Rebecca Harding

Independent Research
Ms. Kucik
17 March 2015
Annotated Bibliography
Adults with Aspergers Syndrome: Is Occupational Therapy Right for You? Aspergers
Association of New England. Aspergers Association of New England, 2013. Web. 14
September 2014.
This source is from the Aspergers Association of New England. It describes what a
person should think about when deciding if occupational therapy is right for them. Aspergers
Syndrome can affect a persons ability to independently participate in activities of daily living
(ADL). Occupational therapy (OT) evaluates a patient for strengths and weaknesses in four
areas: ADL, work, play, and leisure activities. ADL is how well a patient participates in activities
of daily life like eating and dressing; instrumental ADL includes activities that are more
complicated such as managing finances. Work skills are necessary in order to get and keep a job
for a steady income. Play for kids and leisure activities for adults are essential to having a
satisfying and happy life. Once an occupational therapist knows the persons behavior in all these
areas, they see what component(s), cognitive, emotional or physical, is affecting optimal
participation in the activity. Then a treatment plan can be formed to restore, maintain, or improve
the persons performance level. Before entering occupational therapy, people should ask
themselves whether they have difficulty performing any activity of daily living.
This source was beneficial because it explained how occupational therapy is involved in
the treatment of Aspergers Syndrome. It does not mention, however, if and when sensory
integration comes into play during the treatment process. This source does not have a bias; it is
purely informative.
Allday, Erin. Autism: UCSF Zeroes in on Rare Chromosome Defect. San Francisco
Chronicle. N.p., 30 March 2012. Web. 28 Oct. 2014. <http://www.sfgate.com/health/artic
le/Autism-UCSF-zeroes-in-on-rare-chromosome-defect-3446078.php#photo-2755225>.
According to a study by the University of California San Francisco (UCSF), there is a
correlation between a defect in chromosome 16 and autism. About 1% of all autism cases can be
traced this genetic chromosomal defect. For this reason, a teenager with the defect and his father
were screened using magnetic resonance imaging (MRI). The MRI modeled the structure of their
brains, while a magnetoencephalograph (MEG) scan showed brain activity by lighting up in the
areas where activity was occurring. The father and son looked at pictures of faces, while doctors
monitored their brain activity using MEG. This data will be compared to data collected from a
father and son without the defect. Once the analysis of this data is complete, there will hopefully
be a clear explanation of how a brain, with this defect, works. Then it can be discovered what
causes autism in these patients, and better yet, how to treat it effectively. For now, there is little
treatment options beyond behavioral therapy. Behavioral therapy is not effective in treating brain

Harding 2
abnormalities, such as the study examined. Autism is complicated to treat because it is a
collection of conditions rather than one disorder, according to UCSF.
This source is a summary of a study by UCSF. It can be used to show that there are
neurological differences in an autistic person versus a normally developing person. This is
relevant to the research because there have been abnormal brain patterns in a person with a
sensory processing disorder as well. It would be interesting to see if the same places of the brain
light up on the MEG for a person with autism and a person with a sensory processing disorder.
Arky, Beth. The Debate Over Sensory Processing. Child Mind Institute. Child Mind Institute,
2014. Web. 24 September 2014. <http://www.childmind.org/en/posts/articles/debateover-sensory-processing>.
The source explains the controversy of recognizing sensory processing issues as a
disorder on its own. On one hand, the diagnosis of a sensory processing disorder (SPD) may be
useful so the family can identify with the issue and then they can seek help from occupational
therapists. In contrast, diagnosing an SPD and getting help for the disorder from occupational
therapists is not proven to help the child. The sensory integration techniques used to treat such a
disorder do not have solid evidence that they work, other than a change in behavior. Whether the
treatment actually fixes the problem must be further researched and explored. Also, the side
effects of an SPD differs from person to person, therefore creating a finalized profile of what an
SPD is may not be beneficial to anyone; either the profile will be too specified, too long and
complicated, too vague. Lastly, the disorder is still being considered as a symptom or a sign of
disorders among those on the autism spectrum. Drawing the line between an autism spectrum
disorder (ASD) and an SPD is hard to do. This adds to the complications and controversy of
sensory processing disorders.
This source explains the controversy of SPDs. The source gives more information as to
why SPDs should not be considered as their own disorder. This reveals a bias of the author.
However, the points in the article are backed up with the word of various doctors in the field and
with the results of studies. Therefore, the bias does not corrupt the integrity of the source.
Bishop, Tricia. School Board Approves Plans for Cedar Lane. Baltimore Sun. 23 May 2003.
Web. 20 Oct. 2014. <http://articles.baltimoresun.com/2003-05-23/news/0305230236_1
_cedar-lane-l ane-school-school-board>.
This article was written about the plans to replace the old Cedar Lane school with a new
one. Cedar Lane offers various accommodations for children who are severely disabled. This
school has been chosen by the Board of Education to be rebuilt after parents have petitioned that
these students would learn better in a more traditional classroom environment. Also, the school
has been deemed physically incapable of carrying out all the functions it must. For these reasons,
a new school is needed. The new schools design will be able to accommodate the staff and the
students who range in age from 3 to 21 years-old. The new model will include time for the
disabled kids to interact with people without disabilities in the neighboring schools. Advocates
for the disabled love this plan because they say the separation has alienating effects on the kids
and integrating the students together will help decrease the effects of the separation of schools.

