Ayres Sensory Integration Assessment and Therapy

Sensory perception includes awareness and interpretation of sensation. Basic sensory perception involves the ability to discriminate one aspect of sensory stimuli from others, for example smooth or bumpy tactile sensation, music versus conversation auditory sensation, vanilla versus vinegar olfactory sensation, etc.

Sensory perception becomes enhanced and expanded as cognitive, language, and social-emotional elements combine with sensory experiences (e.g. knowing what is happening and having feelings about an experience triggered by sensations such as the smell of a holiday dinner or sights and sounds associated with a specific time of year. Most learning occurs through “multi” sensory integration, or “multimodal integration” which involves information from different sensory modalities, being processed and integrated by the nervous systems to maximise meaning. Sensory perception links emotional connections and memory – perceptions are heightened with strong emotions. Sensory perception is the basic of praxis – perception is used to inform actions and update neuronal action plans and to create sensory motor memories.  

Sensory perception is a critical foundation for learning and skill acquisition. Inefficient or poor sensory perception can lead to many difficulties in daily life and interfere with all aspects of participation and occupation.   

We provide assessment and intervention for the following senses:

• Tactile perception – the ability of the brain to perceive the information that comes in from the skin (touch, temperature, etc).

• Proprioception – amount of force you use and changing amount of force.

• Praxis - is the cognitive-perceptual ability used to formulate ideas about what can be done to plan actions and to executive those actions. Further, how sensation drives how we know what to do with our bodies; which is based on past experiences of sensory information in the body. Praxis is highly linked to tactile and proprioception.  Praxis is highly significant for novel and complex actions and learning something new. Problems in praxis can lead to frustration and social alienation. Children with poor praxis may withdraw or resist participation and be seen as demonstrating behavioural issues.

• Ocular, Postural and Bilateral Integration - involve motor functions that are highly dependent on vestibular and proprioceptive sensory functions. Ocular, postural and bilateral integration are used continually in daily skills. 

• Auditory localisation – the ability to identify the location or origin of sound.

• Visual perception – the brain’s ability to interpret information that comes through the eyes.

• Vestibular – the vestibular system is located in the ear. Receptors tell us where or what movement is occurring. Vestibular driven milestones include, head control, rolling, sitting, crawling, standing and walking. 

• Sensory reactivity - Response or reaction to sensory experiences. Help us know what needs our attention and actions and what can stay in the background. Serves as a survival mechanism to ensure we react when in danger. Allows us to “screen out” information that is not relevant at the moment (e.g. background noise, faint odours, passing visual stimuli, changes in light or temperature). There is a typical range for ignoring vs reacting, although some or general more or less reactive to certain sensory experiences. Reactivity to sensory experiences is affected by and also affects state of arousal (e.g. alert versus lethargic). When reactivity is extremely over or under reactive, then it is considered a problem. The term “sensory reactivity” is part of the DSM 5 diagnostic criteria for Autism. 

Please click HERE to see a summary of the current evidence for this assessment and intervention.