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This systematic review examined the effectiveness of specific sensory techniques and sensory environmental modifications to improve participation of children with sensory integration (SI) difficulties. Abstracts of 11,436 articles published between January 2007 and May 2015 were examined. Studies were included if designs reflected high levels of evidence, participants demonstrated SI difficulties, and outcome measures addressed function or participation. Eight studies met inclusion criteria. Seven studies evaluated effects of specific sensory techniques for children with autism spectrum disorder (ASD) or attention deficit hyperactivity disorder: Qigong massage, weighted vests, slow swinging, and incorporation of multisensory activities into preschool routines. One study of sensory environmental modifications examined adaptations to a dental clinic for children with ASD. Strong evidence supported Qigong massage, moderate evidence supported sensory modifications to the dental care environment, and limited evidence supported weighted vests. The evidence is insufficient to draw conclusions regarding slow linear swinging and incorporation of multisensory activities into preschool settings.
Sensory integration (SI) difficulties of children have been studied and treated by occupational therapy practitioners since the 1960s, when the term sensory integrative dysfunction was coined by A. Jean Ayres (1969, 1971). This term referred to children who had difficulty organizing and using sensory information to accomplish everyday activities yet did not have a medical history, intellectual disability, or a history of environmental deprivation that could account for their behavioral, learning, or motor coordination challenges (Ayres, 1972, 2005). Over subsequent decades, a variety of terms have been used to refer to this population, including children with differences in sensory processing abilities (Dunn, 1997) or children with sensory processing disorders (Miller, Anzalone, Lane, Cermak, & Osten, 2007). In this article, we refer to this population as children with SI difficulties.
Regardless of the term used, occupational therapy researchers have agreed that children with SI difficulties may be characterized as falling into several different subgroups, such as children with dyspraxia or children with modulation difficulties involving overreactivity. Moreover, ongoing efforts are directed toward designing interventions that will effectively help children with SI difficulties to participate more fully and successfully in everyday activities.
Prevalence estimates have suggested that a substantial number of children experience SI difficulties. Ahn, Miller,Milberger, andMcIntosh (2004) estimatedthat the prevalence for SI difficulties among typically developing kindergartners is about 5%. Difficulties...