Harding 3
This source leads to a possible audience who would be interested in the research topic
being investigated. If the kids that go to Cedar Lane experience mental disabilities like the ones
in the study, it could be beneficial for the school to know the findings of the research. This is a
step in the right direction for finding a mentor for anyone in this research area. Now, the school
is open and has been for years.
Brandwein, Alice. Sensory Processing May Help with Autism Diagnosis, Classification.
Journal of Autism and Developmental Disorders (2014): n. pag. Web. 24 September
2014.<http://www.healio.com/psychiatry/autism-spectrum-disorders/news/online/
%7Be500dfe5-662a-47da-ab5b-2b796f919bc9%7D/sensory-processing-may-help-withautism-diagnosis-classification>.
A recent study from the Journal of Autism and Developmental Disorders suggests that an
autism spectrum disorder (ASD) can be identified earlier by looking at the response time of the
brain to sights and sounds. The people who were being tested, 43 people aged 6-17 with an
autism spectrum disorder, were instructed to press a button after hearing a sound, seeing a red
circle, or hearing and seeing both at the same time. The purpose was to see if sensory processing
issues varied along the autism spectrum. Electroencephalogram (EEG) recording was used to
determine how fast participants were processing the stimuli during the entire experiment. The
people with a more severe ASD took longer to respond to the auditory stimuli. There was no
connection between visual stimuli processing time and ASD severity. There are many future uses
of using EEGs. One being you can determine ASD severity, or you can decide the effectiveness
of ASD therapies. Only 15% of people with an ASD are diagnosed before the age of 4; this
number could be increased if this method proves to lead to an early diagnosis. An early diagnosis
leads to a better end result after therapy.
This study supports the idea that sensory integration and the identification of ASDs go
hand in hand. The source relates how analyzing response times to stimuli of people with ASDs
can lead to an early diagnosis. This paves the way for a new test for diagnosing and treating
ASDs.
Bunim, Juliana. Breakthrough Study Reveals Biological Basis for Sensory Processing Disorders
in Kids. University of California San Francisco. University of California San Francisco,
9 July 2013. Web. 18 Sept. 2014.<http://www.ucsf.edu/news/2013/07/107316/brea
kthrough-study-reveals-biological-basis-sensory-processing-disorders-kids>.
This article describes the findings of an experiment conducted by researchers at
University of California San Francisco. They examined the brains of 16 boys with a sensory
processing disorder (SPD), and then compared the results with those of 24 boys without an SPD.
The researchers used an advanced MRI called diffusion tensor imaging (DTI), to observe the
movement of white fluid and fiber matter in the brain, essential to thinking, learning and
perceiving information. The researchers found that in the boys with an SPD, the white matter
moved into abnormal tracks in the back of the brain, where the auditory, visual, and tactile
systems, involved in sensory processing, are housed. These kids also showed evidence that the
white matter had trouble traveling from the left side of the brain to the right and vice versa. This
information indicates that there is a structural difference in the brain of a typical boy versus a boy

Harding 4
with an SPD. Although this is only the beginning of this type of research, this is a huge
breakthrough, essential to all subsequent research.
This source is a higher level article due to the extensive scientific nature of the
experiment that was conducted. This article takes the research into more depth about how the
structural differences in the brain affects the diagnosis of an SPD. The research can be trusted
because it is from a reputable university, however it is unclear whether these same findings have
been seen anywhere else. This research is fairly new so it would be interesting to read the results
of any replications of this experiment.
Carey, Benedict. The Disorder is Sensory; the Diagnosis, Elusive. The New York Times. The
New York Times Company, 5 June 2007. Web. 25 September 2014.
<http://www.nytimes.com/2007/06/05/health/psychology/05sens.html?
pagewanted=all&r=3&_r=0>.
This article from the New York Times addresses the controversy behind the acceptance of
a sensory processing disorder (SPD) as a diagnosis on its own. There have been multiple
attempts to make a sensory processing disorder a recognized diagnosis, but the controversy still
continues. The worry is that once the disorder is not only a symptom for other things, its vague
description will cause the title of an SPD to lose all meaning. It will become overused. How an
SPD affects a person is not the same for everyone so it is hard to compile a concrete profile on
what constitutes an SPD. However, there are also arguments for the acceptance of an SPD as a
diagnosis. Some argue that there are children that are healthy other than their sensory processing
issues. This raises the question of what is causing the complications since no other symptoms are
shown. Scientists and researchers are exploring the possibility that the complications are due to
an abnormality in the brain. This controversy is expected to last several more years.
This article was published in 2007, and in it, it said this controversy of sensory processing
disorders will be resolved in three to four years. However, it is now seven years later and still no
decision has been reached. This is still a controversial issue. This article offers support for and
against sensory processing disorders. This is a good article for the reason that it describes both
sides of this ongoing issue.
Collins, Britt. The So What? of Sensory Integration Therapy: Joie de Vivre. Autism
Aspergers Digest Jan-Feb. 2013: 40-41. Web.
<http://spdfoundation.net/MillerArticles/JanFeb2013_sensorysolutions.pdf>.
This magazine article sums up why understanding sensory integration is a pressing issue.
The author tells a story of a little boy named Jack Harrington. When he was four, he was
diagnosed with an autism spectrum disorder (ASD) and Sensory Processing Disorder (SPD). As
Jack grew older, his overwhelming environment made it impossible for him to effectively
communicate with his friends and family. The Harrington family sought occupational and
sensory integration therapy from the STAR center. Jacks occupational therapist worked with the
family to minimize the number of visual distractions in his environment, use fewer words to
communicate, and move more slowly. By the end of just the second week, the level of
communication between Jack and his parents had increased to where Jack would share his toys
with them. At the end of the 30 week session, Jacks language, motor, and cognitive domains had

