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  • 17 Jun 2020 11:54 | SIE News (Administrator)

    We are looking back at this article, first published in 2016 in our SensorNet magazine, in celebration of the International Day of Yoga on 21 June...

    Mel has been an Occupational Therapist for over 20 years. After taking time out to raise her children, Mel went on to study Yoga, as a way of developing her own self-practice and has since become a teacher and author in Yoga. She has over 10 years Yoga teaching experience and is the author of ‘The Yoga of Pregnancy’ book and DVD. Returning to her profession as an Occupational Therapist, she found herself drawn to the study of Sensory Integration. She always maintained an interest in Neurology and was fascinated by the Sensory Integration approach. The more she studied the theory of Sensory Integration, the more she found her two worlds of being a yoga teacher and an Advanced Sensory Integration Practitioner merging.

    Yoga is an ancient practice originating in India thousands of years ago (Adamson E, Komitor J 2000). It combines physical exercise in the form of different yoga poses, known as asanas, with meditation and breathing exercises, synchronising the mind, body and breath to enhance a healthier and more whole self. (Desikachar T.K.V 1999).

    Similarly, theorists in Occupational Therapy also link the mind-body experience and this is represented in both Kielhofner and Fisher (1991) and Ayres (1972) work. Ayres named the vestibular (movement), proprioception (body awareness) and tactile (touch) as the three major sensory systems from which information is received and interpreted by the central nervous system. Ayres believed that the integration of these sensory systems provides the foundations from which higher-level brain functions such as academic learning, complex motor skills and social skills develop. Disturbances with the processing of sensory information within these different systems can lead to difficulties with planning, conducting motor skills and responding appropriately to sensory input. When the body and mind interact effectively within our environment, we are able to receive, modulate, integrate and organise sensory stimuli, responding with appropriate motor and behavioural actions. Neuroplascitiy is the basis for sensory integration. The more sensory enriched opportunities we have, the more it facilitates the laying down of new neural pathways in the brain which supports cognitive development, growth and behaviour.

    The asana aspect of a yoga practice, moves the body in different planes. The enhanced vestibular input supports balance, eye control, inversions and bilateral integration. The proprioceptive and tactile sensory systems are stimulated through muscle stretching when forming the various postures. The breathing and relaxation exercises in yoga help to calm and focus the mind which has a direct influence on the parasympathetic nervous system. These exercises can often override the sympathetic components of the autonomic nervous system which can be activated regularly when individuals become over reactive to certain sensory experiences and thus live in a near continual state of flight, fight or freeze.

    Yoga poses which can induce a feeling of calm and help balance the nervous system include:

    • Balasana - Child’s Pose - Provides both vestibular and tactile input having a calming influence on the sensory systems.

    • Reclined Bound Angled Pose - A relaxing pose providing both proprioceptive and tactile input.

    In addition to the yoga poses themselves, the art of breathing, known as “Pranayama” in the Yogic world also has a calming and balancing effect on our nervous systems. Although breathing is under autonomic control, we can consciously change it. How we breathe affects the way we think and feel and links the mind and body together. Many of the children we work with, don’t breathe properly. By teaching them to breathe effectively it improves their ability to self-regulate, while also assisting with the development of body awareness and postural stability. Breathing exercises can include:

    • Belly breathing - Lie on your back and place a soft toy on your belly, as you breathe in (inhale) and your belly fills watch the soft toy raise up, as you breathe out (exhale) and your belly empties watch the soft toy fall back down. Repeat several times.
    • Alternate nostril breathing
    • Blowing bubbles
    • Breathing in
    • Breathing out

    Flowing through different asanas such as the Sun Salutations, can help individuals to move and coordinate their body in different and unfamiliar ways, supporting motor planning skills and bilateral coordination awareness. Some examples of these poses include:

    • The Triangle Pose - (Trikonasana): using both sides of the body simultaneously

    • Practicing Bilateral Motor Skills: the ability to coordinate and use both sides of the body at the same time in a controlled and organised way. For many individuals with sensory processing difficulties, Occupational Therapists devise sensory diets to help individuals to develop their sensory processing skills. Through personalised programmes which involve various vestibular (movement/ balance), proprioception (movement and resistance) and tactile (deep pressure and touch) activities, individuals can receive the sensory input they need to help them become focused and organised through-out the day. Yoga poses and exercises can complement and contribute to these programmes. Yoga has become embodied in Mel’s practice and an integral part of her life, just as Sensory Integration is to the children and young people we work with.

