Η μέθοδος της Αισθητηριακής ολοκλήρωσης σε παιδιά με Αυτισμό

Abstract

  Today’s presentation focuses on the method of Sensory Integration and intervention techniques in children with Autism. The term “sensory integration” began to be used in the 1960s, when Jean Ayres wrote the first scientific articles referring to this term (James, 2011). The S.I. is “the ability of the individual to synthesize, organize and process the incoming sensory information he receives from the body and the environment to produce targeted reactions” (Arkwright, 1998). She stressed the importance of S.I., as well as the benefits it has to a child with Pervasive Developmental Disorders.

  The method is based on play and through it, the child receives sensory stimuli. In addition, adaptive reactions, the ability to process and execute an activity, motor skills design, specific timeline and problem solving are developed (Ayres, 1972, Koomar & Bundy, 2002).

  Experts began to study the symptoms of Autism and then conducted a series of scientific studies to determine whether this method is really effective. The children who participated in the research were boys and girls with ASD, aged 3-12 years (Fombonne, 2003). The results showed that there were positive changes in sensory processing, social skills, daily life activities, motor skills and to the emotional field, too.

  They concluded that the method acts multi- sensory and helps in the smooth self- regulation of the sensory systems of the child with ASD.