Harding 5
improved dramatically due to the therapies. This work was done through a method called an
individualized education plan (IEP). Occupational therapists have to individualize their approach
daily in order to pertain to the childs needs. They do this through a deep and extensive
understanding of the childs strengths and weaknesses, and that is why understanding sensory
integration is so important. Without a clear understanding, the child would not get the
individualized care they deserve.
This magazine article is in terms that anyone can understand. It is useful to see how
sensory integration has an effect on people, by using a real life example. The article explains
why sensory integration deserves to be explored and researched.
Fox, Cynthia. Autism, SPD Hit Different Brain Areas. Bioscience Technology. Advantage
Business Media,14 Aug. 2014. Web. 12 Oct. 2014. <http://www.biosciencetechnology.co
m/articles/2014/08/autism-spd-hit-different-brain-areas>.
This article explains how a recent study by the University of California San Francisco
(UCSF) linking sensory based behaviors to white matter differences has built on research studies
theyve done in the past. In 2013, a study by UCSF concluded that there is a difference in brain
structure in a boy with a sensory processing disorder (SPD), and a normally developing boy. In a
different study, results were that people with autism spectrum disorders (ASDs) had a larger
disconnect in areas of the brain dealing with facial expressions and memory, while children with
SPDs had a larger disconnect in sensory-based tracks. In addition, diffusion tensor imaging
(DTI) MRI has been used to show that there are both similarities and differences between the
brain behavior of a person with an SPD, and a person with an ASD. The researchers have also
taken note of abnormal brain patterns, in sensory and multisensory integration, in a brain with
sensory processing complications versus a normally developing brain. If results of other studies
resemble these conclusions, it could change the way the world draws the line between an ASD
and an SPD. Controversy still surrounds this issue since an SPD is not accepted as a legitimate
diagnosis.
This source recounts the past studies done by UCSF concerning sensory processing
disorders. The vocabulary in this article is not suitable for someone who is just starting out in
their research. The controversy surrounding SPDs is described from all angles by using data to
support each claim, which adds evidence to support each side of the debate.
Gregory, Michael J. Sensory Systems. Biology Web. n.d. Web. 15 Oct. 2014.
<http://faculty.clintoncc.suny.edu/faculty/michael.gregory/files/bio%20102/bio
%20102%20lectures/sensory%20systems/sensory.htm>.
This source, from a professors website, explains how sensory integration works in the
brain. It starts off general and gets more specific as the article progresses. A receptor is defined as
the distal ending of a sensory neuron. The types of receptors are listed, chemoreceptors,
mechanoreceptors, electromagnetic receptors, thermoreceptors, and pain receptors, and it
classifies sensory organs as receptors. It explains that a multitude of receptors are either found in
a sensory organ, or the receptors could be arranged into an organ. Then, the passage continues by
showing how the brain and these receptors work together through written explanations and flow
charts for a visual effect. The brain uses these receptors to detect a variety of stimuli. Embedded

Harding 6
within the skin are receptors that give the body a perception of where it is in space.
Chemoreceptors are used to pick up taste and smell stimuli. Photoreceptors are used for visual
stimuli. Then, the author describes characteristics of sound and sight in extensive detail.
This is an extremely high level source. This source has good information but it is
definitely for a more experienced researcher. Most likely, more research will have to be done in
order to understand some of the content of the passage. There is no obvious date to mark the last
update so that could affect the validity and currency of the information. However, the
information none the less seems legit and adds up with previous research.
Hanft, Barbara E. Toward a Concensus in Terminology in Sensory Integration Theory and
Practice: Part 3: Observable Behaviors: Sensory Integration Dysfunction. Sensory
Integration Special Interest Section Quarterly 23.3 (2000): 1-4. Web.
<http://spdfoundation.net/pdf/TowardaConcensus-Part3.pdf>.
This journal article is about the observable behaviors associated with the three types of
sensory integration dysfunction (DSI). The three types of DSI are sensory modulation
dysfunction (SMD), sensory discrimination dysfunction, and dyspraxia. SMD is defined as a
syndrome where one over- or underresponds to sensory input from the body or environment. It
occurs when there is a disconnect between the demands of ones environment and his/her
attention, emotions and sensory processing that allow him/her to adjust to these demands. As a
result of this condition, one can be hyposensitive or hypersensitive to sensory stimuli. Sensory
discrimination dysfunction means one has difficulty differentiating signals from the different
sensory systems. He/she also have problems figuring out the bodys position in space and
movement, due to vestibular and proprioceptive complications. Lastly, dyspraxia involves
problems with organizing and executing nonhabitual motor tasks. It specifically refers to a
disruption in the sensory processing in relation to motor planning.
This source has vocabulary that is not suitable for people in the early stages of their
research. This source is also Part 3 of a series, so it may be necessary to read the other two parts
before this one. This was published in 2000, so the information in this article may be slightly out
of date.
Harmon, Katherine. Autism Might Slow Brains Ability to Integrate Input from Multiple
Senses. Scientific American. Nature America, Inc, 21 Aug 2010. Web. 5 October 2014.
<http://www.scientificamerican.com/article/autism-slow-sensory-integration/>.
A new study, published in a medical journal entitled Autism Research, suggests that
autism increases the amount of time it takes a person to integrate multiple pieces of sensory
information at once. In this study, 17 children, ages 6-17, with autism, were IQ matched with 17
kids without the disorder. Then each group was instructed to watch a silent video of their choice
throughout the testing. While they were watching the movie, tones and vibrations were randomly
selected and played. Electroencephalograms (EEGs) measured brain activity as it encountered
stimuli. The findings of the experiment were that it took about 100-200 milliseconds longer for
the autistic children to process the tone and the vibration when they happend together. The
research also showed that if the timing was closer to that of a normally-developing child, the
strength of the signal was weaker, illustrated by the smaller amplitude waves on the EEG. The