    Mel has developed a Sensory Processing Yoga training course for professionals, yoga teachers and parents. For further information on Mel’s work please visit her website.


    ADAMSON, E, KOMITOR J. The complete idiot's guide to Yoga with kids. 1st ed. Los Angeles. Penguin Group (USA).

    AYRES, A.J. 2005. Sensory Integration and the Child. 2nd ed. Los Angeles: Western Psychological Services.

    BUNDY A., LANE S., & MURRAY E. 2002 Sensory Integration theory & practice. 2nd ed. Philadelphia: FA Davis Company.

    CAUTELA J. & GRODEN G. 1978. Relaxation: A comprehensive manual for adults, children and children with special needs. Champaign, IL: Research Press.

    DESIKACHAR T.K.V. 1999 The heart of Yoga; Developing a personal practice. 2nd ed. Vermont: Inner Traditions.

    DUNN, W., & BROWN, N., 2010. Relationship between context and sensory processing in children with autism. The American Journal of Occupational Therapy, 64(3) pp 474-483.

    EHLERINGER, J. 2010. Yoga for children on the autism spectrum. International Journal of Yoga Therapy, 20, pp. 131–139

    GALANTINO, M. L., GALBAVY, R., & QUINN, L. 2008. Therapeutic effects of yoga for children: A systematic review of the literature. Pediatric Physical Therapy, 20, pp. 66–80

    HARRISON, L. J., MANOCHA, R., & RUBIA, K. 2004. Sahaja yoga meditation as a family treatment programme for children with attention deficit– hyperactivity disorder. Clinical Child Psychology and Psychiatry, 9, pp.479–497.

    JENSEN, E. 2005. Teaching with the brain in mind. 2005. 2nd edn. Alexandria, VA Association for Supervision and Curriculum Development.

    KENNY, M. 2002. Integrated movement therapy™: Yoga-based therapy as a viable and effective intervention for autism spectrum and related disorders. International Journal of Yoga Therapy, 12, pp. 71-79.

    KING L.J. 1991. Sensory integration: an effective approach to therapy and education. Autism Research Review International. 5(2) pp. 3-6.

    KLATT, M. 2009. Integrating yoga, meditation, and occupational therapy for inner-city children. Explore: The Journal of Science and Healing, 5 pp. 152–153.

    KOENIG, K.P., BUCKLEY-REEN, A., & GARG. S. 2012. 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 66(5) pp.538-546.

    MERRILEE, A., 2008. Sensory Motor Integrated and Learning with Yoga. Bloomington. Indiana: Author House.

    PARHAM, D., & ECKER, C., Sensory Processing Measure: Home Form. 4th edn. Los Angeles. CA. Western Psychological Services.

    POWELL, L., GILCHRIST., M. & STAPLEY, J. 2008. A journey of self-discovery; An intervention involving massage, yoga and relaxation for children with emotional and behavioural difficulties attending primary schools. European Journal of Special Needs Education, 23. pp. 403-412.

    SCHAAF, R., MILLER, L.J., SEAWELL, D., & O’KEEFE. S. 2003. Children with disturbances in Sensory Processing: A pilot study examining the Role of Parasympathetic Nervous System. The American Journal of Occupational Therapy, 57(4) pp 442-449.

    UMA, K., NAGENDRA, H. R., NAGARATHNA, R., VAIDEHI, S., & SEETHALAKSHMI, R. 1989. The integrated approach of yoga: A therapeutic tool for mentally retarded children: A one-year controlled study. Journal of Mental Deficiency Research, 33 pp 415–421

    WILLIAM, S.M., & SHELLENBERGER, S., 1996. How does your engine run? ® Leader’s guide to the alert program for self-regulation. Albuquerque: Therapy Works Inc.

    WILLIAM, S.M., & SHELLENBERGER, S., 2001. Take five! Staying alert at home and school alert program for self-regulation. Albuquerque: Therapy Works Inc.

