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Sensation Integration Flashcards

1
Q

Sensory Integration Dysfunction (SID)

A

Jane Ayers

Used as a specific theory and intervention approach that emerged within the OT field

We CANNOT observe sensory integration

We CAN observe behavior

We hypothesize on theory of neuroscience that integration occurs

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2
Q

Integration

A

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

Highlights sensory processing of information that goes beyond the five senses (+ movement and balance sense)

Dynamic process of interactions organizing info externally and internally

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3
Q

5 senses

A 
They tend to like music
Feeding is a difficult issue
Grinding teeth
Mouth exploring for sensory input
Don't like finger pain, sand, crafts, etc.
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4
Q

Dysfunction

A

The brain cannot analyze, organize, connect, or integrate sensory messages

Exaggerated responses to non-threatening situations

Cannot balance sensory information appropriately

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5
Q

Modulation

A

Balance of integration and dysfunction

The brain’s regulation of messages by facilitating or inhibiting responses

The NS responds to some stimuli while ignoring others; therefore, an adaptive response is performed

Consistent therapy is necessary for child’s success

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6
Q

Habituation

A

The process that represents to the NS that something familiar has occurred

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7
Q

Sensitization

A

The NS’s mechanism that enhances potentially important stimuli; detects harm or danger in a situation

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8
Q

HIGH (habituation)

A

POOR registration

Sensation SEEKING

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9
Q

LOW (sensitization)

A

SENSITIVITY to stimuli

Sensation AVOIDING

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10
Q

Sensation seeking

A

The combination of high neurobiological thresholds and an active self regulation strategy

Enjoys and generates extra sensory input

Adding spice to already seasoned food

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11
Q

Low registration

A

The combination of high neurological thresholds and a passive self-regulation strategy

Notices sensory stimuli much less than others

Doesn’t get jokes as quickly

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12
Q

Sensation avoiding

A

The combination of low neurological thresholds and an active self regulation strategy

Bothered by input more than others

Only will eat familiar foods

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13
Q

Sensory sensitivity

A

The combination of low neurological thresholds and a passive self regulation strategy

Detects more input than others

Afraid of heights and experiencing discomfort

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14
Q

Level I Sensory Integration

A

Primary sensory system

2 mos

Tactile sense (touch)
Vestibular sense (balance and movement)
Properties sense (Body px)
Visual and auditory sense
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15
Q

Level II Sensory Integration

A

Foundation of perceptual motor

6-24 mos

Body perception
Bilateral coordination
Lateralization
Motor planning

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16
Q

Level III Sensory Integration

A

Perceptual motor

3 years old

Auditory processing
Visual perception
Eye-hand/foot coordination
Visual motor coordination

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17
Q

Level IV Sensory Integration

A

Academic readiness

6 years old

Academic skills
Complex motor skills
Regulation of behavior
Organized behavior

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18
Q

SMD Sensory

Over Responsiveness

A

Behavioral characteristics associated with sensory over-responsiveness may include…

Aggression
Impulsivity
Irritability
Fussiness
Unsociable
Avoids group activities
Upset by transitions
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19
Q

General Characteristics SMD

Over-reactiveness

A

Mud or glue on their hands

Crawling, walking barefoot

Feeling crumbs in or around mouth

Having hair, fingernails, or toe nails cut

Food textures

Background noises when trying to concentration

Playing in swings

Fragrances from perfume

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20
Q

SMD Sensory

Under Responsiveness

A

Indicators of sensory under-responsive behaviors…

Doesn’t cry when hurt or injured

Prefers sedentary activities

Often unaware of what is happening around them

Does not notice food on or around their mouth

Unaware of body sensations (hunger)

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21
Q

SMD Characteristics

Under-reactive

A 
Passive
Quiet
Withdrawn
Difficult to engage in conversation
Lost in their own world
Slow to respond to directions
Easily fatigued
22
Q

