Exam 1 Flashcards
(129 cards)
1
Q
Parasympathetic
A
rest and digest, high threshold is always in this state
2
Q
Sympathetic
A
Flight or fright
Low Threshold is always in this state
3
Q
Small receptor fields
A
more accuracy
higher discrimination
4
Q
Large receptor fields
A
less accuracy with touch
less dense
5
Q
Fast adapters
A
respond to only new stimuli or changes in stimuli
6
Q
Slow adapaters
A
detects intensity, speed and duration
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
8
Q
Convergence
A
many neurons connect to one neuron
increases intensity but decreases discrimination
ex.) combining prop with swinging
9
Q
Divergence
A
one neuron branches to many
could influence different systems
Ex.) vestibular system affects many different systems
10
Q
serial processing
A
one task before another
give input to help with next task
11
Q
parallel processing
A
several neuron sequences occurring at the same time
12
Q
DCML
A
Tactile, proprioception and vibratory
Uses lateral inhibition
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
14
Q
Extrafusal Fibers
A
muscle tissue
15
Q
Intrafusal fibers
A
muscle spindles
16
Q
Primary intrafusal fibers
A
tells velocity and amount of change in length
17
Q
Secondary Intrafusal fibers
A
info on static position, sustained stretch and contraction
18
Q
Joint receptors
A
only fire at extreme ranges, less often than muscle spindles
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
20
Q
Otolithic organs
A
utricle and saccule
SLOW ADAPTING
21
Q
Utricle
A
horizontal movements
maintains posture
22
Q
Saccule
A
Vertical movements
23
Q
Screening assessment examples
A
DIAL, Sensory profile
24
Q
Developmental Assessment examples
A
PMDS, Battelle
25
Analysis of posture and movement examples
COMPS, SOSI
26
Functional occupation based assessments
PEDI, SFA, COPM
27
Qualitative assessments
PEGS
28
Standardized assessments
measurement of outcomes
screening purposes
Developmental and functional skills
29
Norm-referenced
compare skill level to others around same demographics
used for need of services
always standardized
30
Criterion referenced
measure skills in specific content area
no numbers
HELP
31
Tactile defensiveness
over responsive to touch
lack of inhibition
Stimulation of DCML can dampen response
32
Gravitational insecruity
fear of unexpected movements
Avoids head position movements and feet off the ground
33
Limbic system with sensory modulation
supports intake and processing
connectes sensory expirnecnes to emotions
34
Difficulties with postural control
vestibular focused
not being able to make changes to body effectively
35
Difficulties with bilateral integration
somatosensory and vestibular focused
use both sides of body to coordinate movements
36
Praxis
somatosensory and vestibular focused
ability to adapt to new tasks
dependent on integration of all senses
37
Ideational Dyspraxia
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
38
Somatodyspraxia
Clumsy child
difficulties with coordination
39
Visuodyspraxia
difficulty using vision to plan and guide movements
decreased hand-eye coordination
40
Intervention for low threshold
active proprioception first
also can include tactile and passive prop
slow-linear movements
introduce sensory input slowly and add more
41
Intervention for tactile defesniveness
o Introduce different textured play activities when out of flight or fright stage
o Educate parent at home
42
Intervention for gravitational insecurity
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
43
Intervention for sensory seeking
* 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
44
Frequency
slow adapters
speed
45
Duration
slow adapters
how long you are doing the activity
46
intensity
Convergence and parallel processing
slow adapters
47
rhythm
fast adapters
change in stimuli
48
Novelty
fast adapters
Quick surprise
49
Moving from feedback dependent to feed forward
* Stable-stable
* Moving-moving
* Want to change stability, placement and speed
* Child needs to be successful then increase demands
50
VBI
inadequate processing of vestibular and prop
poor ocular control, poor bilateral integration, poor sequencing of anticipatory movements
51
Treatment for dyspraxia
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
52
Order for intervention for bilateral integration
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
Intervention for extensors during postural control
prone-extension- static and dynamic
Engage vestibular system
54
Intervention for flexors and postural control
supine flexion
engage vestibular and prop
55
Therapeutic use of self
Collaboration in activity choice
Just right challenge
Childs intrinsic motivation
56
Reflection in action
be ready to upgrade and downgrade
have goo positioning of self
read cues of child
57
Three core brain structures for regulation
brainstem
limbic system
cortical structures
58
Behavior order
antecedent-behavior-consequence
59
Function of behaviors
obtain- child wants something or attention, might be trying to get sensory input
Avoid- a task, sensory expirnece,
60
Intervention (environment) for Behaviors
Set events- routines and consistency
change environment to decrease behaviors
61
Intervention for antecedents
recognize signs of escalation
teach alternative behaviors and ways of communicating needs
Sensory solutions for child when they feel they may act out
62
definition of self-regulation
ability to attain, maintain and change arousal appropriately for task or situation
63
what does high level of self-regulation require
highest level cognitive skills
64
Sensory regulation
allows children to maintain level of alertness to respond appropriately to sensory stimuli
65
emotional regulation
Children respond to social rules with a range of emotions through initiating, inhibiting and modulating their behavior
66
Cognitive regulation
Ability to problem solve and know what needs to be done to demonstrate attention and persistence to tasks
67
How to change regulation
adjust arousal level to optimal
support Childs feelings of joy to increase participation
help child become more aware of their own feelings
68
Sensory Diets
Schedule of activities all throughout the day that meet the individuals’ sensory needs at school and home
69
What should be included in sensory diets?