Harding 7
article says a way to expand upon this knowledge is to draw correlations between brain anatomy
and how connectivity between different functional regions differs in autism.
This study breaks down the government project that was documented in another
bibliographical entry. This version of the study is much easier to understand and thus is better for
the public to understand. The ideas in the article require background information, however. This
research study leads a person to learn more about brain connectivity in a normal person versus
someone with an autism spectrum disorder.
Kinnealey, Moya , & Miller, Lucy J. Sensory Integration/ Learning Disabilities. Willard and
Spackmans Occupational Therapy : 1.8 (1993): 474-489. Web. 8 Dec. 2014.
<http://spdfoundation.net/pdf/kinnealey_miller.pdf>.
This source is a section from a journal that explains how to test for sensory issues. First,
sensory integration is defined as a neurological process that organizes sensations from the body
and the environment; this makes it possible for the body to function properly in the environment.
Praxis and perception are both end products of sensory integration. Praxis is a human trait
describing the ability to conceptualize, plan, and execute an adaptive response to the
environment. It is assumed that when sensory integration techniques are used, that there is
plasticity within the central nervous system, meaning sensory intervention can affect brain
processes. Sensory intervention helps with six main dysfunctions called syndromes; these six
areas are auditory language disorder, bilateral integration, developmental apraxia, form and space
perception, tactile defensiveness, and unilateral disregard or right cerebral hemisphere
dysfunction. The effectiveness of sensory intervention in these areas can be assessed using the
Sensory Integration and Praxis Test (SIPT). The SIPT tests measures of tactile and vestibularproprioceptive processing, form and space perception, praxis, and bilateral integration
sequencing.
This source utilizes high vocabulary. It is not for people without background information
on how sensory processing works. The source explains what tests are used to determine the
effectiveness of sensory intervention. How different interventions scored on these tests may be a
good thing to look into to determine how effective they are.
Koenig, Kristie Patten. Efficacy of the Get Ready to Learn Yoga Program Among Children With
Autism Spectrum Disorders: A Pretest-Posttest Control Group Design. The American
Journal of Occupational Therapy Sept.-Oct. 2012: 538-546. Print.
This journal article discusses the effect of a program consisting of yoga postures and
breathing and relaxation exercises on the exhibition of appropriate classroom behaviors by
elementary school students with autism spectrum disorders (ASDs), or maladaptive behavior.
This program is called Get Ready to Learn (GRTL). Elementary school students with an ASD,
or other behavioral complication, present unique challenges to classroom teachers. These
children have trouble attending to tasks, transitioning from one activity to another, maintaining a
calm, organized state as necessary, and independently engaging in school work. Yoga has been
shown to have benefits regarding mood, anxiety, stress, and psychological and physical health.
The purpose of this study was to examine the effect of the GRTL program on decreasing
maladaptive behaviors that may interfere with classroom performance. Eight classrooms of

Harding 8
elementary school students, for a total of 48 participants with an ASD, were tested. All teachers
received training, a yoga DVD and mats, a video camera to record group activity for 2-3 days,
and were asked to complete the Aberrant Behavior Checklist (ABC) - Community test to assess
challenging behavior of the students. The researchers concluded that, compared to the control
group, the intervention group showed a decrease in maladaptive behaviors identified by teachers.
This study described in this article has some bias. The teachers who participated in the
study obviously were aware of the intervention; therefore they may have noted some behavior
that otherwise would have gone unnoticed. The vocabulary and content of this article are not
suitable for people without extensive knowledge of the behavioral issues of kids with ASDs. This
study shows evidence that provoking sensory systems in children has positive effects in their
everyday performance.
Lane, Shelly J. Toward a Concensus in Terminology in Sensory Integration Theory and
Practice: Part 2: Sensory Integration Patterns of Function and Dysfunction. Sensory
Integration Special Interest Section Quarterly 23.2 (2000): 1-3. Web.
<http://spdfoundation.net/pdf/TowardaConcensus-Part2.pdf>.
This journal article outlines the meaning of sensory integration and sensory processing. It
also describes the normal working of sensory processing, and what can go wrong. The article
begins by describing sensory integration function. Sensory integration is the neurological process
where the brain separates external sensations from that of ones own body. Sensory integration is
not only being aware of the sensation, but also being able to modulate and discriminate the
sensation. The ability to modulate a sensation means one can organize the degree, intensity, and
nature of a sensation and then respond appropriately. Dysfunction in sensory integration (DSI) is
the inability modulate, discriminate, or organize sensory stimuli adaptively. Put simply, one can
not respond effectively to everyday situations, and so he/she has different behavioral patterns.
Dyspraxia means one has trouble performing a single or a series of motor actions. It also has a
cognitive element that, along with the motor disability, affects ones ability to perform non
habitual actions and tasks. A more general term for this condition is developmental coordination
disorder (DCD). Overall, cognitive, sensory integration, and sensory modulation dysfunction
impair a persons ability to perform activities of daily life (ADL).
This journal article uses vocabulary that is not suitable for people with little prior
knowledge of this topic. This topic explains the type of dysfunctions that sensory integration
techniques work to correct. The next part to this series of articles will shed more light on the
behaviors associated with these dysfunctions.
Levingston, Suzanne A. The Debate Over Sensory Processing Disorder: Are Some Kids Really
Out of Sync? Washingtonpost.com. The Washington Post, 12 May 2014. Web. 18 Sept.
2014.<http://www.washingtonpost.com/national/health-science/the-debate-over-sensoryprocessing-disorder-are-some-kids-really-out-of-sync/2014/05/12/fca2d338-d521-11e38a78-8fe50322a72c_story.html>.
This article describes the struggles kids with sensory processing disorders and their
families face daily. A sensory processing disorder (SPD) causes a person to have difficulty
making sense of the information they receive from their senses. Children with an SPD are often

