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Children, Giftedness, Social Life

Sensory Integration and Gifted Children: Social and Emotional Issues

Social and Emotional Issues

Title: Asynchronous development and sensory integration intervention in the gifted and talented population Citation: Reprinted with permission from the Davidson Institute for Talent Development.

Author: Anne Cronin Online since: November 2003

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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 that might have never been referred to an occupational therapist. Families of children who are both highly gifted, and have some other exceptionality are increasingly looking toward sensory integration as a resource for their children. The special education literature abounds with documentation of the social and emotional consequences of having exceptional abilities and learning disabilities, when one or both of the conditions is unrecognized, can be pervasive and quite debilitating (Baum et al.,1991; Durden & Tangherlini, 1993).

These emotional and social consequences lead parents to search for new and different strategies to support their children. Many parents have asked me for additional information and resources discussing the use of sensory integration strategies, like those described by Kranowitz (1998), for gifted and twice exceptional children. There is no research or even case report information specifically addressing sensory integration and giftedness. For that reason this paper will provide and overview of sensory integration and current relevant literature, and discuss this in the context of existing literature about the characteristics of gifted children.

Sensory Integration is a theory of brain-behavior relationships originally proposed by A. Jean Ayres in the 1970’s (Bundy, Lane, and Murray, 2002). It has been an exciting idea and has led to much research and speculation in the past thirty years. Information and research about Sensory Integration Theory falls into three general categories:

Normal development and aspects of sensory integration in the typically developing child

Sensory integrative dysfunction

Sensory Integration interventions

In normal development, Sensory Integration theory explains why individuals behave in particular ways. Learning is believed to be “dependent on the ability to take in and process sensation from movement and environment and use it to plan and organize behavior” (Bundy, Lane, and Murray, 2002, p. 5). Because sensory integration cannot be directly observed, the theory has been dependent on research in neurobiology. Explanations of the neural basis for SI have changed dramatically from Ayres’ original speculations with increases in understanding of the nervous system. Ayres originally de-emphasized the role of cognition in development, hoping to tap underlying, subconscious neurobiological mechanisms. Current research demonstrates that the nervous system is more complex, and less of a hierarchy than once believed. This means that although there are subconscious neurobiological mechanisms, they cannot be isolated from thought and intention. I emphasize this point here, because parents seeking sensory integrative support for their gifted child should be sure that their therapist uses this more modern model. In my experience, gifted children do best when cognitively engaged.

via SENG: Articles & Resources – Asynchronous development and sensory integration intervention in the gifted and talented population.


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