Patterns Recognized in Ayres Sensory Integration®: A Scoping Review

Abstract

Background/Objectives: Associations between scores on tests of sensory integration functions demonstrated in numerous studies over six decades have contributed to the development of Ayres Sensory Integration® (ASI) theory and practice. Understanding these “patterns” aids therapists in their interpretation of assessment results, ensuring appropriate and effective intervention. This study aimed to describe and discuss published research on identified patterns related to constructs in the Ayres Sensory Integration® approach. Methods: Arksey and O’Malley’s framework and the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews Checklist were used. The literature review search was guided by the following criteria: population (children aged from 3 years to 12 years and 11 months), context (the literature within ASI), and concept (sensory integration patterns). Data were sourced from the following databases: CHINAL, ProQuest (Health & Medical Complete), SABINET, Web of Science, PubMed, OpenGreyEU, Greylit.org, and CADTH GreyMatters. There was no date constraint, and all available data were collected. Results: After reviewing 998 peer-reviewed articles, 17 articles met the inclusion criteria. Data extraction, charting, and analysis indicating a clear pattern of assessments were used to determine the sensory integration patterns. Similarities and differences between sensory integration patterns were found over time, in different diagnostic groups and different settings. Conclusions: The ASI approach is based on detailed research on the development of assessment instruments used for evaluation and sensory integration patterns used for interpretation of the assessment results. This research has been conducted over the past 60 years and contributes to an evidence-based therapeutic approach.