Harding 9
misunderstood because SPDs are not well recognized by the public. Children with an SPD often
are categorized as bad kids because their symptoms are dismissed as a bad temper. Most people
are unaware of the root of the problem, so they assume the child is constantly misbehaving. A
challenge the family of a child with an SPD face is that insurance does not cover weekly
occupational therapy appointments, which can cost up to $200 per hour. But since SPDs are not
recognized as a legitimate diagnosis on their own, no financial aid is offered. This also affects
charities and foundations because they do not get funding due to the lack of evidence proving an
SPD is a real diagnosis. A fraction of doctors in this field believe that an SPD is a symptom of an
Autism Spectrum Disorder (ASD) such as ADHD. They think that categorizing an SPD as a
diagnosis on its own is, in effect, neglecting the existence of a confirmed disorder. However, new
research indicates there is a difference in the brain between a person with an SPD and without
one.
This source relates information relevant to the effect of SPDs on the child, their family,
and the other people involved the childs life. It also explains the struggle that SPD researchers
face since an SPD has not been accepted as a legitimate diagnosis on its own. This article offers
various supports for and against the acceptance of SPDs as a diagnosis.
Making Sense of Sensory Integration: Significant Categories of SI and Related Consideration.
Narr. David Silver. Making Sense of Sensory Integration. Belle Curve Records, Inc.,
1998. Web. 4 Dec. 2014.<http://spdfoundation.net/pdf/makingsensescript3.pdf>.
This source is a transcript of a single audio tape, from a series of tapes. This transcript
describes the connections of sensory modulation and discrimination to sensory integration.
Sensory integration is split into two main categories, sensory modulation and sensory
discrimination. Sensory modulation is the ability to filter, and organize incoming environmental
information so one can have an adaptive response. Sensory discrimination is the ability to digest
information, interpret what is going on, then respond in a way that best fits the situation. Sensory
defensiveness is a problem of sensory modulation. Sensory defensiveness is when a child is
overly sensitive to one or more incoming stimuli. In order to solve difficulties like this,
occupational therapists expose the child to a variety of sensory stimuli and record how they react
and organize that information in order to learn. Sensory discrimination is seen in children that do
not have good awareness of their bodies in tactile discrimination, sense of touch, or their
proprioceptive system, muscles and joints. There is a really strong connection between these
sensory integration dysfunctions and autism spectrum disorders (ASDs). As of now, sensory
integration therapy is used to treat all these conditions. The intent of sensory integration therapy
is to help a child better take in sensory information and have appropriate behavioral and motor
responses.
This source is composed by four doctors with Ph.Ds and therefore it can be trusted. The
information in this source is of high value because it is easy for everyone to read and understand
the content is great as well. This source is a audio tape transcript from 1998, so it may be slightly
out of date. However, the information in this article matches with other articles used for this
research project.

Harding 10
May-Benson, Teresa A. Effectiveness of the Integrated Listening System for Children with
Autism and Sensory Processing Disorder. SPD Foundation. American Occupational
Therapy Association. 25 Apr. 2013. Web. 1 Dec.
2014.<http://integratedlistening.com/wp-content/ils-files/2013/04/iLs-AOTA-2013Poster.pdf>.
This source is a study examining the effectiveness of the Integrated Listening System iLs,
a form of sound-based therapy, in helping children with autism and sensory processing disorders
(SPDs). The iLs combines auditory, visual, and vestibular sensory activities, which children with
autism and SPD respond positively to. Three related studies were conducted to ascertain the iLss
effectiveness for certain. In the first study, the iLs associates were surveyed about the perceived
success of the iLs in the home and in clinics. The iLs scored in the sometimes or often range in
24 categories. This means in all areas, it did cause some improvement. The second study was on
seven children aged 4-18 years with SPD and their reactions to iLs programs. All participants
reported the accomplishment of individual goals and improvement upon sensory processing,
behavior and emotional disturbance, adaptive functioning, and participation. The third study
dealt with 18 children with an autism spectrum disorder (ASD), ages 5-8. The results of this
study showed significant improvement after the use of iLs therapy in 11 of 18 areas. These
studies show that the iLs could be effective in helping children with SPDs and ASDs.
This source includes the conclusions drawn from three related studies, in order to
evaluate the effectiveness of the iLs. The terminology used in this source is not for people just
starting out in their research. This source specifically supports the hypothesis that sensory
integration therapy is a good tool to treat ASDs and sensory processing issues because it shows
that auditory sensory integration techniques may be adequate in treating ASDs and sensory
processing issues.
Miller, Lucy Jane. Concept Evolution in Sensory Integration: A Proposed Nosology for
Diagnosis. The American Journal of Occupational Therapy. 61.2 (2007): 135-140. Web.
<http://spdfoundation.net/pdf/Miller_Anzalone.pdf>.
This journal article summarizes what it means to be diagnosed with a sensory integration
disorder. It also describes the development of sensory integration as a diagnosis. Sensory
integration dysfunction is defined as impaired sensory processing that leads to various functional
problems. She labeled this behavior as sensory integration dysfunction on the basis of her
knowledge of neurology and her detailed observations of child behavior. Sensory integration
theory is defined as ideas that discuss how the brain processes sensory stimuli and the resulting
motor, behavior, emotion, and attention response. Sensory assessment is the analysis of persons
sensory processing ability. Sensory integration treatment is a method of intervention. This article
classifies the three classic categories of sensory processing disorder (SPD). The first classic
category is sensory modulation disorder (SMD). There are three subtypes under the main
category of SMD. They are sensory overresponsitivity (SOR), sensory underresponsitivity
(SUR), and sensory seeking or sensory craving (SS). The second main category is sensory
discrimination disorder (SDD). This category has no subtypes. The final category is sensorybased motor disorder (SBMD). This category has two subtypes; they are postural disorder and
dyspraxia.