  • 15 Jun 2020 16:10 | SIE News (Administrator)

    Many people find email or text messages easier to process and manage than phone calls, let alone the dreaded video meeting. We asked autism advocate and blogger Actually Aspling, (via email!) to explain why she finds that phone calls can be anxiety-inducing but text-based communication creates less pressure:

    “I'll be honest, 99.9% of the time I prefer text based communication methods, for example emails and text messages. That's because I find phone calls incredibly intimidating and scary. With a phone call it's difficult to understand intonation and work out the caller's intention. Most times I won't answer the phone and will reply with a 'please text me instead' message.

    “A lot of the time I find it difficult to process verbal information, and sometimes I miss a lot of what's been said. Whereas with text I have the comfort to re-read and process the information. I also find that on the phone I stumble and forget what to say, I tend to freeze because of nerves and anxiety. However with email I'm able to spend extra time with wording, I can edit everything so that it makes sense; something I find really useful.

    “Text messages/emails are also less confusing, because I don't have to try and decode someone's tone or expression, I can just read the message and reply. I don't have to worry about my own body language and expression either, because no one can see it, granted with phone calls you are virtually invisible, but I have to be careful with my tone.

    “Sometimes though I do have to make phone calls, and even though I find it difficult I can physically do it, but the comedown afterwards can be challenging. I find phone calls make me incredibly anxious, so I'll be fidgety and hyper, and then afterwards I'll be extremely exhausted. People don't realise how much little things can tire me out, how the simplest tasks can lead to burn out.

    “It's important to remember that communication style preferences can differ depending on person, but it's essential we respect people's choice. So send that email, or text, and hold off making the phone call if you can.”

    Actually Aspling is run by Victoria Ellen who was diagnosed with autism at the age of 25 in 2017. You can find her Facebook page here and her Actually Aspling blog here.

  • 08 Jun 2020 22:09 | SIE Support (Administrator)

    In response to a great deal of demand, we’ve created a course for parents and carers explaining sensory processing difficulties and how they can be managed at home. 

    Aimed at parents, carers, foster families, adoptive parents and adoption agency staff, this compact, online course employs plain English; easy-to-understand examples; animations and illustrations; fun quizzes; and interactive elements. It includes ideas on how to accommodate a child’s sensory needs at home, as well as signposting many useful resources. The course also outlines what help qualified sensory integration therapists can offer.

    At about an hour in length, this course would make a great resource for therapy clients or a continuing professional development training session for adoption/foster agency staff. As well as being available directly to individuals, you can purchase the course in multiples of five to pass on access codes to clients or staff.

    We want as many people as possible to better understand sensory processing, so we’ve priced the course to simply cover our administration and hosting costs. At only £5 this course is highly accessible and also includes free Bronze Membership to SIE for the people registering on the course.

    Find out more about this new resource for parents and carers here.

  • 05 Jun 2020 15:27 | Fiona Insch (Administrator)

    SIE's core values are committed to equality, inclusion and creating better lives for all. We therefore stand in solidarity with those campaigning across the world for racial equality, and condemn acts of racism, hate crime and intolerance. 

  • 02 Jun 2020 09:16 | SIE Support (Administrator)

    The institutions are working together to co-deliver and accredit the MSc in Sensory Integration training pathway for sensory integration practitioners.

    2nd June 2020

    Sensory Integration Education and Sheffield Hallam University have signed an agreement to co-deliver and accredit the PGCert, PGDIp and MSc in Sensory Integration training pathway for therapists wishing to train as Sensory Integration Practitioners and Advanced Practitioners.

    Sensory Integration Education (SIE) provides world-class education and is a significant community of practice in the area of sensory integration. Sheffield Hallam University (SHU) is one of the UK's largest providers of health and social care courses, and ranked as first in UK for teaching quality in 2020.*

    Sheffield Hallam University has been chosen after a competitive tendering process and will take over from SIE’s incumbent university partner, Ulster University, in time for the start of the new academic year (September 2020). All SI Modules running this academic year will continue to be accredited by Ulster University. All SI Modules from September 2020 onwards will be accredited by Sheffield Hallam University.

    SIE’s Dr Sylvia Taylor-Goh, Director of Education Strategy and Innovation, said:

    “We’re delighted to be working with Sheffield Hallam University, delivering the continuity of accreditation of our world-class MSc pathway in sensory integration, with exciting developments for our community of practitioners. Our education ultimately transforms the lives of people with sensory processing and integration challenges: it’s so rewarding to continually push forward the training opportunities in sensory integration theory and practice.”

