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Sensory > Exam 1 > Flashcards

Exam 1 Flashcards

1
Q

Parasympathetic

A

rest and digest, high threshold is always in this state

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2
Q

Sympathetic

A

Flight or fright
Low Threshold is always in this state

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3
Q

Small receptor fields

A

more accuracy
higher discrimination

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4
Q

Large receptor fields

A

less accuracy with touch
less dense

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5
Q

Fast adapters

A

respond to only new stimuli or changes in stimuli

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6
Q

Slow adapaters

A

detects intensity, speed and duration

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7
Q

Lateral inhibition

A

focuses stimuli
discrimination of senses
neurons at center receive stimuli but inhibit at synapse
edge is stimulus is less intense

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8
Q

Convergence

A

many neurons connect to one neuron
increases intensity but decreases discrimination
ex.) combining prop with swinging

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9
Q

Divergence

A

one neuron branches to many
could influence different systems
Ex.) vestibular system affects many different systems

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10
Q

serial processing

A

one task before another
give input to help with next task

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11
Q

parallel processing

A

several neuron sequences occurring at the same time

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12
Q

DCML

A

Tactile, proprioception and vibratory
Uses lateral inhibition

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13
Q

Spinothalamic

A

pain, crude touch and temp
Does not provide localized info
convergence of info in thalamus with info from DCML
DCML inhibits transmission in AL pathways

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14
Q

Extrafusal Fibers

A

muscle tissue

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15
Q

Intrafusal fibers

A

muscle spindles

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16
Q

Primary intrafusal fibers

A

tells velocity and amount of change in length

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17
Q

Secondary Intrafusal fibers

A

info on static position, sustained stretch and contraction

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18
Q

Joint receptors

A

only fire at extreme ranges, less often than muscle spindles

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19
Q

Semicircular canals

A

receptive to only rotary movements
need to spin both ways to balance fluid
*Phasic- quick reactions
*Transient postural reactions- quick adjustments

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20
Q

Otolithic organs

A

utricle and saccule
SLOW ADAPTING

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21
Q

Utricle

A

horizontal movements
maintains posture

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22
Q

Saccule

A

Vertical movements

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23
Q

Screening assessment examples

A

DIAL, Sensory profile

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24
Q

Developmental Assessment examples

A

PMDS, Battelle

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25
Q

Analysis of posture and movement examples

A

COMPS, SOSI

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26
Q

Functional occupation based assessments

A

PEDI, SFA, COPM

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27
Q

Qualitative assessments

A

PEGS

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28
Q

Standardized assessments

A

measurement of outcomes
screening purposes
Developmental and functional skills

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29
Q

Norm-referenced

A

compare skill level to others around same demographics
used for need of services
always standardized

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30
Q

Criterion referenced

A

measure skills in specific content area
no numbers
HELP

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31
Q

Tactile defensiveness

A

over responsive to touch
lack of inhibition
Stimulation of DCML can dampen response

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32
Q

Gravitational insecruity

A

fear of unexpected movements
Avoids head position movements and feet off the ground

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33
Q

Limbic system with sensory modulation

A

supports intake and processing
connectes sensory expirnecnes to emotions

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34
Q

Difficulties with postural control

A

vestibular focused
not being able to make changes to body effectively

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35
Q

Difficulties with bilateral integration

A

somatosensory and vestibular focused
use both sides of body to coordinate movements

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36
Q

Praxis

A

somatosensory and vestibular focused
ability to adapt to new tasks
dependent on integration of all senses

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37
Q

Ideational Dyspraxia

A

not being able to come up with any ideas to do a new task
Cant picture new ways to use or play with a toy

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38
Q

Somatodyspraxia

A

Clumsy child
difficulties with coordination

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39
Q

Visuodyspraxia

A

difficulty using vision to plan and guide movements
decreased hand-eye coordination

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40
Q

Intervention for low threshold

A

active proprioception first
also can include tactile and passive prop
slow-linear movements
introduce sensory input slowly and add more

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41
Q

Intervention for tactile defesniveness

A

o Introduce different textured play activities when out of flight or fright stage
o Educate parent at home

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42
Q

Intervention for gravitational insecurity

A

o Work hard at combing proprioception with movement
o Walking on uneven surfaces
o Scooter board on flat then incline
o Swings where they can hold on
o Slow linear movement then try slow rotational with game

