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Rebecca Harding

Ms. Kucik
GT Independent Research
25 May 2015
Sensory Overload:
The Impact of Sensory Integration Therapy on the Treatment of Autism Disorders
Approximately 16% of all school-age children in the United States face sensory
processing challenges (Levingston). Currently, whether or not these challenges constitute a
medical disorder remains controversial. One side says sensory processing challenges are a
symptom of autism, meanwhile, others say that a sensory processing disorder (SPD) is a
legitimate diagnosis. A percentage of kids with an autism spectrum disorder (ASD) are known to
have sensory processing issues (Levingston). Nonetheless, sensory processing therapy is used to
treat sensory processing challenges, no matter what the alleged cause. Sensory processing
therapy is an effective treatment for sensory processing issues caused by an autism spectrum
disorder. With this claim in mind, a couple things should be done. First off, SPD should be
confirmed as a disorder. Then, this field can obtain the research and respect it deserves. Also,
families of children with autism should be introduced to sensory processing therapy. Exposure to
this therapy may provide the necessary stepping-stone for more children to utilize it.
ASDs and SPDs have their own characteristics. Significant social, communication, and
behavioral challenges, define a collection of developmental disabilities called ASDs (What is
Occupational). Autism is one among the three disorders on the spectrum. Significant language
delays, social and communication difficulties, unusual behaviors or interests, and learning
disabilities are specific to autism (What is Occupational). An SPD is a clinical label for people

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who have abnormal behavioral responses to sensory input, such as sound and touch
(Levingston). A disconnect between the environment and ones ability to adapt to the
environment is responsible for this abnormal behavior (Hanft). The senses are a huge part of how
the body interacts with the environment. Besides the standard five senses, sight, smell, touch,
taste, and sound, there are three internal senses: proprioception, vestibular and interoception
(Sensory Processing Issues). Proprioception describes the awareness one has of his/her body.
The vestibular sense deals with movement, and where ones body is located in space.
Interoception relays sensations from the organs. While sensory is the term that describes the
senses, sensory integration is how the information from the senses is processed.
Dysfunction in sensory integration (DSI) is one symptom of an SPD. The inability to
modulate, discriminate or organize sensory stimuli adaptively are components of DSI (Lane).
There are 3 types of DSI: sensory modulation dysfunction (SMD), sensory discrimination
dysfunction, and dyspraxia (Lane). SMD is a syndrome where one over-responds or underresponds to the environment (Hanft). This condition is called hypersensitivity or hyposensitivity.
Hypersensitivity means one over-responds to the environment. Hyposensitivity means one underresponds to the environment. For a hypersensitive kid, the tag on the back of their shirt may
drive him or her crazy, causing outbursts and other ranging behavioral issues. On the other hand,
a hyposensitive child reacts less frequently and with less intensity than he or she should. This
child tends to space out a lot and it is hard to keep him or her engaged in any given activity due
to their lack of sensitivity. It takes more for these children to achieve any level of stimulation.
Sensory discrimination dysfunction is a type of a DSI. If a child has a sensory
discrimination dysfunction, he/she has trouble differentiating signals from the separate sensory
systems. He/she will also have trouble coordinating the bodys movement and position in relation

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to other objects. This condition is a sign of vestibular and proprioceptive complications (Hanft).
The discrimination issues leave the child overwhelmed with signals and he/she cannot properly
separate them. All the signals become tangled in each other. The child then has serious
complications gaining awareness of his or her environment.
A child with dyspraxia, another classification of DSI, would have trouble performing a
single or series of motor actions due to a disruption in the sensory processing involved in motor
planning (Lane). Dyspraxia has a cognitive element that, along with the motor disability, affects
ones capacity to perform non-habitual actions and tasks (Lane). Dyspraxia affects ones ability
to perform actions, like sensory discrimination dysfunction. However, dyspraxia is more focused
on the execution of these tasks, while sensory discrimination dysfunction deals more with the
neural planning of the actions. The intensity and variety of DSIs present depends on the child.
The basic symptoms of an ASD are comparable to those of an SPD. Social and
communication challenges, and stereotypic behaviors are suggestive traits of an ASD (What is
Occupational). Some autistic children may also acquire unusual behaviors to sensory stimuli
(What is Occupational). Children with an SPD have unusual responses to sensory stimuli, as
well.
There is a similar lag in the processing of information in an autistic child versus a child
with an SPD. A disconnect between the demands of ones environment and his/her attention,
emotions, and sensory processing is one symptom of the disorders (Hanft). The childs hindered
attention, emotions and sensory processing impedes their ability to adapt to the environment. The
lag in the brain pathways models the disconnect. In a study published in the Autism Research
medical journal, the scientists discovered that it took around 100-200 milliseconds longer for
autistic children to process tones and vibrations when they occurred at the same time (Harman).