    Dr Toni Schwarz, Dean of College of Health Wellbeing and Life Sciences at SHU said:

    “We are delighted to be partnering with Sensory Integration Education to develop research, post graduate programmes and to explore other opportunities.  The College of Health Wellbeing and Life Sciences as one of the largest providers of Health and Social Care education in the UK has a proven track record in providing high quality online and distance learning provision to both pre-registration students and experienced practitioners . Sensory Integration Education also has an established track record in providing world class training and developing advanced practitioners. We look forward to working with like-minded professionals to further develop educational programmes and research in sensory integration.”

    This new partnership with SHU is the next step in an already twenty-year-long training partnership with UK universities. Established in 1994, SIE began delivering university-accredited training in sensory integration theory and therapy in 2000. Each partnership has moved forward the standards of training -the partnership with Ulster from 2011 launched the world’s first university-accredited postgraduate SI programme. The MSc in Sensory Integration is open to Occupational Therapists, Speech & Language Therapists and Physiotherapists.

    Sensory Integration Education and Ulster University have issued a joint statement below.

    Enquiries can be directed to support@sensoryintegration.org.uk


    *The Times and Sunday Times Good University Guide 2020

    Joint statement from Sensory Integration Education and Ulster University

    2nd June 2020

    Sensory Integration Education (SIE) currently delivers a Master of Science in Sensory Integration degree in partnership with Ulster University. This course is accredited by Ulster University and will continue to be delivered in partnership as a pathway to certification by SIE as a Practitioner or Advanced Practitioner of Sensory Integration until September 2020.

    From the academic year 2020/2021, Sensory Integration Education are entering into a new University partnership for the accreditation of their online PG Certificate/PG Diploma/ MSc Sensory Integration degree. Sensory Integration Education will contact all current students to explain the new arrangements with our new partner University

    Rosalind Rogers, Chair of Sensory Integration Education said:

    “For current students, it’s very much business as usual until the end of the 2019 / 2020 academic year. Students currently studying with us will finish their current module with Ulster University. The academic credit points which have been achieved can be transferred to the new accreditation partner. We’d like to extend our gratitude to Ulster University, our accrediting partners for over a decade.”

    Professor Suzanne Martin, Head of School of Health Sciences at Ulster University said:

    “We’re very proud to have worked with Sensory Integration Education on the delivery and accreditation of the SI degree since 2011. Together we have supported the learning of many practitioners from around the world, to develop the skills and knowledge required to expand and enhance management and care for people with Sensory Processing Disorder (SPD) and their families. We will continue to support and provide teaching and assessment to the current students on the SI course and wish them every success in their future studies. ”

    Professor Suzanne Martin      
    Head of School Health Sciences
    Ulster University

    Dr Sylvia Taylor-Goh
    Director of Education Strategy and Innovation
    Sensory Integration Education

  • 26 May 2020 17:39 | SIE News (Administrator)

    Dublin-based occupational therapist and author Inés Lawlor spoke to us about her enduring fascination with sensory integration (SI) and what inspires her to write her SI books for children.

    Currently working with children with mental health difficulties, Inés has studied SI with Sensory Integration Education as well as giving a poster presentation when we hosted ESIC in 2015. Inés has published two illustrated children’s books: ‘Max and Me, a Story about Sensory Processing’ and ‘Dexter and Me, a Story about Motor Coordination’.

    Welcome Inés! How did you first become interested in sensory integration?

    “I think my interest in sensory integration stems from my long-term interest in how the brain works. Actually, I can trace it back to 1995 during my sixth form work-experience with an OT working in a long-term care facility for people with dementia - this led me to apply to study OT myself!

    “As a newly qualified therapist, I worked in the area of stroke rehab - again feeding my interest in the brain and its role in the different aspects of function. Having always wanted to work with children, I was thrilled in 2002 to secure a job in Ireland in an intellectual disability service. The needs of the clients attending the service were so diverse, I remember feeling a little overwhelmed about where to start in terms of my reading and training. I quickly realised that SI training would be a good place to start based on the types of referrals and needs of the service users and, luckily, was funded to attend SI Module 1 in 2003. This was my first step into SI training.

