SENSORY INTEGRATION DISORDERS IN CHILDREN WITH AUTISM SPECTRUM DISORDERS: CAUSES, MANIFESTATIONS, AND CORRECTIONAL STRATEGIES

Abstract

The paper addresses sensory integration (SI) disorders in children with autism spectrum disorders (ASD) as a major contributor to behavioral disorganization, learning difficulties, and delayed speech development. SI is conceptualized as a neural mechanism for organizing sensations within the central nervous system that supports adaptive responses and motor planning. Building on J. Ayres’s classical framework and recent studies, we outline the organizing role of the vestibular, tactile, and proprioceptive systems. Typical symptoms in ASD include hyper‑ and hyposensitivity to stimuli, impaired postural control, decreased sensory discrimination, and deficits in voluntary regulation and attention. Sensory difficulties are systemic and relate to uneven development of higher mental functions, hindering academic and daily living skills. We summarize interdisciplinary correctional approaches: speech‑language and occupational therapy based on Ayres Sensory Integration® (ASI®), sensorimotor play, targeted vestibular stimulation, graded tactile modulation, and proprioceptive loading. Evidence from publications in 2022–2025 indicates that ASI® interventions improve individualized functional goals, participation, balance, executive functions, and social interaction in children with ASD. Emphasis is placed on early screening of sensory difficulties and the use of individual sensory profiles to plan therapy. We conclude that embedding sensory‑oriented methods into comprehensive support programs prevents secondary complications and promotes durable gains in speech, cognitive, and socio‑emotional development.