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The information travels notably slower due to a weaker signal. It also showed that if the reaction
time was closer to that of a normally developing child, then the signal was weaker, illustrated by
smaller amplitude waves on an electroencephalogram (EEG) (Harman). One could infer from
this study that there is a difference between the brain of a kid with an SPD or ASD versus the
brain of a normally developing child.
There is a strong link between the sensory behaviors exhibited in children with an ASD
and children with an SPD (Making Sense). Sensory behaviors such as sensory modulation,
sensory defensiveness, and sensory discrimination are very similar between ASDs and SPDs
(Making Sense). One study shows that ASD severity can be determined off sensory-based tests
combined with the use of EEGs. Analysts studied the response time of autistic persons to sights
and sounds (Brandwein). Persons with a more severe ASD took longer to respond to auditory
stimuli (Brandwein). There was no obvious connection between ASD severity and visual stimuli
processing time. These points reflect how closely linked ASDs and sensory processing defaults
are. The measurements of sensory behaviors collected in the experiment are used to determine if
a child has an ASD or SPD. Since the same test can be used to diagnose both disorders, strong
similarities must exist. Only 15% of people with an ASD are diagnosed before the age of 4
(Brandwein); yet if this test is perfected it could diagnose children off their sensory
manifestations much earlier than what is possible today.
The brain function of a child with an ASD and a child with an SPD are shockingly
comparable. Brain evidence shows resemblances between ASDs and SPDs. The researchers
found that in the brains of the boys with an SPD, white matter moved into abnormal tracks in the
back of the brain, where the auditory, visual and tactile systems are housed (Bunim). This was
not evident in the brains of normally developing boys. The researchers used diffusion tensor

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imaging (DTI) to observe the movement of white fluid in the brain, essential to thinking,
learning and perceiving information (Bunim). The abnormal tracks suggest a disconnect in the
brain pathways. In addition, there is only a slight difference between the brain structure of a
person with an ASD and an SPD (Fox). The separations occurred in different places depending
on the childs diagnosis of either an ASD or an SPD; but still the degree was the same. Children
with ASDs had a larger disconnect in areas of the brain dealing with facial expressions and
memory, while children with SPDs had a larger disconnect in sensory-based tracks (Fox).
Multiple studies, referenced in this paper, dealing with how neural function is affected by ASDs
and SPDs have been able to draw similar results.
Sensory processing defaults may be a symptom for an ASD. Sensory processing
symptoms, such as unusual responses to sensory stimuli, occur often in autistic kids (Carey).
There is a strong association between autism, PDD-NOS, Aspergers Syndrome, and sensory
processing problems (Making Sense). Autism, PDD-NOS, and Aspergers Syndrome are all on
the autism spectrum. Therefore, most ASDs and sensory processing problems are connected by
their symptoms. Over 90% of autistic kids display abnormal sensory behaviors (Fox). So, autistic
children experience SPD-like symptoms.
Although, SPD has more complicated sensory processing issues than an ASD, the same
basic themes connect these two disorders. The extent at which sensory behaviors are examined is
higher for an SPD. An SPD is evaluated based on the five basic senses, sight, smell, auditory,
touch, and taste, in addition to the three internal senses, proprioceptive, interoceptive, and
vestibular (Sensory Processing Issues). This is hardly relevant to an autistic child because the
sensory aspect is not explored to such a degree. An SPD is different for everyone; it is a very
hard disorder to define (Carey). If SPD becomes a diagnosis, it will be so vague, it may lose all

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meaning (Carey). Indications of ASDs and SPDs dictate what treatment a person with either
disorder receives.
These days, an extreme controversy surrounds the use of SPD as an independent
diagnosis. SPD still has yet to be named as a diagnosis not only by an official agency, but among
professionals in the field. Professionals are mainly concerned that the diagnosis of an SPD is
missing the big picture (Arky). SPD may cause some of the symptoms but it is not an allencompassing term for the condition. In cases like these, the condition is labeled as an ASD. But
ASD is not always the correct term. Sometimes, only unusual responses to sensory stimuli are
evident (Levingston). In the case of a young boy named Paul, his sensory processing issues were
labeled as an ASD instead of an SPD (Arky). The symptoms were so close that it was diagnosed
as an ASD due to the lack of differentiating factors. A diagnosis of an SPD would best match the
symptoms in this instance. The disorders are so similar that diagnosing one means the child
experiences some traits of the other. If SPD became a legitimate diagnosis, then the field would
gain more respect and more attention would be drawn to this research. The professionals in the
field would also be in agreement. Lastly, a number of children would not be misdiagnosed any
longer. Nonetheless, the controversy has lasted since the 20th century, and it is unlikely to end in
the near future.
Since these disorders, ASDs and SPDs, are similar, the same treatment should be
beneficial to both. The treatments for sensory processing issues are called sensory processing
therapies. One class of treatments helps the emotional, or internal being, of a child. Beat and
pitch is one form of this therapy. This is a drumming technique where one uses a slow steady
beat without a high pitch to help a childs concentration and focus (Stivers). Sound reduction also
helps a childs internal being. Through the use of headphones, one can reduce the auditory

