When adequate sensory experiences are not present for our children during critical periods of development, brain and neuronal connectivity abnormalities may emerge (Nelson et al., 2018). Atypical behavior in response to the lack of sensory experiences may limit children engagement in desired occupations. Therefore, the creation of nature-based classrooms may be imperative to provide school grounds with sensory stimulation, encouraging optimal sensory development in children.

Sensory Integration (SI) is termed by occupational therapist (OT) and developmental psychologist, Dr. Anna Jean Ayres (1920-1989), Ph.D., OTR. The term refers to the “neurological process that organizes sensation from one’s own body and from the environment and makes it possible to use the body effectively within the environment” (Ayres, 1979, p.11). Ayres (1979) hypothesized that the brain attains a more organized state as its volume for SI is enhanced through adaptive responses, resulting in more efficient SI. Children who have Sensory Processing Disorder (SPD) fit into a group of disorders which include challenges in integration, modulation, discrimination, and organization of sensory input (Eynat et al., 2010). SPD is subdivided into “sensory modulation disorder, sensory discrimination disorder, and sensory-based motor disorder” (Miller, 2009). Children may experience sensation and exhibit a distinct response which correlates with a pattern of behavior.

Research performed by Koenig and Rudney (2010) indicated that children and adolescents with difficulties processing and integrating sensory information exhibit performance deficits in areas of occupation, including activities of daily living (ADLs), instrumental activities of daily living (IADLs), social participation, and school participation. SPD may be related to social competence and socialization in children, creating implications for their social and emotional well-being. Additionally, motor coordination deficits or dyspraxia associated with suboptimal sensory development may limit a child’s ability to participate in activities and occupations (Koenig & Rudney, 2010). Interference shows to be highest in occupations such as education, where children display motor aspects of behavior such as fine and gross motor skills, hand grasping and object manipulation, and stabilizing objects (Eynat et al., 2010).

SP and SI challenges may exist independently, as part of a diagnosis, or comorbidly (Critz et al., 2015). Research from Critz et al. (2015) discovered that among children without disabilities, the prevalence of SPD ranged from 10% to 55%, while the range of SPD for children with disabilities was 40% to 88%. Moreover, a 2009 study by Ben-Sasson et al. reported that one in every six hildren experienced sensory issues, which made it hard to learn and function in school. The diagnosis of SP challenges may be difficult. The Sensory Profile 2 and the Sensory Processing Measure are two recorded assessments utilized by OTs to determine and profile children's sensory symptoms. Whether the symptoms associated with SP and SI are defined as their own disorder or as part of an overarching disorder, treatment aims to minimize the impact and differences the symptoms create on the child’s ability to engage in occupations.