Teacher and Parent Training in Sensory Integration

“Sensory Integration is the neurological process that organizes sensations from one's body and from the environment and makes it possible to use the body to make adaptive responses within the environment. To do this, the brain must register, select, interpret, compare, and associate sensory information in a flexible, constantly changing pattern”. (Ayres,1989)

Sensory Integration is a neurological process we cannot “see,” but it is an essential part of us as humans. We all have sensory integration. We are all sensory beings. Because it is “hidden,” it can be confusing and difficult to understand.

Occupational Therapists are trained in sensory integration. Their training can be minimal to advanced. With more advanced training, an occupational therapist can assess and provide interventions for those with challenges in sensory integration. These challenges may interfere with academic and motor learning (Bundy et al., 2020) as well as social participation, demonstrating appropriate behaviors, playing, working, and activities of daily living. (Schaff & Smith Roley, 2006)

When occupational therapists can effectively communicate with those who live and work with the children there are great benefits:

1. With an understanding of sensory integration concepts and foundations such as the sensory systems, the body, brain, and behavior relationship, “just right” challenges, adaptive responses, sensory-based strategies, and Ayres SI® there is a better understanding of a child’s sensory challenges. (Miller-Kuhaneck & Watling, 2018) The result of this understanding is parents and teachers can support children more effectively.

2. Training in sensory integration can improve parent (and teacher) stress, well-being, mental health, self-efficacy, and parent-child interaction. (Miller-Kuhaneck & Watling, 2018)

3. Collaboration and communication allow consistent follow-through of sensory-based strategies. Sensory-based strategies are most effective when embedded in the child’s daily life routines. This allows sensory needs to be met while continuing to participate in their life activities. (Dunn, 2007)

4. Following training on sensory integration concepts, the occupational therapist and parent/teacher can more effectively communicate and collaborate, reflect on strengths and barriers, and provide feedback on the implementation of sensory interventions and strategies. This coaching method following sensory integration training can improve child participation and parental (teacher) sense of competence (Dunn, 2012)

Coaching is defined as “An adult learning strategy in which the coach (Occupational Therapist) promotes the learner’s (parent/teacher) ability to reflect on his or her actions to determine the effectiveness of a sensory-based strategy or intervention and develop a plan for refinement and use of the strategy in the immediate and future situation. (Stoll,2021)

As occupational therapists, effective communication and the appropriate understanding of sensory integration often become a challenge to communicate with those in a primary role to children, such as parents and teachers. Barriers to successful communication and an appropriate understanding, with those who live and work with children daily often are a lack of time for appropriate education and coaching, confusing terminology, and a misunderstanding of sensory integration concepts.

• Time for Education: Occupational therapists, teachers, and parents have limited time to participate in sensory education training. However, an online program may be beneficial. It will allow for appropriate education and provide flexibility in teachers’ and parent’s schedules. Learners may be more motivated when earning continuing education credit.

• Confusing Terminology: Different trainings may use different terminology. Much of the terminology used by occupational therapists is universal but there may be discrepancies due to where and when the occupational therapist was trained. However, with a foundation in sensory integration terminology, communication can be facilitated to allow for similar language. This will allow for more effective communication and ultimately more successful outcomes for the child.

• Decreased Understanding: The first step of awareness is knowledge. With the participation and completion of a training program focused on those with little to no knowledge of sensory integration, all the benefits above can be achieved. Teachers and parents believe more training is needed to support pupils with sensory differences in the classroom. (Jones, 2020)

What current research(2024) is revealing:

• Teacher workshops have the potential to improve teacher understanding of sensory processing. (Boitano, 2024).

• There is a need for parent education in sensory integration and social competence intervention, as parent training can lead to positive outcomes like increased carryover from therapy. (Gerace,2024)

• It was concluded that preschool teachers did not fully master the concept of sensation, but the benefits of sensory education and its contribution to children's developmental areas are important. (Bartan, 2024)

• Collaboration is recommended between teachers and occupational therapists to support students with sensory processing disorder and to educate teachers about the disorder. (Schueler, 2024)

CONCLUSION: An online training tool providing sensory integration education from an occupational therapist with advanced training and experience such as The Simply Sensory Modules may be an effective tool for occupational therapists to provide sensory education training to teachers, parents, and all those who work and live with children. Learn more about this particular sensory education training (as well as the AOTA-approved course that occupational therapists can preview while still learning, growing, and receiving credits.)

Simply Sensory Modules- Teacher and Parent Sensory Integration Training

AOTA Approved Simply Sensory Modules for Occupational Therapy Providers

References:

Ayres, A. J. (1989). Sensory Integration and Praxis Tests. Los Angeles: Western Psychological Services.

Bartan, S., & Alisinanoğlu, F. (2024). Preschool Teachers’ Views on Sensory Education. Southeast Asia Early Childhood Journal, 13(1), 81–94. https://doi.org/10.37134/saecj.vol13.1.5.2024

Boitano, C., Henry, B., Jeng, G., Jimenez, A., Powell, J., & Shibata, K. (2024). Response to intervention: The effects of tier 1 and tier 2 occupational therapy intervention on sensory processing for fifth-grade children. Journal of Occupational Therapy, Schools, & Early Intervention, 1–14. https://doi.org/10.1080/19411243.2024.2375501

Bundy, A.C., Lane, S.J., & Murray, E.A. (2020). Sensory Integration: Theory and Practice, 3rd edition. Philadelphia: F.A. Davis.

Dunn, W (2007) Supporting Children to Participate Successfully in Everyday Life by Using Sensory Processing Knowledge. Infants and Young Children, 20 (2), 84-101 DOI: 10.1097/01.IYC.0000264477.05076.5d

Dunn, W., Cox, J., Foster, L., Mische-Lawson, L., & Tanquary, J. (2012). Impact of a contextual intervention on child participation and parent competence among children with autism spectrum disorders: a pretest-posttest repeated-measures design. American Journal of Occupational Therapy, 66(5), 520–528. https://doi.org/10.5014/ajot.2012.004119

Elizabeth K. Jones, E.K., Hanley, M., & Riby, D.M.,(2020). Distraction, distress, and diversity: Exploring the impact of sensory processing differences on learning and school life for pupils with autism spectrum disorders, Research in Autism Spectrum Disorders, Volume 72, https://doi.org/10.1016/j.rasd.2020.101515.

Miller-Kuhaneck, H., & Watling, R. (2018). Parental or teacher education and coaching to support function

and participation of children and youth with sensory processing and sensory integration challenges: A

systematic review. American Journal of Occupational Therapy, 72, 7201190030. https://doi.org/10.5014/ajot.2018.029017

Schaaf, R. C., & Smith Roley, S., Eds. (2006). SI: Applying clinical reasoning to diverse populations. San

Antonio, TX: Psychological Corporation.

Gerace, T., Meyer, K., May-Benson, T.A., (2024). Making Sense of Social Competency in a Sensory Integration Framework: A Parent Education Program. American Journal of Occupational Therapy, Vol. 78(Supplement_2), 7811500236p1. doi: https://doi.org/10.5014/ajot.2024.78S2-PO236

Schueler, L., (2024). "Equipping Early Childhood Educators to Identify and Support Students with Sensory Processing Disorder: Recommendations from Occupational Therapists". Teaching and Learning (MA) Theses, Hollins University. 12. https://digitalcommons.hollins.edu/matltheses/12