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43
Q

Intervention for sensory seeking

A
  • Don’t want to get child too aroused
  • Rotational input will lead to a high arousal state, need to continue with deep pressure
  • Teaching calming techniques
  • Combine lots of prop, vestibular and tactile in all activities
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44
Q

Frequency

A

slow adapters
speed

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45
Q

Duration

A

slow adapters
how long you are doing the activity

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46
Q

intensity

A

Convergence and parallel processing
slow adapters

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47
Q

rhythm

A

fast adapters
change in stimuli

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48
Q

Novelty

A

fast adapters
Quick surprise

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49
Q

Moving from feedback dependent to feed forward

A
  • Stable-stable
  • Moving-moving
  • Want to change stability, placement and speed
  • Child needs to be successful then increase demands
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50
Q

VBI

A

inadequate processing of vestibular and prop
poor ocular control, poor bilateral integration, poor sequencing of anticipatory movements

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51
Q

Treatment for dyspraxia

A

Vestibular and prop input combined with tactile input
Want few cues from therapist to allow client to figure it out
Start with something familiar and then novel

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52
Q

Order for intervention for bilateral integration

A

Bilateral symmetrical- both sides doing same thing
Bilateral reciprocal- wheel barrow
Main actor/ stabilizer- one arm acting, one stabilizing
Alternate opposing actions of arms and legs

53
Q

Intervention for extensors during postural control

A

prone-extension- static and dynamic
Engage vestibular system

54
Q

Intervention for flexors and postural control

A

supine flexion
engage vestibular and prop

55
Q

Therapeutic use of self

A

Collaboration in activity choice
Just right challenge
Childs intrinsic motivation

56
Q

Reflection in action

A

be ready to upgrade and downgrade
have goo positioning of self
read cues of child

57
Q

Three core brain structures for regulation

A

brainstem
limbic system
cortical structures

58
Q

Behavior order

A

antecedent-behavior-consequence

59
Q

Function of behaviors

A

obtain- child wants something or attention, might be trying to get sensory input
Avoid- a task, sensory expirnece,

60
Q

Intervention (environment) for Behaviors

A

Set events- routines and consistency
change environment to decrease behaviors

61
Q

Intervention for antecedents

A

recognize signs of escalation
teach alternative behaviors and ways of communicating needs
Sensory solutions for child when they feel they may act out

62
Q

definition of self-regulation

A

ability to attain, maintain and change arousal appropriately for task or situation

63
Q

what does high level of self-regulation require

A

highest level cognitive skills

64
Q

Sensory regulation

A

allows children to maintain level of alertness to respond appropriately to sensory stimuli

65
Q

emotional regulation

A

Children respond to social rules with a range of emotions through initiating, inhibiting and modulating their behavior

66
Q

Cognitive regulation

A

Ability to problem solve and know what needs to be done to demonstrate attention and persistence to tasks

67
Q

How to change regulation

A

adjust arousal level to optimal
support Childs feelings of joy to increase participation
help child become more aware of their own feelings

68
Q

Sensory Diets

A

Schedule of activities all throughout the day that meet the individuals’ sensory needs at school and home

69
Q

What should be included in sensory diets?

A

Description
Sensory system targeted
Goals
Frequency and timing
How can activity be changed when increased intensity is needed

70
Q

how long does vestibular stimuli typically last

A

2-6 hours and must be followed by prop to organize

71
Q

How long does prop stimuli normally last

A

2-4

72
Q

Alert Program

A

Helps child, teachers and parents understand and monitor level of arousal
Helps child and teachers use sensory based strategies to maintain an optimal level

73
Q

Stage 1 of Alert

A

engine speed

74
Q

Stage 2 of Alert

A

develop awareness of how each engine speed feels
label own speed with help of adult

75
Q

Stage 3 of alert

A

explore sensory strategies to change speed

76
Q

Stage 4 of alert

A

identify times of days and situations when sensory strategies will be helpful

77
Q

Stage 5 of alert

A

learn to use strategies indepedently

78
Q

Zones of Regulation

A

Looks into emotional regulation but using sensory strategies
Help children control their unexpected responses to undesirable behaviors

79
Q

Three components of Zones of regulation

A

Sensory processing, executive functioning, emotional regulation

80
Q

Perception of interoception

A

All organs have interoceptors that then go to insulate to be processed
Increased density in insular cortex leads to better interoception