Description
Sensory system targeted
Goals
Frequency and timing
How can activity be changed when increased intensity is needed
70
how long does vestibular stimuli typically last
2-6 hours and must be followed by prop to organize
71
How long does prop stimuli normally last
2-4
72
Alert Program
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
Stage 1 of Alert
engine speed
74
Stage 2 of Alert
develop awareness of how each engine speed feels
label own speed with help of adult
75
Stage 3 of alert
explore sensory strategies to change speed
76
Stage 4 of alert
identify times of days and situations when sensory strategies will be helpful
77
Stage 5 of alert
learn to use strategies indepedently
78
Zones of Regulation
Looks into emotional regulation but using sensory strategies
Help children control their unexpected responses to undesirable behaviors
79
Three components of Zones of regulation
Sensory processing, executive functioning, emotional regulation
80
Perception of interoception
All organs have interoceptors that then go to insulate to be processed
Increased density in insular cortex leads to better interoception
81
First step of increasing interoceptive awareness
notice body signals
82
Second step of increasing interoceptive awareness
connect body signals to an emotion
83
Third step of increasing interoceptive awareness
Action on that emotion
84
Underresponsivity with interoception
unaware of hunger/ thirst
get hurt without noticing or not feel pain internally when something is wrong
85
Over responsively with interoception
Constant aches and pains
always hungry or thirsty
hyperaware of touch or textures
86
Traditional way of increasing IA
external supports to modify a behavior or facilitate "typical behavior"
Changing environment or using equipment
87
Emerging approaches to increasing IA
Understanding internal supports that build skills
88
Benefits of increasing IA
independent self regulation
enhance language when identifying what is happening to the body
Increased social participation
89
Kelly Mahler Tier 1
Core classroom instruction
Everyone in room participates
90
Mahler Tier 2
Targeted small group
small group goes into different room
91
Mahler Tier 3
Intensive individual intervention
1-on-1
92
Mahler Body signals
body scan and then choose a body part to focus on
93
Body signals IA builders
Descriptor menu
focus area experiments
body check chart
IA on the fly
94
What is IA on the fly
abstract, prompts by you providing observations about a body part and prompting attention
95
Emotion Mahler
understanding body signals are clues to emotions
Each emotion has different signal
96
IA builders for emotion
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
Actions Mahler
goal is to promote positive feelings NOT fix negative emotions
98
Actions IA Builders
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
What is a social story
describes a context, skill achievement or concept to help child know what they are supposed to be doing in this event
100
What do the best social stories include
pictures of child and place where story is happening
101
What is the benefit for early relationships for children
influences skill and habit formation
learn cues and facial expressions
develops trust and dependency
102
Social participation FOR change
looking for Childs ability to engage with other children, caregivers, family members etc.
103
Social participation intervention strategies
small groups
play groups
consulting with caregivers about co-regulation
role-modeling
social stories
104
How to help caregiver increase their Childs social particpation
help them understand child with difficult temper
establish routines for calming environment
develop strategies for habits
105
A-SECRET
A- Attention
S-Sensation
E-Emotional Regulation
C- Culture/conditions
R-Relationship
E-Environment
T-Task
106
Sensory Profile Type
Standardized Norm-References
107
Ages for Sensory Profile
All
108
SPM Type
Standardized
109
SPM Age ranges
5-12
110
Scoring of SPM
Raw scores convert into percentiles
111
COMP type
Standardized
112
COMP age
5-15
113
COMP Scores
Weighted score
114
Battelle overview
Assess if an infant/child is reaching milestones
115
Battelle type
screening tool
116
ages for battelle
0-7 and 11 months
117
Battelle Scores
Balsal 3 consecutive 2's ceiling 3 consecutive 0s
Raw score to derive
118
Help type
Criterion referenced
119
PEDI overview
measures self-care, mobility and social function capabilities
120
PEDI type
paper/pencil functional assessment
121
PEDI ages
6 months-7.5 years
122
SFA overview
performance of functional tasks that support participation in the academic and social aspect of school
123
SFA type
Criterion Referenced
124
SFA Ages
k-6th grade
125
SFA scoring
convert sum of Raw scores to criterion score
126
SOSI type
Norm-references
127
SOSI ages
5-14 years and 11 months
128
PEGS type
Qualitative
129
