By Barbara Luborsky, OTR/L From a sensory integrative perspective, learning occurs when a person receives accurate sensory information, processes it, and uses it to organize behaviors. In some instances, the system does not...
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By Barbara Luborsky, OTR/L From a sensory integrative perspective, learning occurs when a person receives accurate sensory information, processes it, and uses it to organize behaviors. In some instances, the system does not function as it should, and the individual does not do a good job with noticing input, sorting it, prioritizing it, or responding appropriately. When children receive inaccurate or unreliable sensory input, their ability to process the information and create responses is disrupted (Dunn, 1991). Poor sensory integration can lead to problems with attention, motor control, activity level or ability to experience, learn, and interact with the environment and others. Deficits can impact behaviors in many ways and must be inferred from observing a child’s behavior and performance. In such cases, if the deficiencies are severe, there may be what is called Dysfunction of Sensory Integration (DSI), also known as Sensory Processing Disorder, (SPD). Children who experience DSI demonstrate a wide range of symptoms, which are often misinterpreted as misbehavior.
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