81
Q

First step of increasing interoceptive awareness

A

notice body signals

82
Q

Second step of increasing interoceptive awareness

A

connect body signals to an emotion

83
Q

Third step of increasing interoceptive awareness

A

Action on that emotion

84
Q

Underresponsivity with interoception

A

unaware of hunger/ thirst
get hurt without noticing or not feel pain internally when something is wrong

85
Q

Over responsively with interoception

A

Constant aches and pains
always hungry or thirsty
hyperaware of touch or textures

86
Q

Traditional way of increasing IA

A

external supports to modify a behavior or facilitate “typical behavior”
Changing environment or using equipment

87
Q

Emerging approaches to increasing IA

A

Understanding internal supports that build skills

88
Q

Benefits of increasing IA

A

independent self regulation
enhance language when identifying what is happening to the body
Increased social participation

89
Q

Kelly Mahler Tier 1

A

Core classroom instruction
Everyone in room participates

90
Q

Mahler Tier 2

A

Targeted small group
small group goes into different room

91
Q

Mahler Tier 3

A

Intensive individual intervention
1-on-1

92
Q

Mahler Body signals

A

body scan and then choose a body part to focus on

93
Q

Body signals IA builders

A

Descriptor menu
focus area experiments
body check chart
IA on the fly

94
Q

What is IA on the fly

A

abstract, prompts by you providing observations about a body part and prompting attention

95
Q

Emotion Mahler

A

understanding body signals are clues to emotions
Each emotion has different signal

96
Q

IA builders for emotion

A

Descriptor menu
Focus area experiments
Body check chart
No good or bad emotions
Ex.) What does it mean that your stomach is growling? What emotion do you feel?

97
Q

Actions Mahler

A

goal is to promote positive feelings NOT fix negative emotions

98
Q

Actions IA Builders

A

Descriptor menu
Body signal
Focus area experiments
Does this make my body feel good or uncomfortable
What makes my body feel good
Body check chart
IA on fly

99
Q

What is a social story

A

describes a context, skill achievement or concept to help child know what they are supposed to be doing in this event

100
Q

What do the best social stories include

A

pictures of child and place where story is happening

101
Q

What is the benefit for early relationships for children

A

influences skill and habit formation
learn cues and facial expressions
develops trust and dependency

102
Q

Social participation FOR change

A

looking for Childs ability to engage with other children, caregivers, family members etc.

103
Q

Social participation intervention strategies

A

small groups
play groups
consulting with caregivers about co-regulation
role-modeling
social stories

104
Q

How to help caregiver increase their Childs social particpation

A

help them understand child with difficult temper
establish routines for calming environment
develop strategies for habits

105
Q

A-SECRET

A

A- Attention
S-Sensation
E-Emotional Regulation
C- Culture/conditions
R-Relationship
E-Environment
T-Task

106
Q

Sensory Profile Type

A

Standardized Norm-References

107
Q

Ages for Sensory Profile

A

All

108
Q

SPM Type

A

Standardized

109
Q

SPM Age ranges

A

5-12

110
Q

Scoring of SPM

A

Raw scores convert into percentiles

111
Q

COMP type

A

Standardized

112
Q

COMP age

A

5-15

113
Q

COMP Scores

A

Weighted score

114
Q

Battelle overview

A

Assess if an infant/child is reaching milestones

115
Q

Battelle type

A

screening tool

116
Q

ages for battelle

A

0-7 and 11 months

117
Q

Battelle Scores

A

Balsal 3 consecutive 2’s ceiling 3 consecutive 0s
Raw score to derive

118
Q

Help type

A

Criterion referenced

119
Q

PEDI overview

A

measures self-care, mobility and social function capabilities

120
Q

PEDI type

A

paper/pencil functional assessment

121
Q

PEDI ages

A

6 months-7.5 years

122
Q

SFA overview

A

performance of functional tasks that support participation in the academic and social aspect of school

123
Q

SFA type

A

Criterion Referenced

124
Q

SFA Ages

A

k-6th grade

125
Q

SFA scoring

A

convert sum of Raw scores to criterion score

126
Q

SOSI type

A

Norm-references

127
Q

SOSI ages

A

5-14 years and 11 months

128
Q

PEGS type

A

Qualitative

129
Q
A

Sensory (7 decks)

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