National Survey:
Pediatric Therapists Report Sensory Issues
Commonly Mistaken for ADHD
RECOMMENDED TREATMENT IS THERAPY, NOT MEDICATION
CHICAGO, Feb. 17, 2011 /PRNewswire/ -- A new survey from Pathways Awareness of more than 500 pediatric occupational therapists, physical therapists and speech-language pathologists reports that more than two-thirds (68 percent) evaluated or treated children between 3 and 8 years old who had been previously misidentified with learning disabilities or behavioral issues. Of that two-thirds, an overwhelming majority (90 percent) reported they had seen children with deficits processing and integrating sensory information who had been misidentified as having Attention Deficit Disorder (ADD) or Attention-Deficit Hyperactivity Disorder (ADHD).
Members of the American Occupational Therapy Association (AOTA), the American Speech-Language-Hearing Association (ASHA), the Pediatric Section of the American Physical Therapy Association (APTA) and the Neuro-Developmental Treatment Association (NDTA) participated in the survey.
"Knowing that sensory processing and integration deficits may be expressed in ways similar to ADHD, it is understandable that mistakes can occur," said Angelica Barraza, OTR/L, an advisor to Pathways Awareness and an occupational therapist trained in sensory integration. "It's critical for parents, teachers and health professionals to consider sensory processing and integration deficits before labeling a child with behavioral issues."
In the survey, sensory difficulties emerged the top issue therapists saw increasing, with 82 percent of survey respondents reporting a rise in treating children with sensory difficulties. Sensory processing and integration issues, sometimes referred to as dysfunction of sensory integration (DSI) or sensory processing disorder (SPD), become a concern when the inability to discriminate, organize, and interpret the myriad of sensory input hinders participation in everyday activities.
In school-age children, sensory processing and integration issues can translate into having delays with coordination, balance, focus, organization, and fine motor skills. At times, children displaying deficits in these areas may look like they have behavioral issues. Although not as well known as ADD or ADHD, sensory issues affect millions of children: a recent study estimates one in 20 children have sensory difficulties.(1)
The survey was conducted by Pathways Awareness, a national not-for-profit that educates parents and medical professionals about the benefits of early intervention for children with delays in sensory, communication, and motor development. Conducted between May 2009 and Nov. 2010 with assistance from the Neuro-Developmental Treatment Association (NDTA) and the Pediatric Section of the American Physical Therapy Association (APTA), more than 500 occupational, speech and physical therapists who regularly work with pediatric clients and average more than 17 years of experience participated in the survey. Members of the American Occupational Association (AOTA) and the American Speech-Language-Hearing Association (ASHA) also participated in the survey.
Sensory Integration: Hard to Identify, Effectively Treated
Fidgeting, frustration, clumsiness, inability to focus…these are common issues for children when children are in a classroom setting for the first time. When teachers and classroom specialists have concerns about these behaviors, a common course of action is to suggest that the child be evaluated for ADD or ADHD. However, pediatric therapists across the country believe that other possibilities must be investigated, particularly sensory processing and integration issues.
The behaviors of a child with sensory processing and integration differences are extremely varied, which also can make them hard to detect by health professionals who are not familiar with the condition. Some children may be overwhelmed by everyday sensations; others may seek out more. Some may seem aggressive, others extremely withdrawn. An evaluation by a qualified therapist who has received post-graduate training on using a sensory integrative approach, can help parents determine whether their child can benefit from therapy.
Therapy for sensory processing and integrative dysfunction can vary greatly depending on the needs of the child. Sessions are fun for children, incorporating intrinsically motivating activities that provide rich sensory experiences, such as finger painting and wall climbing. Therapy builds skills to help improve a child's ability to organize, modulate and discriminate sensory input. When they are not confused by their senses, children may experience improved behavior, better coordination and lower anxiety. Kids can be simply kids, working and playing alongside friends at school, and participating more fully in life.
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