British Journal of Occupational Therapy

The past 8–10 years have witnessed a growing interest in the application of sensory integration theory and practice within the United Kingdom and Ireland. The contribution of Dr A Jean Ayres to the practice of occupational therapy was Introduced to these islands in 1969, since when it has developed steadily but less quickly than in other countries. This article traces the development of the sensory integration approach within the United Kingdom and Ireland and considers the parallel impact on therapy practice together with the range of post-registration courses and special interest groups. Realisation of the need for collaboration led to the formation of the Sensory Integration Coordinating Committee in 1991 and ultimately to amalgamation into Sensory Integration Network (UK & Ireland) in January 1996.

In this prospective study, the developmental outcomes of 39 infants with high irritability and sensory processing problems, also described as regulatory disordered, were examined at 7–30 months and at 3 years using clinical interdisciplinary assessment. Infants with regulatory disorders were defined as being behaviourally difficult with disturbances in sleep, feeding, state control, self-calming, mood regulation and sensory processing. The performance of samples of infants with regulatory disorders, 13 untreated and 26 treated, and 11 normal children were compared at 3 years. All subjects in the clinical sample were offered 12 weeks of Intervention after the initial assessment to address regulatory problems. Of the 39 subjects, 26 chose treatment, thus resulting in a self-selected treated sample.

Post hoc analysis revealed that, at 7–30 months, untreated subjects had more sleep problems and were more irritable whereas treated subjects had more feeding problems and their mothers reported feeling depressed. At 3 years, the children with regulatory disorders differed from their normal counterparts in sensory integration, mood regulation, attention, motor control, sleep and behavioural control. Untreated subjects showed more emotional and behavioural problems than treated subjects. Treated subjects had more motor and sensory integrative problems than untreated subjects but, despite the fact that they had more constitutional problems, they did not show the emotional and behavioural problems that were found in the untreated group. The clinical importance of these findings for occupational therapists is discussed.

Clinicians and educators are becoming increasingly aware of sensory integrative dysfunctions (SIDs) in mainstream schoolchildren with specific developmental disorders (SDDs). This study was designed (1) to determine whether or not SID occurred significantly in mainstream schoolchildren aged 5–8 years, referred to the Ealing Paediatric Occupational Therapy Service (EPOTS); (2) to explore the patterns and nature of SID found In such a group; and (3) to ascertain any relationships between certain types of SID and specific behavioural traits.

The study adopted a differential research method. The subjects were two groups of children aged 5–8 years. The experimental group (EG) consisted of 25 children referred to EPOTS. The control group (CG) consisted of 18 mainstream schoolchildren with no known dysfunction. All subjects were administered the Sensory Integration and Praxis Tests (SIPT) and Clinical Observations of neurobehavioural and neuromuscular functions. The Conners' Parent Rating Scales – 93 (CPRS-93) was used to evaluate specific behavioural traits in the EG children.

The results of statistical analysis supported that mainstream schoolchildren with SDD (EG, n=25) referred to EPOTS had significantly lower scores (p<.001) in the SIPT than a normal control group of children (CG, n=18) with matched demographic data. The EG children showed significant neurobehavioural and neuromuscular dysfunctions (p<.05) in comparison with the CG in the Clinical Observations. The percentage of EG children with scores similar to the six SIPT clusters was 44%, which is higher than the figure of 29.6% produced by the test publisher. There was no consistent correlation between the SIPT variables and the variables identified in the CPRS-93. Although the findings were not conclusive, some partial pattern could be identified.

The purpose of this 2-year research project was to seek an effective intervention to address the needs of adults with severe learning disabilities. The authors, funded by the North Thames Regional Health Authority, drew on sensory integrative (SI) theory and practice to carry out this work. This article details the first year of research.

A pre-test, post-test two-group experimental design was used. Thirty subjects aged from 23 to 50 years were assigned to an experimental or a control group (that is, 15 subjects in each group). The subjects lived in an institutional setting, were without speech, had minimal attention and concentration and presented with tactile defensiveness and/or aversive response to movement. Members of the experimental group received a weekly SI-based treatment session and members of the control group received weekly sensory stimulation. Sessions varied from a few minutes to one hour and generally lengthened with the subjects' increasing adjustment to the new environment.

Three types of checklist were used for assessment at the pre-test and post-test stages. Analysis of data from the 28 subjects who completed the study showed a statistically significant improvement in both groups, a statistically significant greater improvement in the experimental than in the control group in some areas only, and no negative correlation between age and improvement in either group. The research indicates that SI-based treatment can benefit this client group.

There has been a recent surge of interest in issues affecting minority ethnic groups in the occupational therapy profession. This article explores why there is growing concern within the profession and explains some cultural differences in the practice of activities of daily living in minority ethnic groups. The question of how to develop culturally sensitive services is discussed and some practical suggestions are made.