What are sensory integration and disorders?

Every day we experience our environment and interpret sensory information from our environment. Our daily sensory experiences; touch, movement, body awareness, sight, sound, smell, taste, and the pull of gravity. The senses from which this information comes: Our sense of sight, hearing, touch, taste, smell, balance and movement (vestibular sense), hugging and our sense of muscle and joint (proprioception). Our sense of balance and movement allows us to know where we are in space and where our head is relative to gravity, while our sense of muscles and joints allow us to know how much force we are exerting and where our body parts are in relation to our body. All these senses provide us with information about our own body and the environment. For example; Where is my hand? This process by which our brain organizes, interprets and responds to incoming sensory information is called Sensory Integration.

In most children, sensory integration develops through typical childhood experiences. Games that we approve on the street in the daily flow. By experiencing these sensory experiences, children develop their ability to interpret, classify and respond appropriately to the sensory input coming into their bodies. For example, children learn about the position of their bodies in space through activities such as jumping, jumping, and walking. This information helps them navigate safely by generating normal responses. For example; run down the stairs.

It has been reported that sensory integration disorder is generally associated with decreased performance, social skills, immature play skills, self-concept disabled, fine and gross motor skills and difficulties in daily living skills. In children with these features, there may be many reasons, sensory processing difficulties, seeking sensory input, sensory avoidance or sensory sensitivity may cause behavior.
If you suspect that your child has any of the following movements, if the situation is handled correctly and a correct approach is taken, the sensory integrity disorder can be brought under control before it develops. However, it is always necessary to manage the situations described above, both physically and mentally, with the help of an occupational therapist. Although it is not a vital condition, it should not be forgotten that it is a process that should be followed with care and care from the diagnosis stage to the full treatment stage, considering the possibility of sensory integrity disorder development and chronicity.
In this article, it has been tried to give brief information about sensory integrity disorder based on general and scientific foundations. It is aimed to help individuals who have similar problems about what kind of help they should get. I recommend that you contact your occupational therapist for more detailed information and assistance.

“… Instead of looking at the behavior as negative or ‘bad’, look at what the behavior is trying to tell you…”
Please embrace this promise so that your children will grow their little world and be grateful to you in the future.

Below are the reasons why some of your child’s behaviors may be caused.
Overreactive to touch, movement, sound, or vision:

• May be immediately distracted

•Doesn’t like to be touched
Avoids eating certain foods and wearing clothes because of his texture
Fear and avoidance of games played by friends in the parks

Fear and avoidance of noises in the house or the environment (such as vacuum cleaner, washing machine)
Showing aggressive behavior with an unexpected move
Subnormal response to sensory input:

•Searching for intense sensory input. For example, turning oneself, throwing oneself at objects, or striking on purpose.
Not being aware of the position of the body and the pain when bumping or falling
Can switch between overreactivity and underreactivity
Unusually low/high activity level:
• Does not get tired easily in constant motion

Slow or difficult to act and tire easily

Delays in academic achievement or daily living skills:
Problems in academic fields despite intelligence within normal limits

Problems with handwriting, using scissors, buttoning shoes, buttoning clothes or zipping
Poor organization of behavior:
May be impulsive or their movements seem meaningless
• May be distracted

Has difficulty in motor planning for tasks

• Can’t foresee the consequences of actions, gives the feeling of falling down the stairs
May have difficulty adapting to new situations or following directions
May become frustrated, aggressive, or avoidant when faced with failure
Weak Self-concept:
May appear lazy, bored or have no desire for anything

Can avoid missions

May appear as a stubborn or difficult child in fulfilling responsibilities

Coordination Problems:
May have a poor balance

• May have difficulties in sports or ball skills due to motor skill or praxis.
• May have serious difficulties in learning new tasks that require motor coordination.
• May appear clumsy, clumsy, or rigid.

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