Citation: Reprinted with permission from the Davidson Institute for Talent Development
Parents of children who develop differently are under different pressures and have many difficult decisions to make. As the Internet makes information so accessible, families often find themselves in information overload when looking for resources for their child. Popular books like The Out-of-Sync Child (Kranowitz, 1998) have informed families about sensory integration difficulties. Families of children who are both highly gifted and have another exceptionality are increasingly looking toward sensory integration as a resource. The special education literature documents social and emotional consequences when exceptional abilities and learning disabilities are unrecognized.
These emotional and social consequences lead parents to search for new strategies. Many parents have asked for information about sensory integration strategies for gifted and twice-exceptional children. There is little research specifically addressing sensory integration and giftedness; this paper overviews sensory integration and relevant literature in the context of gifted characteristics.
Sensory Integration
Theory of brain-behavior relationships originally proposed by A. Jean Ayres in the 1970s. Information and research fall into three categories:
- Normal development and aspects of sensory integration in the typically developing child
- Sensory integrative dysfunction
- Sensory Integration interventions
In normal development, sensory integration supports learning by processing sensation from movement and the environment to plan and organize behavior. Because sensory integration cannot be directly observed, the theory has relied on neurobiological research. Current research shows neural complexity and interaction with cognition; gifted children often do best when cognitively engaged.
Sensory Integration Dysfunction
Sensory integration dysfunction occurs when decreased ability to process sensation interferes with daily functioning. Research suggests two general types: dyspraxia and poor modulation. Dyspraxia affects motor planning and coordination; sensory modulation disorders include tactile defensiveness and related sensitivities.
Assessment tools like the Sensory Profiles have aided identification, but whether statistical differences constitute a “disorder” remains a judgment. Occupational therapists may lack training in gifted children’s developmental issues; theories of overexcitability describe heightened sensitivity that can resemble modulation disorders.
When sensory reactions limit meaningful participation, strategies such as the Alert Program and sensory diets can help; an occupational therapist experienced with sensory integration may be useful, but parents should advocate for consideration of giftedness in therapy planning and for evidence-based outcome measures.
References
Baum, S., Owen, S. V., & Dixon, J. (1991). To be gifted and learning disabled: From identification to practical intervention strategies. Mansfield Center, CT: Creative Learning Press.
Bundy, A., Lane, S. and Murray, E. (2002) Sensory Integration Theory and Practice: second edition. Philadelphia, PA: F.A. Davis Company.
Cohn, E. (2001a,b) and related citations. (Additional references listed in original.)
