FREQUENTLY ASKED QUESTIONS

Some children do not process sensory information efficiently. They are painfully aware of sensations that other children do not seem to notice. Or they have difficulty discriminating and integrating sensory input in a manner that leads to smooth and efficient motor output. For these children, many tasks of daily living become a constant struggle.

Nobody knows the answer to this question, and any theorizing about possible causes is pure conjecture. Although it is normal to be curious about how your child came to be who she is, understanding this will not help you manage her behavior any better. It is much more productive to think about what you can do now to help her recognize and accept her particular strengths and weaknesses.

Studies of dysfunctional sensory integration have not surveyed enough children to determine the percentage of the population who struggle with these difficulties. In fact, inconsistencies in definition and disputes regarding subtypes of the problem have made it difficult to design such studies. Some occupational therapists estimate that 10 to 20 percent of all children experience sensory processing problems: however, the number for whom these problems interfere with daily living is probably smaller. In a large sample of 3- to 6-year-old Chinese children, the prevalence of mild sensory processing difficulties was 28 percent, while the prevalence of severe problems was only 9 percent.

Dysfunctional sensory integration is not a psychiatric diagnosis. Rather, it is an explanatory concept that helps us understand a whole range of problematic behaviors. Sometimes sensory processing problems occur simultaneously with psychiatric disorders; other times, they occur alone. Increasingly, researchers are looking at the association between sensory processing difficulties and diagnoses such as developmental disabilities, attention deficit hyperactivity disorder, oppositional defiant disorder, anxiety disorders, and autistic spectrum disorders. In order to diagnose and treat these children more effectively, we need to better understand the relationship between these disorders and sensory processing problems.

Most teachers, doctors and mental health professionals do not know about sensory processing difficulties, and others may consider sensory symptoms to be secondary to a psychiatric or learning disorder. Many of them do not look at children’s behavior through a sensory lens. Instead, they use the professional lens with which they are most familiar. In The Sensory-Sensitive Child, we encourage you to look at your child’s strengths and weaknesses through a kaleidoscope of lenses. The best, most effective treatment is likely to be multidisciplinary, drawing on the expertise of a psychologist or psychiatrist, an occupational therapist and a learning specialist.

Seek out professionals who understand and treat children with sensory processing problems. If you are already working with a therapist who does not know about sensory processing problems, explain what you are learning about sensory integration and its connection to behavior and emotions. Ask if he is willing to do some reading or consult with a colleague who understands this connection.

Whether your child’s sensory processing difficulties require professional intervention depends on the extent to which they interfere with her daily functioning. Think about the frequency, duration, and intensity of your child’s problems. Do they interfere with her success at home, school, or elsewhere in the community? Do they interfere with healthy development? Are they causing secondary problems, such as anxiety about school performance or social difficulty with friends? If the answer to any of these questions is yes, then it is time to seek professional help.

We would need longitudinal data on the outcome of sensory processing problems in order to predict the futures of these children. Longitudinal studies follow groups of individuals with particular characteristics over time to determine how they develop and change. No such studies have been done on children with sensory processing problems. However, brain research reveals that neurological development continues well into adulthood. Because we know that experience affects brain development, it is reasonable to assume that the right kinds of experiences can improve your child’s neurological functioning over time. Whether these changes will be substantial enough to free her of sensory dysfunction is unknown.

Children whose difficulties with sensory processing go unrecognized are less likely to “outgrow” them. Their experiences are frequently characterized by failure and misunderstanding and can lead to poor self-esteem. If these children don’t learn strategies for coping with their social, emotional and behavioral difficulties, their problems are likely to become more complicated over time. These complications further reduce the likelihood that the situation will improve “naturally.”

Sensory integration therapy, a specific type of occupational therapy, covers a broad range of activities used to treat children who have sensory processing problems. The OT chooses a program of activities based on a careful analysis of a child’s specific problems and a set of goals designed to improve her everyday functioning. Most of the research done on the effectiveness of this therapy has looked at the relationship between treatment and children’s school performance rather than their behavioral or emotional functioning. The results have been inconsistent, but generally negative. However, many of these studies have been poorly constructed and are seriously flawed from a scientific point of view. Therefore, it is impossible to draw any reliable conclusions from them about the potential usefulness of sensory integration therapy.

While the science of sensory integration treatment continues to evolve, occupational therapy remains a popular choice for parents of children with sensory processing problems. These parents report that OTs trained in sensory integration theory have helped their children improve their daily functioning and, equally important, have taught them how to understand their children’s sensory sensitivities.

 

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