Sensory integration disorder is a deficiency in the central nervous system in which the information from external sensory stimuli entering the brain does not form an effective combination, so that the body does not function harmoniously; it is a disorder of the central nervous system. Its main manifestations are divided into: proprioceptive disorders, vestibular sensory disorders, visual system disorders, auditory system disorders and tactile system disorders.
1, proprioceptive deficits, body movement coordination disorders
Children with proprioceptive deficits often show slow and clumsy movements such as putting on and taking off clothes and pants, buttoning, zipping, tying shoelaces, etc.; they are afraid of or avoid movement, and their gross and fine movements are clumsy, and they have poor motor coordination, and are afraid to do activities such as jumping, swinging, walking on balance beams, etc. They often experience setbacks in their activities and are not creative; they often drop rice grains when eating; they often stand without standing and sit without sitting, and have great difficulty sitting; Incorrect writing posture, slow speed, irregular handwriting, skipping lines and missing lines in reading.
2. Delayed language development
The poor development of small muscles and hand-eye coordination affects the movement of the tongue and lip muscles, breathing and vocal cords, resulting in poor articulation and language expression.
3. Structural and spatial perception disorders
The causes are mainly related to visual perception problems. On the one hand, it may be related to somatosensory processes, and on the other hand, it may be related to the function of the right hemisphere. The manifestations are mostly: inaccurate perception of spatial distances, poor discrimination between left and right, easy to lose direction; visual is not smooth, unable to do smooth movement, so, like to look at moving objects, read books easy to skip words, skip lines, and in severe cases, unable to read, easy to do homework eye fatigue, resulting in a lack of learning ability.
4, tactile defense disorder
When external stimuli act on the skin, the tactile defense system will make a defensive response (self-defense or protective defense, discriminative response). If the tactile nerve and the external environment is poorly coordinated, it will affect the brain’s perception of the external world and strain, resulting in tactile defense disorders (i.e., too strong defense and too weak defense). The main manifestations are: first, tactile sensitive children, the new external stimuli are less adaptive, and fixated on the familiar environment and experience, and reject the learning and adaptation of new things, often timid, afraid of unfamiliar environments, shy, like to cling to people, wash hair and bathing, etc. will resist; strong exclusivity in the group, few friends, often trapped in loneliness; the filtering of information about the surrounding environment, the ability to sort out the obvious Insufficient ability to filter and organize information about the surrounding environment and inattentiveness. Second, like a special familiar feeling, such as nail biting or finger sucking; hate to be touched or hugged, but like to touch or hug others shaking; lack of pain, and even self-injury behavior; abnormal sense of taste, easy to partiality, picky eating; like to touch the genitals, etc. Third, children with excessively dull sense of touch have slow reaction, inflexible body movements, clumsy hands and feet, lack of self-awareness, afraid to climb high, unable to descend stairs smoothly, afraid to sit on the merry-go-round; unstable center of gravity, particularly unstable emotions, unable to protect themselves; poor brain differentiation, pronunciation and even learning ability is difficult to develop.
5.Auditory language disorder
This may be related to vestibular balance function integration disorder. Children’s hearing is weak in the early years, too loud, too high sound (such as too much noise in the environment, parents often lose their temper or scold, etc.) will give children in the hearing to form a layer of self-protection film, develop the habit of refusing to listen to others, when they grow up, they will show poor hearing or slow response to the command language of others, and do not know how to communicate with others, and will also show delayed language development, and Poor language expression ability, etc.
