Ayres Sensory Integration Therapy

Helps us to do the things we need to do in our everyday life

Sensory Integration organises sensation from one’s own body and from the environment and makes it possible to use the body effectively within the environment.  It helps us to do the things we need to do in our everyday life.

Sometimes there is not enough or there is too much information and this impacts on the individual’s response to the sensory input.

Children may also respond to sensory stimuli differently.  Children may be over-responsive or under-responsive to sensory stimuli which may impact on a child’s behaviour;

Responses to sensory stimuli [e.g. sensitive to loud noises such as hand dryers or alarms, touch such as teeth brushing and being hugged]

May seek sensory stimuli [e.g. spinning, rocking back and forth in chair, tip toe walking, chewing on non-edible food items]

Concentration and Attention [e.g. having difficulty listening and retaining instructions, easily distracted, unable to sit still, may appear not to be listening]

Ayres Sensory Integration Therapy is an approach developed by Jean Ayres. Therapy sessions will be held within our purpose built clinic environment, using a range of equipment including suspension, a range of swings, climbing frames, scooter boards, therapy balls, soft play and crash pads. The therapist will use a range of motivating activities including use of balls, games, messy play, playdough, arts and crafts and jigsaws to engage the child within the session.

Following Ayres Sensory Integration Therapy Fidelity Criteria, sessions are completed in the context of play, ensuring each activity is meaningful and purposeful to the child which drives their intrinsic motivation. The therapist skilfully scaffolds the activity to ensure a ‘just right’ challenge, enabling the child to be successful and create adaptive responses.

Parents, carers and supporting staff [if appropriate] will be upskilled in approaches which will support the child’s sensory processing needs within the home and school environment. The therapist will encourage parents, carers and staff to be actively involved within the therapy sessions where appropriate.

The therapist will identify and communicate any recommendations which will enable the child to access the curriculum and functional activities to their optimum ability.

Therapy sessions will be planned in relation to assessment recommendations and goals. Goals will be continually discussed and reviewed with the child, young person and their parent/carer.

The therapist will complete a review report at the end of the block of therapy. The therapist will liaise with all relevant bodies including parents, carers, school staff and the Local Authority in relation to progress made and future recommendations for the home and school environment.

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