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Quiz 3 Flashcards

1
Q

Adaptive Response

A

occurs when a child responds to an environmental change in a creative or useful way

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2
Q

perception

A

ability to make sense of sensory stimuli
involves cognition and sensory awareness

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3
Q

Perceptual Filters

A

prior knowledge
experience
motivations
expectations
mood

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4
Q

Sensory Perceptual Memory

A

initial intake of sensory information
first stage in acquiring memories
vast majority of sensory information disappears

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5
Q

Sensory Processing Skills

A

brain’s ability to manage and interpret information in an organized manner

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6
Q

5 Familiar Senses

A

Gustatory
Olfactory
Auditory
Visual
Tactile

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7
Q

3 Hidden Senses

A

Vestibular sense
Proprioceptive Sense
Interoception

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8
Q

Vestibular Sense

A

info about body movement and head position through the inner ear
tells us if movement is fast or slow
helps coordinate movement of eyes, head, and body
affects balance, muscle tone, arousal, emotional state, auditory skills, bilateral integration

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9
Q

Proprioceptive Sense

A

info about what the body is doing, where body parts are in space
affects how much force we put into movement

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10
Q

Interoception

A

internal organs
hunger, heartbeat, digestion, mood, arousal
sense that helps you understand the internal state of your body

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11
Q

Sensory Integration Dysfunction

A

We cannot observe sensory integration directly
we observe behavior
Jane ayres

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12
Q

Learning cant occur without

A

sensory input, processing, response

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13
Q

Sensory Processing Disorder

A

brain cannot analyze, organize, connect or integrate sensory messages
exaggerated response to non-threatening situations
under response to stimuli

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14
Q

Sensory Seeking

A

enjoys and generates extra sensory input

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15
Q

Low Registration

A

notices sensory stimuli much less than others
doesn’t get the jokes as quick

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16
Q

Sensation Avoiding

A

bothered by input more than others
will only eat familiar foods, doesn’t like feeling of certain textures

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17
Q

Sensory registration problem

A

inability to attach meaning to an activity because critical info is not being noticed

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18
Q

Sensory Under Responsiveness

A

doesnt cry when injured
unaware of what is happening around them
does not notice food on their mouth
unaware of hunger sensation
prefers sedentary activities

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19
Q

Sensory hyperactivity (sensory defensiveness)

A

may occur as a general response or to specific stimuli
activation of sympathetic nervous system
anxiety is common among kids with hyperreactivity
states of over-arousal in response to stimuli

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20
Q

Duration of Effects of Sensory Input and Intervention
Vestibular

A

4-8 hours

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21
Q

Duration of Effects of Sensory Input and Intervention
Wilbarger Program

A

deep touch pressure and joint approximation
1-2 hours

22
Q

Duration of Effects of Sensory Input and Intervention
Whole body actions, joint traction or co-contraction, heavy work

23
Q

Duration of Effects of Sensory Input and Intervention
Visual and Auditory

A

can change state (calm or excited), elicit emotional responses, and tap into memory systems, but generally not long lasting

24
Q

Sensory Awareness of Self involves 3 major components

A

Body Schema
Body Image
Body Awareness

25
Body Schema
unconscious mechanism provides info of the body and its parts to environmental space body awareness present at birth, refined through sensory experiences
26
Body Image
includes physical performance abilities Image one has of themselves
27
Body Awareness
relationship of the body to the environment ability to discriminate, recognize and identify labels of various aspects of the body's physical and motor dimensions allows child to move in many ways through the environment
28
Visual perception
brain's ability to make sense of what the eyes see
29
Visual-Spatial Skills
the ability to tell where objects are in space
30
Spatial analysis
spatial properties of objects are analyzed
31
Construction
A perceptual activity with a motor response that includes drawing and assembling, replication of spatial aspects of objects
32
Basic foundation for children to learn letters/words includes:
visual discrimination visual figure ground visual closure visual memory visualization
33
Visual discrimination
ability to be aware of distinctive features of forms including shape, orientation, size, color identifies differences
34
Visual figure ground
the ability for child to pay attention to specific features while maintaining awareness of relationship of form to background information ex. Search n Find games
35
Visual Closure
ability of child to be aware of clues in visual stimulus that allow child to determine final image
36
Visual Memory and Visualization
ability of child to recognize and recall visually presented information
37
Visual-Motor Skills
ability to integrate visual information processing skills with fine motor skills eye hand coordination
38
Visual Analysis Skills
ability to analyze and discriminate visually presented information, determine whole without seeing all the parts
39
Visual-Spatial Dysfunction
poor athletic performance lack of coordination and balance clumsy, falls, bumps into things works with one side of the body difficulty learning left and right reverses letters
40
Visual Perception Dysfunction
trouble learning alphabet, words, math confuses likeness and minor differences mistakes words with similar beginnings difficulty recognizing letters/simple forms can't complete age appropriate puzzles can't distinguish main idea
41
Gestalt Psychology (also occupational therapy)
looks at the human mind and behavior as a whole Suggests holistic approach visual perceptual problems Thinking happens in 2 ways: Productive Thinking, and Reproductive Thinking
42
Productive Thinking
solving a problem with insight, new ideas
43
Reproductive thinking
solving a problem with previous experience and what is already known
44
Development of Cognitive Skills 0-6 months
repeats behavior that produces desired result (sucking thumb, shaking rattle) interested in the environment, faces understands basic cause-effect coos and babbles
45
Development of Cognitive Skills 6-12 months
recognizes name beginning of object permanence begins to use tools with purpose (spoon feeding) learns to coordinate schemes applied to external objects to achieve goal (uses stick to move toy) imitates simple movements and sounds trial and error problem solving
46
Development of Cognitive Skills 1-2 years old
matured object permanence (search for object) plays with objects in new ways memory increases uses simple words groups and stacks toys
47
Development of Cognitive Skills 2-4 years old
identifies name, body parts, age, colors, shapes and some letters and numbers counts objects up to 10 can manage wind-up toy can pretend play
48
Development of Cognitive Skills 4-6 years old
understands liquid conservation simple addition and subtraction reads simple words concept of time emerges
49
Development of Cognitive Skills 6-12 years old
proficient reading skills by 3rd grade begins abstract thinking with logical reasoning understands consequences of actions academic performance is important
50
Anhedonia
reduced ability to experience pleasure flat effect

Pediatrics (6 decks)

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