Harding 11
This source is a great summary of conditions associated with sensory integration
dysfunction. It clearly states when a sensory processing disorder should be diagnosed.. It states
what behavior defines each category or subtype of sensory integration dysfunction. The
vocabulary and ideas are presented in simple terms so anyone in this field can accurately classify
SPDs.
Miller, Lucy Jane. Toward a Concensus in Terminology in Sensory Integration Theory and
Practice: Part 1: Taxonomy of Neurophysiological Processes. Sensory Integration
Special Interest Section Quarterly 23.1 (2000): 1-4. Web.
<http://spdfoundation.net/pdf/TowardaConcensus-Part1.pdf>.
This source is an article that explains in great detail how the brain processes information.
The article begins by explaining the difference between neurophysiological and
neuropsychological views on sensory integration processes. Then, the author begins to explain
how sensory processing starts. The process begins in the neurons of the peripheral sensory
systems. Then receptors set off a chain of reactions; the exact mechanisms used in this process
have not been specified. The article describes the different levels of energy needed to activate
different receptors and set off different reactions. It also describes the ways in which the
information travelling through the receptors is transmitted, in chemical form and electrical form.
As the article concludes, the author explains the meaning of key vocabulary dealing with sensory
processing. For example, sensory processing and sensory integration are compared and
contrasted. Although they both deal with neural processes, sensory processing is how the brain
processes and makes sense of information. Sensory integration is only one aspect of that, where
the brain takes in information and makes it interpretable for the body. This edition is followed by
a part 2, and the sequel is summarized to conclude this article.
This article uses vocabulary that is not suitable for people just starting out their research.
This article provides essential information regarding the how the brain processes stimuli. This
research can be furthered by reading part 2 of this series of articles.
Myles, Brenda Smith. "Sensory Issues in Children with Asperger Syndrome and Autism."
Education and Training in Developmental Disabilities 39.4 (2004): 283-290.
This study examined if people with autism and people with Aspergers Syndrome (AS)
have different sensory profiles. A total of 86 people with AS and 86 people with autism were
tested in 23 different areas dealing with sensory processing. The testing uncovered differences in
three of the 23 areas between the subjects with autism and the subjects with AS. These areas
were emotional reactivity, emotional and social responses, and inattention and distractibility.
However, despite these differences, both Aspergers Syndrome and autism are classified as
autism spectrum disorders (ASD). Adolescents with AS differ from their peers in 22 of the 23
areas, measured by the reactions to sensory stimuli in daily life. Research suggests that it is these
sensory differences that classifies AS apart from autism. The purpose of the study was drawn
from this idea. The aim of the experiment was to determine the sensory characteristics of
children with both disorders, then check if these characteristics were clear enough to differentiate
between AS and autism.

Harding 12
The experiment is described in great detail, using highly formal language. This source is
definitely not a starting place; this is a tougher piece than background information. The study
seems to be supported by various sets of data in chart format. It can be concluded that this
experiment is an effective source to use in drawing differences between Aspergers Syndrome
and autism.
Owen, Julia P. Abnormal White Matter Microstructure in Children with Sensory Processing
Disorders. Neuroimage Clinical 2 (2013): 844-853. Web.
<http://spdfoundation.net/pdf/2013Abnormal_white_matter_microstructure_in_children_w
ith_SPDs.pdf>.
This journal article describes the findings and procedure of an experiment looking at
white brain matter in children with sensory processing disorders (SPDs). The hypothesis of this
experiment is that cortical regions in the brain are responsible for slight discrepancies in sensory
processing that cause SPDs. Diffusion tensor imaging (DTI) was used to look at the white
matters microstructure. Then, it could be tested whether or not the discrepancies were caused by
abnormalities in this white matter. The test subjects were 16 boys with ages ranging from 811years old, with SPDs and they were also matched based on 24 other factors. Statistics were
utilized to show the correlation between white matter spatial abnormalities and odd behavior.
The statistics did in fact show such a correlation. It showed that the space in between the white
matter affected the cortical regions and how they processed information. The brains sensory
processing ability was impaired. So, the white brain matter and its disconnects in the brain had
an effect on the behaviors associated with SPDs.
This article is recounting a complicated neurological experiment. The terminology and
concepts in this article are for people in the latter part of the research process. This article was
published recently, but it still may be beneficial to see if there were any follow up experiments to
this particular one.
Sensory Processes Brain Integration. Youtube. Youtube, 23 Aug. 2009. Web. 10 Oct. 2014.
<https://www.youtube.com/watch?v=_oH-az3fyhE>.
Dr. Antonio Damasio, a neurologist at University of Iowa hospital, says that there is no
one place in the brain where small bits of information come together, to produce a clear
perception of your surroundings. The sensory systems that process information, dealing with the
different senses, remain separate; but receptors link these systems together. This linkage is what
gives the person a clear image of what is going on around them. Due to new data arising from
brain imaging technology, researchers now believe that sensory systems work in harmony with
each other, and the memory mechanisms in the brain. Information goes to the sensory systems,
then goes to be recorded in the memory cortex. At last, it returns to its respective sensory system.
This way, people can remember a past scene later on in the future. When asked later on in the
day, for example, about a past occurrence, the brain works to replicate the brain patterns of that
time period. The brain does this to create a similar image of the event and thus people can
remember what something looked like or what someone said.
This source references a leading neurologist in the field. However, it is unknown whether
some parts of the interview were cut out in the editing process. This may affect the integrity of

