questions? • Bibliography available • Contact Information • Kitty Peer kpeer@columbia.k12.mo.us • Kim Nevins knevins@columbia.k12.mo.us