Sensory Integration Theory aims to explain behaviors, plan intervention, and predict behavioral change through intervention, and provide specific intervention strategies to remediate the underlying sensory issues that affect functional performance. It purposes therapeutic interventions that incorporate sensation to affect multi-sensory perception to influence learning and behavior, as the central nervous system does not process sensory information in isolation. It documented six types of sensory integration dysfunction; they are: developmental dyspraxia, visual perception, form and space perception, and visual-motor functions, tactile defensiveness linked with hyperactive-distractible behaviors, vestibular and postural deficits, deficits in visual figure ground discrimination, and deficits in auditory and language functions. The hallmark of sensory integration is that it is done in a safe environment that children play, which the activities are the reward to them. The intervention addresses the sensory needs for children to make adaptive responses to the environments. It adapted the principles of motor learning, adaptive response, and purposeful activity. It has a list of essential principles for intervention using the sensory integration approach. Some include activities that are rich in sensation (especially vestibular, tactile, and proprioceptive sensation) to promote regulation of affect and alertness, etc.
Sensory processing disorder
Domain of occupation
It provides principles and strategies for therapeutic interventions using the sensory integration approach for children and people with sensory integrative dysfunctions.
Roley, S. S., Mailloux, Z., Miller-Kuhaneck, H., & Glennon, T. (2007). Understanding Ayres’ sensory integration. OT Practice, 12(17), CE-1-CE8.