Harding 13
the interview. The interview relays information in fairly simple terms so it will be suitable for
people in every stage of research. This source raises the question where does the sensory
processing issue occur in a person with a sensory processing disorder. Further research should be
done to find an answer to this question.
Sensory Processing Issues. Child Mind Institute. N.p., 15 January 2012. Web. 7 September
2014.<http://www.childmind.org/en/posts/articles/2012-1-15-treating-sensoryprocessing-issues-sensory-gym>.
This source relates how important it is to get help for children with sensory processing
disorders. A sensory processing disorder (SPD) is a proper diagnosis for children or adults who
have difficulties using their five senses plus internal senses, to make sense of the environment
around them. The standard five senses, smell, sight, taste, touch, and sound, are combined with
three more in this article, proprioception, vestibular, and interoception. Proprioception describes
the sense a person has of their body; how he/she is aware of their body. Proprioceptive receptors
are housed in the joints and ligaments and their job is to regulate motor control and posture. The
vestibular sense deals with movement. Vestibular receptors, found in the inner ear, inform the
brain of the bodys position, where it is in relation to its surroundings and is essential to balance,
coordination and more. Interoception is an internal sense that relays feelings from the organs.
The rest of the article explains how the stimulation of these senses can help children rewire their
brain to have a different and more productive response to sensory stimuli. The article concludes
by adding that the diagnosis of a SPD is still controversial because it is thought by some to be a
symptom of an Autism Spectrum Disorder.
This source was especially helpful to the research. It explained in great detail the meaning
of sensory integration and what a sensory processing disorder was. It also listed various ways to
control the symptoms of an SPD by stimulating the senses. This source does have a bias because
it genuinely supports the idea that an SPD is a legitimate diagnosis on its own. However the
article recognizes the opposing view briefly and does not ignore its existence entirely.
Smart, Andrew. Listen to the Noise: Noise is Beneficial for Cognitive Performance in ADHD.
Journal of Child Psychology and Psychiatry 48.8 (2007): 840-847. Print.
This journal article describes a study done to examine the effect of white noise on the
cognitive performance of kids with ADHD. Noise is commonly identified as being harmful to
cognitive performance. However, this is not always the case; given the principle of stochastic
resonance, the right amount of white noise has been shown to be beneficial. Stochastic resonance
is the phenomenon that suggests moderate noise improves cognitive performance. The responses
of ADHD and control children were examined as they were provided different levels of
environmental stimulation. The participants of the study carried out mini independent tasks and a
verbal task, with or without the presence of white noise. All 42 participants were aged 9-14, and
21 of them were boys with ADHD. The results were that noise provoked a positive effect on
cognitive performance in kids with ADHD, but caused a negative effect in the control group.
This indicates that ADHD subjects needed more noise to reach optimal cognitive performance.
The positive effect of white noise can be explained by stochastic resonance. Noise in the

Harding 14
environment leads way to internal noise in the neural and perceptual systems, thus improving
cognitive function.
The study is described in great detail, and may be overwhelming to people not familiar with
this topic. The work done in this study shows that ADHD kids need a special treatment in order
to be at their optimal performance level. This also shows that there is something different in a
child with ADHD or another autism spectrum disorder. The auditory sensory integration therapy
used in this experiment was seen to be effective in ADHD children.
Spiesel, Sydney. Interview by Madeleine Brand. Madeleine Brand. NPR. 19 March 2009. Radio.
Web. 13 Oct. 2014. <http://www.npr.org/templates/transcript/transcript.php?storyI
d=102112035>.
On this National Public Radio (NPR) news radio interview, Sydney Spiesel, a pediatric
occupational therapist, is asked about sensory processing disorders (SPDs), also called sensory
integration dysfunctions. Spiesel first explains that a child with an SPD is hyposensitive (undersensitive) or hypersensitive (over-sensitive) to sensory stimuli. He continues on to recount the
history of sensory processing issues. Jean Ayres first recognized abnormal behavior among some
kids to certain stimuli, and hypothesized that it was caused by a defect in the brain. Then she
developed treatments organized to rewire the brain so it would have the correct response to
sensory stimuli. Since that discovery 40 years ago, there remains no concrete evidence these
practices actually help the child. There is also conflict about if SPDs are legitimate. Some argue
they may just be a side effect of an autism spectrum disorder. In that case, the sensory treatments
developed by Jean Ayres and used widely by occupational therapists may not be helping the root
of the problem, which may be ADHD. Spiesel says that he does not completely believe that it is
possible to rewire the brain, but he is willing to acknowledge any positive interaction between an
occupational therapist and a person with an SPD.
The issue of SPDs is looked at in a supporting light and critical light, though more
supportive than anything. This reveals a bias. The language used is very basic and suitable for
any audience listening to it.
Stivers, Nancy. Strategies for Self-Regulation and Attention. Diss., Oct. 2014. Print.
This document describes the different options a person has to deal with sensory
dysfunctions. The author breaks the article down into five major sections: sound, movement,
tactile/deep pressure, visual, and smells. There are five components of sound: white noise, sound
sleeper, mozart, Pachelbels Canon in D, beat and pitch, and sound reduction. White noise is
most helpful to ADHD students when they study. There are many apps such as Relax Melodies
that can create this noise to help the child. The sound sleeper is a product equipped with dozens
of noises beneficial for concentration. The use of Mozart music has been shown to help with
school performance. Pachelbels Canon in D is optimized for relaxation. Beat and pitch is a
drumming technique where you use a slow steady beat without a high pitch to help a childs
concentration and focus. Sound reduction through the use of headphones, for example, is key in
helping a child with sound sensitivity. The two subheadings of movement are inflatable seat
cushions, and movement breaks. Inflatable seat cushions help a child who has trouble sitting still.
The cushion moves along with their movements, but still provides stability. Movement breaks
are periods where children break from their work and move around. They release energy and
organize the body. Next, tactile/deep pressure helps develop a sense of body in space through