    “I remember being ‘blown away’ by the training, furiously scribbling every piece of information down and hanging on every word the trainers said with a strong feeling that this was something that was going to change my OT practice forever. And, indeed, it did. Since then, I struggle to find a client where I don’t use my knowledge of the senses and sensory integration in helping them achieve optimal performance in their activities of daily living. Even though I don’t provide SI therapy in my current work in child and adolescent mental health, sensory-based strategies for emotional and behavioural regulation are a key part of my work.”

    Why did you decide to write an SI book for children?

    “At the time that I wrote my first book, Max and Me, I felt that the books available for primary-school-aged children focused too much on explaining the difficulties the child had without offering solutions or any positive outcome. I wanted to create a shared vocabulary and understanding between children, teachers and parents that explained sensory processing difficulties without making the child feel that they were to blame.”

    Can you tell us a little about your books?

    “‘Max and Me’ explains, through the analogy of a modulator, how sensory information is processed in the brain. It tells the story of Max´s first days at school. Each day gets harder for him as he struggles to cope with the noise, lights and activities of a busy school day. Then Max’s mum tells him about his modulator who lives in his brain and has the job of receiving messages from the senses and then deciding the best thing for the body to do. Once he gets to know his modulator and how to work together with him, things start to go better for him.

    “It was important for me to set out the neurology, in very simple terms, behind sensory processing that helps explain the behaviour associated with SI difficulties. Understanding the underlying causes helps to remove the stigma, myths and blame around challenging behaviour.”

    “The sequel book, ‘Dexter and Me’ focuses on motor coordination and explains how movements are planned in the brain. The story follows Dexter as he struggles during his first school sports day. Eventually, Dexter can’t hold back the tears: that’s when his dad tells him about his discriminator. Using the analogy of the discriminator living in Dexter’s brain, the book explains how movement plans are created from the information received from the senses to help the child with complicated movements like swimming or riding a bicycle.

    “I always knew that the illustrations would be crucial in helping to communicate and explain SI to children, teachers and parents. I’m very lucky that my cousin, Blanca Moltó, is a talented illustrator who was able to create simple, engaging illustrations that communicated the different elements involved in sensory integration and processing. It was also really fun to work with her!”

    “I used a workbook format for the books to allow children to reflect on the story and, working together with an adult, get to know their own 'modulator'. It means they can be used as a resource by parents, therapists and teachers.”

    Where do you get your ideas from for your books?

    “I think the idea for both books came more or less at the same time, as I wanted to explain both the difference and overlap between sensory processing and motor coordination difficulties. I began with ‘Max and Me’ because most of the children I was working with had modulation issues but had always intended to produce both at the same time. However, life (ie, three children!) had a different plan so it was four years before I could complete the second book.

    “With both books, I wanted to create a simple, visual way of explaining what was happening in the brain during sensory processing and motor coordination difficulties to empower the child to talk about their own needs with a new shared vocabulary (‘Max the modulator’ and ‘Dexter the discriminator’). Personifying the sensory system also allows the child to talk about their modulator/discriminator without feeling to blame. Working in mental health has allowed me to see the impact on children’s self-esteem of children feeling that something is ‘wrong’ with them, so I also wanted to make sure that my books offered a positive, solution-focused message.”

    Thanks for talking to us Inés!

    You can find out more about Inés’s work and books here: www.mymodulator.com.

    Have you got a story about your work or research interests that you’d like to share with us? Get in touch at support@sensoryintegration.org.uk.

  • 22 May 2020 11:17 | SIE News (Administrator)

    “Play is not frivolous: it enhances brain structure and function and promotes executive function…which allow[s] us to pursue goals and ignore distractions”.

    (Yogman et al, 2018)

    Making Sense of Play is a new online continuing professional development course aimed at health and education professionals who wish to update or refresh their knowledge on play.

    Over 4.5 hours of interactive, online content, the course presents a thorough overview of theory and the evidence base applicable to the concepts of play and playfulness. Accessible 24x7 without the need for any special software, the course comprises slides with voice-over, animations, videos, quizzes, downloadable resources and links to recommended further reading and resources.

    Depending on your experience, this course will introduce you to or refresh your knowledge of:

    • theoretical concepts of play
    • the concept of playfulness
    • the importance of play in executive functioning
    • Bundy's model of playfulness
    • appropriate assessments to use when assessing play
    • the value and purpose of play
    • the use of play in a sensory integration frame of reference
    • issues related to risky play
    • features of play in different clinical populations
    • a range of play based interventions

    Open to all, the course is most suitable to qualified health or education professionals, including those working in mental health, therapists working in school settings, school staff with an interest in early years, and, of course, occupational therapists, speech and language therapists and physiotherapists.