SMD Sensory Seeker

A

On the move constantly

Likes crashing, bashing, jumping

Strong preference for spinning, swinging, and rolling

Excessive risks during play

Frequently fixates visually on objects

Smells and tastes objects when playing with them

23
Q

SDD

Sensory Discriminate Disorder

A

Difficulty following directions and gets easily lost

Aversion to puzzles or other visual games

Frustration when unable to differentiate visual or auditory signals

A need for directions to be repeated

24
Q

SDD Treatment

A

Improve relationship btwn child’s body and people and space

Improve motor planning and organization of behavior

Increase somatosensory input while child is navigating 3D space

Increase ability to discriminate force

25
SBMD Sensory Based Motor Disorder
Difficulty learning new motor skills Often trips or bumps into people or things Is clumsy, awkward, or accident prone Struggles with multiple step directions Poor ball handling skills Difficulty performing self-care tasks
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SBMD Treatment
Novel activities Games that involve specific directions of body parts in space GOAL *** to have the child independently plan and execute projected action sequences
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How Sensory System Affects Everyday Skills Tactile Perception
He/she avoids touch Craves touch and may handle/mishandle everything Cries when pushed to manipulate soft or unstable textures May lead to oral motor dysfunction Movement and touch are the child's first teachers
28
How Sensory System Affects Everyday Skills Body Awareness
Unconscious awareness of an individual's body parts in space Withdraws from movement experiences Difficulty orienting arms and legs for getting dressed
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How Sensory System Affects Everyday Skills Motor Planning
Difficulty organizing sequences of movement Poor gross motor skills Poor fine motor skills Poor eye-hand/foot coordination
30
How Sensory System Affects Everyday Skills Visual Perceptual Motor
Unable to interpret how objects feel just by looking at them Having trouble comparing and contrasting similar objects Difficulty problem solving
31
How Sensory System Affects Everyday Skills Emotional security/social skills
Socially distant Aggressive or hostile for no apparent reason Dislikes changes Invade personal space
32
Assessment
Uncovers hidden processes that contribute to adaptive or maladaptive interactions Work off these findings for treatment Often reframes the interpretation of problematic behaviors and mannerisms which allow an intervention plan to be generated
33
Sensory Integration and Praxis Test SIPT
Most reliable and comprehensive 19 components Difficulty with attention, cognition, language, etc.
34
STEP-SI
9 years and up Sensation, Task, Environment, Predictability, Self-monitoring, and Interactions Each element can be analyzed to determine if these aspects of the child's life either support or hinder the ability to cope and participate
35
Sensory Profile
Birth - 6 mos 6 mos - 36 mos 3 years to 9 9 and up (adulthood) Checklist format completed by the caregiver Includes sensory processing, modulation, and behavioral responses Characterizes children's behaviors and performance in relation to sensory processing
36
SI Intervention...
Philosophy of practice Establishes and restores a healthy lifestyle for the child by engaging in meaningful occupations
37
SI allows...
Running Jumping Swinging Climbing ^ Gross motor play Multi-sensory activities have calming, alerting, challenging, OR organizing effect
38
Proprioceptive Sensations
Cornerstone of sensory-integration intervention Alters levels of arousal and enhances self-regulation Gateway of fxl movement through traction, compression, movement, or resistance
39
Vestibular
Swinging through suspended equipment
40
Tactile
Tactile experiences are essential to SI Deep pressure contact is a PRIME organizing factor in treatment
41
Net swing
Good for vestibular input Can adjust for spinning, close to floor, prone, etc
42
Tapping the Inner Drive
Back to Limbic system Works on motivation Typically developing children naturally seek a great variety of sensory-based activity Limbic structures in the brain normally orchestrate motivation and drive Disruption of obsessive, ritualistic, repetitive, or socially inappropriate behaviors
43
Context of Play
The therapist and the child have the intent to play together Enter into challenges that are perceived as pleasurable, purposeful, and meaningful Gotta know the latest stuff
44
Weighted vest
Weighed DOWN 2 hours on 30 min off 1/3 child's bodyweight Has to be evenly distributed Work well for kids that tend to be all over the place Monitor the timing
45
Compression vest
COMPRESSION Not an actual weight Can wear throughout the day time Gives input ALL OVER Like a big bear hug Consistent pressure Does not stress the joints
46
Artful Vigilance
The therapist watches for opportunities to engage the child adaptively while altering the sensory and motor challenges Successful engagement is the key for successful treatment Monitor for signs of under or over responsiveness ***When a child is fixated TOO much on a swing, make sure they aren't getting dizzy or sick
47
Child-centered approach
Therapist to provide structure Child to provide responses Provides productive interaction that is initiated by the CHILD'S interest
48
Adaptive Response
An appropriate action in which the individual responds successfully to environmental demands Increased adaptation as challenges are posted Satisfaction in its accomplishments
49
Just-Right Challenge
The point in therapy where the conditions are right for the child to make an adaptive response Activities are adapted so the child can meet the task demand As children change and grow, therapy is continually modified
50
Wheelbarrow walking
Using upper shoulder girdle Uses movement and momentum to incorporate UE WB
51
Active vs Passive Participation
Child MUST participate with the environment to improve the organization in his nervous system Active physical interaction with sensory experiences is an important factor in brain recovery Active - Purposeful - Meaningful
52
USC/WPS Certified
Completed extensive training Only therapists who are certified can administer the Sensory Integration and Praxis test 3 hours to administer Looks at movement, touch, modulation

Peds (25 decks)

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