Sensory Disorder Therapeutic Intervention
Updated: Nov 22, 2022
Sensory intervention is not only for children but also for adults who have injured their sensory system. 360 Wellness Hub pioneers psychology-based sensory therapy in Malaysia. At our branch in EcoSanctuary Mall, our sensory therapy rooms include the longest sensory tunnel in the world, spanning 150 feet long, and a 4-storey outdoor tree house. The best part of our treatment is not our world-standard facilities but the positive and quick results that patients can feel once they have completed the program. Others provide therapy, we provide results.
Who can benefit from this type of therapy?
Babies 6-18 months - Sensory play for babies helps developing brains bridge nerve connections. Research shows that sensory play builds nerve connections in the brain's pathways, which leads to the child's ability to complete more complex learning tasks.
Children 2-11 years old - Sensory play encourages learning through exploration, curiosity, problem-solving and creativity. Sensory play supports language development, cognitive growth, fine and gross motor skills, problem-solving, and social interaction.
Teenagers 12-19 years old - Sensory play helps teenagers develop social and spatial awareness skills. This can lead to a more stable emotional state, better decision-making skills, and better judgment for the child during their teenage years.
Adults - Sensory dysfunction in adults can be caused by injury or age-related changes to the nerves, joints and muscles. Examples of injuries and conditions that can cause proprioceptive deficit include:
multiple sclerosis (MS)
autism spectrum disorder (ASD)
ALS (amyotrophic lateral sclerosis), or Lou Gehrig’s disease
Joint injuries, such as an ankle sprain or knee sprain
Joint replacement surgery, such as hip replacement or knee replacement
Sensory developmental delay in children can affect their development their entire life. It is recommended that all children between the ages of 6 to 11 years old get tested and assessed for sensory development delays. Early detection and early start to sensory development intervention can help the child unleash their full potential.
What is included in the intervention program?
We are born with five senses, and we sense the world around us and our role within the system through our five senses: Touch, Smell, Taste, Hearing and Vision. These five senses are supported by two major systems: the vestibular and the proprioception systems.
Our therapists will assess for sensory development issues before designing an intervention that could rectify or improve that sense. The programs are designed using neuroscience, game theories, psychological tests and technologies. The programs are then delivered through group or individual activities.
For group therapy, we are delivering therapy through percussion rhythmic exercises. Therapy can also be delivered for group and individual therapy through oral activities, calming activities, heavy work, exercise activities, outdoor play, fine motor skills activities, high energy activities, playground activities, passive activities, resistance activities, rhythm or music activities, movement with purpose activities, ball activities, yoga, sports and a scavenger hunt. While the individual is engaged with the activity, the therapist is assessing and constantly making adjustments to advance the sensory development of the individual.
The program includes bioresonance scans for heavy metals, vitamins and trace elements. Our specialist will then provide remedial suggestions.
How would I know if the individual or my child needs help?
Vestibular sensation comes from movements that involve twisting, spinning, rocking, turning upside down, or moving fast. Proprioception is our internal knowledge of where our body parts are.
Thus one of the most important roles of our vestibular system is to receive information while our body is moving through its environment. The entire vestibular system is part of our central nervous system. The main part of our vestibular system is located within our inner ear, where sensory information from head movement and gravity are registered to help us maintain balance and equilibrium and move through space. The inner ear is then connected through the vestibular system to the cerebellum part of our brains. This part of the brain controls movement, speech, balance, eye movements and posture. Individuals whose vestibular system is injured or damaged may experience vertigo, dizziness, imbalances and other issues. This type of symptom can affect the ability of a person to function well in life, and it needs to be rectified so that the individual can experience a better quality of life.
The proprioceptive or kinesthesia system is located in our muscles and joints. The proprioceptive system plays an important regulatory role in sensory processing, as proprioceptive input can assist in controlling responses to sensory stimuli. Our proprioceptive system pulls information from all our available senses to help us move safely through our environment. A malfunctioning proprioceptive system would mean that we will not be able to:
- Apply the right amount of force when we walk on soft grass versus hard cement;
- Know where to place our hands to catch a ball; - Write with a crayon using the right force without breaking it;
- Touch a spot on our body without looking;
- Hold something fragile without breaking it; - Walk or kick without looking at your feet; - Touch our nose with our eyes closed.
- Balance our body or stand with our eyes closed.
You will notice these behaviours in children whose proprioceptive functions are damaged. Those with proprioceptive seeking behaviour are easily overwhelmed by sensory inputs and tend to avoid sensory-rich environments. They would cover their ears when noises seem too loud, do not like touching certain kinds of textures, or remove themselves from the busy part of a room. They often do not like clothes that feel too tight, activities that require physical effort, or hugs. Those with proprioceptive avoiding behaviour would sometimes bang their heads, chew on everything, play roughly with others, run instead of walk, tear the paper when writing or colouring, walk on their tiptoes and generally stay on the move.