Client Populations: Focus on children with autism spectrum disorder (ASD) and ADHD

Client Populations: Focus on children with autism spectrum disorder (ASD) and ADHD

Aryes' research was directed at tactile and vestibular sensory systems, focusing on perception and modulation (Aryes, 2019). As sensory perception controls action and cognition, it is up to sensory modulation to provide regulation. Through this research, Aryes later confirmed the need to separate the two rather than view them as a unified system. As these two systems were responsible for different overall functions, the need for an application that focused on them separately was vital in creating a framework that could accommodate the diverse needs of children diagnosed with ASD, ADHD and other developmental deals (Aryes, 2019). 

As Aryes's career progressed, the increase in autism diagnoses became more prevalent (Lane et al., 2019). Aryes then observed a connection between over-reactivity in perceptual and modulation, specifically regarding tactile input and hypersensitivity to this population's visual, auditory, olfactory, and gustatory sensations (Aryes, 2019). Children living with ASD may experience difficulties in perception that lead to miscommunications of sensory cues like touch (tactile), balance, and spatial awareness (vestibular). Similarly, youth with ASD may have issues with modulation or sensory overload, which leads to stimming (repetitive behaviours), such as walking on their toes or waving their hands.  These sensory misinterpretations often result in either over-stimulation or under-stimulation, resulting in sensory-seeking behaviours, avoidance and difficulties in body awareness and motor planning. 

In children with ADHD, sensory modulation and emotional response to sensation have been addressed as concernable areas (Lane et al., 2012). Complementarily to children with ASD, children with ADHD experience sensory over-responsiveness, under-responsiveness, and sensory-seeking behaviours, which are caused by tactile and modulation misinterpretations (2012). According to Faramarzi, though ASD, ADHD, as well as other neurodivergent children, may experience differing functional responses to stimuli, the evidence states that the vestibular system and cerebellum are the common denominators in the effects of over and under-responsivity (Faramarzi et al., 2016). Those with ADHD also experience issues with executive functions, such as memory, decision-making, motor control, perception of time, and problem-solving (Faramarzi, 2016). The impact on executive function leads to low motivation, hyperactivity, hyper-fixations and increased distractibility. 

As Aryes's research states, the first applications of Sensory Integration Therapy were for the betterment of children with learning disorders (Aryes, 2019). SIT’s practical application lies in enhancing information processing in the nervous system. While sensory issues often manifest through the peripheral nervous system, the underlying neurological dysfunction originates in the central nervous system (Aryes, 2019). Therefore, working with children with ASD and ADHD who exhibit sensory issues and repetitive sensory-motor behaviours may benefit from SIT. By integrating sensory stimulation with cognitive, motor and emotional development through visual, tactile, vestibular, proprioceptive and auditory senses, those children with learning disorders that present with repetitive motor behavioural issues can develop in a supportive, playful and structured environment. This approach calms the peripheral nervous system and promotes central nervous system development and cognitive learning processes, allowing growth and learning in children with sensory and motor challenges.