    Please note that our current SI practitioner pathway students will access this information on play during their SI Module 4.

    You will be emailed an SIE certificate of attendance after the course for your CPD records. The course is accessibly priced at £90 but there is a SPECIAL OFFER PRICE OF ONLY £45 UNTIL 30 JUNE 2020.

    For booking details and further information see here.

  • 22 May 2020 10:42 | SIE News (Administrator)

    A new suite of online, continuing professional development (CPD) courses for healthcare professionals around the world interested in sensory integration and processing launches from Sensory Integration Education this month.

    The first course, Making Sense of Play, provides a thorough overview of theory and the evidence base applicable to the concepts of play and playfulness. The interactive online course includes 4.5 hours of content using slides with voice-over, animations, videos, quizzes and many downloadable resources, as well as links to recommended reading and resources.

    Priced to be as accessible as possible at £90, SIE is offering the course at only £45 until 30 June 2020. Open to all, the course is most suitable for qualified health or education professionals who would like to refresh or update their knowledge on play.

    Regular Releases of New  CPD Courses 

    Further CPD courses will be launched throughout the year, enabling healthcare professionals to maintain and update their knowledge with these regular accessible, compact and high-quality units.

    With a 25-year pedigree in delivering world-class training in sensory integration, including our UK university-accredited MSc in Sensory Integration pathway, Sensory Integration Education’s new CPD suite offers individuals and employers the confidence that only the latest evidence-based theory and practice will be presented.

    Find out more about Making Sense of Play here.

  • 29 Apr 2020 10:44 | SIE News (Administrator)

    Around the world, our members and followers are living and working under the restrictions required by the COVID-19 pandemic but we can still reach out and support each other. Over the last 25 years, we’ve built a thriving, caring community of practitioners, students, academics, families, carers and people with diagnoses of sensory integration and processing difficulties.

    You can access and contribute to our online communities 24/7 for free.

    #BeKind #StaySafe #AllInItTogether

    Here are the online forums we host on FaceBook: 

    SI Network Parents 

    SI Network Feeding and Eating 

    SI Network Sensory Integration Professionals 

    Regional forums:

    SI Network Therapists England 

    SI Network Therapists Ireland and Northern Ireland 

    SI Network Therapists Scotland 

    SI Network Therapists Wales 

    SI Network Therapists Australia and New Zealand 

  • 27 Apr 2020 18:44 | SIE Support (Administrator)

    Please find below an invitation to participate in research being conduction by Judy Goodfellow, Specialist Speech and Language Therapist and Advanced SI Practitioner. Please contact Judy directly if you would like to take part.

    Does ASI therapy impact communication and interaction skills in adults? 

    I would like to speak to family members or carers of adults with learning/intellectual disabilities who have received Ayres SI Therapy within the last 12 months, living in the UK.  My project title is: 'Exploring caregiver perceptions of communication outcomes for adults with intellectual disabilities following Ayres Sensory Integration Intervention: a qualitative study'

    For family members or carers:

    Could you spare an hour of your time to share your views over the phone about ASI and communication?  This qualitative study uses audio-recorded telephone interviews.  Taking part is entirely voluntary and all data will be anonymised throughout the study.  Please contact me on Goodfellow-J3@ulster.ac.uk and I will give you more information and ask for your consent to participate if you are willing to take part. 

    For therapists:

    Are you a UK therapist and qualified ASI Practitioner who has provided ASI intervention to adults with learning disabilities, and could you help with recruiting family members or carers into this study?  Please contact me on Goodfellow-J3@ulster.ac.uk and I'll give you more information about how you can help. 

    I understand that the timing for this study has landed within a restricted period due to the COVID-19 pandemic.  I appreciate that this will affect people in a variety of ways.  This study carries no risk to COVID-19 due to being telephone interviews and email correspondence.  I aim to interview a maximum of 10 participants, all within the UK.  

    This study has received full ethical approval from NHS North of Scotland Research Ethics Service [NoSRES] and Research and Development (R&D) Management Approval - Tayside (NHS Tayside).

    Thank you.

    Judy Goodfellow

    Specialist Speech and Language Therapist, Advanced Sensory Integration Practitioner

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