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Will My Child Be OK?
By Zoe Mailloux
Some of the common questions parents ask when they find out that their child has sensory integration dysfunction are, "Will it go away?", "Will he grow out of it?", "Will therapy cure the problem?", and similar questions that ultimately ask what the future holds. In reality, all parents worry about their children's future, knowing that accidents, drug abuse, or simply making poor choices can mean the difference between a bright and bleak existence. However, parents of children with dysfunction in sensory integration are right to be concerned about how this "invisible problem" might limit their children's potential.
When a parent seeks and finds help for their child's sensory integration problems, I always feel that half the battle has been won. Clearly one of the most debilitating aspects of these disorders is the fact that they are little known and largely misunderstood. Whenever possible, helping the child to understand what is going on in his nervous system seems to be a positive step. The most common emotion I encounter from both parents and children upon learning about sensory integration dysfunction is relief. A great burden is lifted and there is often a sense of validation when there is a name for a previously confusing and vague condition. In addition, feelings of guilt are commonly alleviated, since parents and children alike often feel at fault for the problem. Well- informed and astute parents help their children a great deal as they learn to recognize how problems in sensory integration function are affecting learning, behavior, skill development, and social interactions.
Dysfunction in sensory integration is often referred to as a type of "inefficiency" of processes that occur in the brain and nervous system. Sensory integration functions typically occur automatically, fluidly, and subconsciously for most people. Some parents become alarmed to think that there might be a problem in their child's brain. However, sensory integration difficulties are not like the problems usually associated with "brain damage" or trauma. In most cases, the structures of the brain and nervous system are probably intact. It is more likely that the "messages" sent from one part of the brain and nervous system to another are not as clear, fast, or complete as expected.
One thing that is well documented about the structures and functions of the brain and nervous system is that they are "changeable," especially in a young person. The word "plastic" or "plasticity" is used to describe this characteristic of the brain. The fact that the brain is plastic allows us to be affected by the experiences we have, especially in early development, in both potentially positive and negative ways. We talked earlier about children whose development was affected by conditions of deprivation (such as in crowded orphanages) and that these children can make great gains when given more optimal developmental opportunities. The same principle is at work for children with dysfunction in sensory integration. They will often need individualized opportunities for experiences that will help their brains and nervous systems send and interpret messages more efficiently.
As important as sensory integration function is, it is still only part of what determines our success or failure in life. Intelligence, personality, drive, temperament, and persistence are all characteristics that will play an important role in whether or not any individual leads a satisfying and productive life. The most important thing a parent can do for a child with a sensory integration disorder is to ensure that this problem does not interfere with that process. This is accomplished by a combination of integration and understanding.
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