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distractions, and doing so help a child with sound sensitivity (Stivers). White noise has been
shown to be beneficial for children with ADHD. White noise is any form of background noise,
from music to the sound of cars passing by. Since white noise does not require all the attention of
the child, it helps kids with ADHD focus (Smart). This boost in focus is useful when the child
attempts to study (Stivers). In a study in the Journal of Child Psychology and Psychiatry, white
noise provoked a positive response in ADHD kids, and the opposite in children without ADHD.
So, ADHD subjects need more noise to reach optimal cognitive performance. Noise in the
environment leads way to internal noise in the neural and perceptual systems, this improving
cognitive function (Smart). The neural and perceptual systems are in charge of maintaining a
clear perception of the environment at all times.
Another class of treatments assists a child with a range of maladaptive behavioral
manifestations. One form of this treatment is the Integrated Learning System (iLs). The iLs
combines auditory, visual, and vestibular sensory activities, which children with an ASD or SPD
respond positively to (May-Benson). The iLs over time showed improvement among behavioral
and emotional disturbances, adaptive functioning, and participation (May-Benson). More
physical treatments have a profound impact as well. Weighted vests, squeeze machines, brushing,
bouncing, crashing, and spinning decrease tantrums and deeply relax an autistic child (Sensory
Processing Issues). These forms of activities can be performed in sensory gyms.
The last category of treatments affects motor disabilities. The Get Ready to Learn
(GRTL) program incorporates yoga into the classroom environment to mainly increase focus.
The GRTL program improves mood, anxiety, stress, and physical and psychological health
(Koenig). Movement can assist to center a child and thus has a calming effect. Likewise, items
can be utilized to help cope with motor disability. Inflatable seat cushions, movement breaks, and

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deep pressure have been shown to be an effective coping method for motor-related complications
(Stivers). If it were not for these coping methods, the child may experience difficulty sitting still
for long periods of time, or remaining engaged in an activity. These therapies use staggered
movement to counteract the motor disability.
Specifically, elementary school teachers and families with autistic children should be
familiar with the signs of sensory processing challenges. An interview with Sharon Kaye, an
occupational therapist at Fulton Elementary, determined that maladaptive sensory behaviors are
hurtful to a childs learning experience. Maladaptive means the child does not adapt to the
environment as needed. Sensory issues make it harder for the child to concentrate, participate,
and adapt in the classroom environment. He or she may space out, or run around the room as a
result of hyperactivity (Kaye). The actions differ from child to child. Teachers should know how
to recognize these behaviors. Maladaptive behaviors can be controlled through sensory
processing therapies. The families should be informed of the hazards a sensory processing
challenge may pose to their childs learning.
ASDs and SPDs are very similar disorders. Therefore, the same treatment should be
effective for both, sensory processing therapy. Diagnosing an ASD means diagnosing an SPD
because the symptoms overlap. Sensory processing therapy is an effective treatment for autism
spectrum disorders; therefore it should work for children with an SPD. To further this research,
SPD should be named a diagnosis so this field gains respect. The benefits of sensory processing
therapy are more than worth looking into. The verification of sensory processing disorder as a
diagnosis will bring some credibility to this field. Also, schools should be informed of the
benefits of sensory processing therapy with autistic children because the new cases of sensory
processing disorder are emerging from the school-age population. Families should be informed

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of the hazards an ASD or SPD can pose to the child while in a classroom environment. It is up to
the teachers to recognize the symptoms and to the families to seek a sensory gym so the child can
get the treatment they need to succeed in school. Sensory processing therapy should be explored
in the coming years so the autistic population may benefit from the extended research.

Works Cited

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Arky, Beth. The Debate Over Sensory Processing. Child Mind Institute. Child Mind Institute,
2014. Web. 24 September 2014. <http://www.childmind.org/en/posts/articles/debateover-sensory-processing>.
Brandwein, Alice. Sensory Processing May Help with Autism Diagnosis, Classification.
Journal of Autism and Developmental Disorders (2014): n. pag. Web. 24 September
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%7Be500dfe5-662a-47da-ab5b-2b796f919bc9%7D/sensory-processing-may-help-withautism-diagnosis-classification>.
Bunim, Juliana. Breakthrough Study Reveals Biological Basis for Sensory Processing Disorders
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Carey, Benedict. The Disorder is Sensory; the Diagnosis, Elusive. The New York Times. The
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Harmon, Katherine. Autism Might Slow Brains Ability to Integrate Input from Multiple
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