6. Vestibular dysfunction
Gravity has the greatest impact on humans. The learning of turning, climbing, sitting, standing and running is closely related to vestibular function. Vestibular function affects the coordination of the body and the surrounding environment. Insufficient vestibular function can be caused by fetal malposition, insufficient crawling and early morning activities. The main manifestations are: first, children with poor vestibular message processing have difficulty in following the target visually, and both eyes have even more difficulty moving from one point to another; the eyes cannot move horizontally and often catch new targets by jumping, thus facing many difficulties in drawing lines, playing with balls, reading, etc. Second, children with poor vestibular nerve function have clumsy hands and feet, fall easily, often touch tables and chairs, and are even afraid to move; third, children with low vestibular system activity like to spin or run in circles, climb up and down, move restlessly, and lose concentration; fourth, children with poor vestibular perception often cannot judge distance and direction, and often read or write backwards when reading and writing numbers, fonts, or radicals (e.g. (e.g., “25” is read or written as “52”, “p” is read and written as “b”, “in” is read and written as “b”, and “in” is read and written as “b”. “In crowded places, they are easily disoriented or get too close to or even bump into others, causing serious interpersonal problems, which in turn makes children often suffer from frustration and loss of confidence, thus hindering the sound development of personality and emotions. .
7.Learning difficulties
Poor academic performance is also related to sensory integration disorder. The manifestations of this are: reading and writing often jumping words, missing words, reversing strokes; eyes easily sore, afraid of learning mathematics; inattentive, unable to sit, often look left and right in class, etc.. The inability to write may be related to poor development of large and small muscles or poor hand-eye coordination; difficulty in eye movement, which can cause distraction and lack of patience.
The concept of sensory integration training
Sensory integration training is a training based on the neurological needs of children to guide the appropriate response to sensory stimuli, which provides vestibular (gravity and movement), proprioceptive (muscle and sensation) and tactile stimuli for whole body movement. The correct concept is “neurological function of brain function”.
Principles of sensory integration training
(1) The key to sensory integration training is to give children vestibular, muscular, joint, skin touch, visual, auditory, and olfactory stimuli at the same time, and to combine these stimuli with movement.
(2) Sensory integration training involves the interrelationship between the psyche, brain and body, not just a physical functional training. Children gain proficiency in the training process, enhance self-confidence and self-control, and feel their control of the body under guidance, from the original anxiety to a pleasant mood, and dare to challenge the will to imagine on the basis of positive accumulation of experience.
(3) Sensory integration training is to use patience to cultivate children’s interest and build their self-confidence; to make children feel happy in the game, automaticity is effective; sensory integration training varies from person to person, so that children have a variety of sensory stimulation every day.
Classification of sensory integration training
Sensory integration training is mainly the most important sensory system of human beings, which can be divided into tactile, vestibular balance training, motor sensory and other items of training.
The main types are as follows.
(1) tactile training: strengthen the skin, small and large muscle joint nerve sensing, recognition of sensory levels, adjust the sensitivity of the brain sensory nerves.
Training equipment are: massage ball, wave pool, balance tactile board.
Indications: crying, timid, emotional, fear of strangers, clumsy, fear of touch, incorrect pronunciation, paranoia, picky eating, poor attention, autism, weakness, etc.
(2) Vestibular balance training: adjust vestibular information and balance the automatic response function of the nervous system, promote the neurological integrity of language organization, vestibular balance and the integrity of audiovisual ability.
Training equipment: cylinder, balance bicycle, massage ball, slide, balance table, wobbling monopod, kangaroo bag, round bicycle.
Indications: lack of physical flexibility, improper posture, poor bilateral coordination, hyperactivity, love to provoke people, delayed language development, poor visual space, reading difficulties, lack of self-confidence, inattention, easy to fall, unclear sense of direction, learning ability and habit development.
(3) Bouncing training: adjust the inherent balance, vestibular balance sensory nervous system, strengthen the tactile nerve, joint information, and promote the sound development of the left and right brain.
Training equipment: crockery ball, jumping bed.
Indications: standing and sitting without phase, improper posture, moodiness, lack of physical flexibility, hyperactivity, inattention, delayed language development, reading difficulties, timidity, moodiness, clumsiness, poor visual judgment, non-false tactile development, insufficient joint information.
(4) Intrinsic balance training: adjusting the coordination of the central nucleus of the spinal cord to geocentric suction, strengthening the middle ear balance system, coordinating the neurological functions of the whole body, and laying the foundation for brain development.