Harding 15
centering. This is achieved through hand fidgets, oral motor, and deep pressure. Visual has to
do with lighting and distractions. Low lighting and a decrease in distractions helps sensitive
children with concentration. Lastly, different smells provoke different emotions. For example,
vanilla is pleasant and calming while lemon or peppermint is energizing.
This source is from the notes of a well-respected woman in the field of occupational
therapy and sensory integration. She does not however have a license for administering sensory
integration therapy. She can however perform sensory processing or sensory motor therapy. The
vocabulary in this document is not technical, so it appeals to a larger audience. However, the
audience is limited to people who have or know someone with a sensory processing dysfunction.
United States. Dept. of Health and Human Services. National Institutes of Health. NIH Awards
Initial $46 million for BRAIN Initiative Research. National Institutes of Health. Dept. of
Health and Human Services, 1 Oct. 2014. Web. 7 Oct. 2014. <http://www.nih.gov/new
s/health/sep2014/od-30.htm>.
The aim of the Brain Research through Advancing Innovative Neurotechnologies
(BRAIN) Initiative is to use new technology, as it becomes available, to better understand how
the brain works and to capture pictures of it working. The data derived from this initiative will
assist researchers in understanding brain disorders, and then help in the identification of a
treatment for the disorders. The brain is arguably the most intricate and complex organ of the
human body, so this research is a great start to understanding more about this complicated organ.
There are various scientists and researchers involved in this project, all working to gain more
knowledge of the brain, so people can then form treatment plans for people with a spectrum of
brain disorders and abnormalities. This long term project is decades away from being complete.
This source claims that the BRAIN Initiative is a revolutionary project that will make
great scientific discoveries about the brain. This is their bias because the government wants the
people to believe that this initiative is of ultimate importance and urgency; it must seem that way
to the public, with the millions of dollars going into it. But the research that is being done also
has great value, so the bias is not that important to the integrity of the document. This source is
helpful because it mentions that it is investigating neural circuit function, and this research may
lead to a deeper understanding of sensory processing disorders.
United States. Dept. of Health and Human Services. Office of Extramural Research. Sensory
Processing and Integration in Autism. National Institutes of Health. Dept. of Health and
Human Services, 5 October 2014. Web. 5 October 2014.
<http://www.projectreporter.nih.gov/project_info_description.cfm?
aid=8384852&icde=21508405>.
This document describes a government funded project that deals with sensory processing
and integration in autism. Sophie Molholm is the project leader of this operation. The purpose is
to use data collected through electrophysiological metrics of multisensory integration in healthy
adults, collected in government labs, to show that multisensory integration is impaired in people
with autism. Electrophysiological metrics are electric recordings of neural activity. Examination
of these recordings will reveal any discrepancies in the natural sensory integration process. The
data will be used to measure the connectivity between distant cortical regions, since the thesis

Harding 16
states that this is where the problem with sensory integration arises. The findings of this study
will shed light on how the brain processes sensory information and what goes wrong with
multisensory processing and integration in an autistic person. This project will help the public
because it looks at the integrity of multisensory processing in the human cortex in people ages 615, and could eventually lead to new ways to clinically manage autism.
This source is a document of the U.S. government. It is also a harder article to read. This
document summarizes the description, aim, and public health relevance of the project. To
understand this document to the fullest extent, one should be familiar with the sensory systems
and how the brain receives and integrates information.
What is Occupational Therapys Role in Supporting Persons with an Autism Spectrum
Disorder? The American Occupational Therapy Association. The American
Occupational Therapy Association, 2010. Web. 7 September 2014.
<http://www.aota.org/~/media/Corporate/Files/Practice/Children/Resources/FAQs/FAQ
%20Autism%20Web%20112210.ashx>.
This source is from the American Occupational Therapy Association. It is organized
using a list of five questions to give an overview of how occupational therapists help people with
Autism Spectrum Disorders (ASD). The first question describes an ASD, the different types, and
the symptoms. It also explains how to detect the presence of an ASD using behavioral clues and
different diagnostics. The second section of the article explains how occupational therapists
identify and help patients cope with an ASD using various services they have to offer. Thirdly,
the article lists specific examples of different interventions or therapies an occupational therapy
practitioner can offer his or her patients. Then under the fourth question, evidence of an effective
intervention is explained in detail. The article concludes by giving the reader access to more
information to learn more.
This source is relevant to the topic because it gives vital background information on
Autism Spectrum Disorders. The research is focused specifically on Aspergers Syndrome which
is one of the conditions on the Autism Spectrum. Although this article does not focus on sensory
integration it makes it more clear as to what symptoms sensory integration therapy helps
manage. This article was published by the American Occupational Therapy Association so there
is a slight bias of self interest. The doctors do want to get paid and so will say that occupational
therapy is best, however they do presumably want to help the patients.