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Peds > Sensory Integration > Flashcards

Sensory Integration Flashcards

1
Q

Sensory Integration Dysfunction (SID) - we can’t? But we can? We hypothesize on?

A
  • We cannot observe sensory integration
  • We observe behavior
  • We hypothesize on theory of neuroscience that integration occurs
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2
Q

What is integration? Highlights? Dynamic process of?

A
  • The brains ability to effectively manage and interpret information in an organized manner
  • Highlights sensory processing of information that goes beyond the five senses
  • Dynamic process of interactions organizing info externally and internally
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3
Q

What is dysfunction? (3)

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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4
Q

What is modulation? (3)

A
  • Balance of integration and dysfunction
  • The brains regulation of messages by facilitating or inhibiting responses
  • The nervous system responds to some stimuli while ignoring others therefore an adaptive response is performed
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5
Q

What is habituation? Sensitization?

A
  • Habituation – the process that represents to the nervous system that something familiar has occurred
  • Sensitization - is the nervous systems mechanism that enhances potentially important stimuli; detects harm or danger in a situation
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6
Q

Behavioral response continuum- neurological threshold continuum - high = ?Acting in accordance with threshold? Acting to counteract threshold?

A
  • habituation
  • poor registration
  • sensation seeking
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7
Q

Behavioral response continuum- neurological threshold continuum - low = ?Acting in accordance with threshold? Acting to counteract threshold?

A
  • sensitization
  • sensitivity to stimuli
  • sensation avoiding
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8
Q

What is sensation seeking? Low registration?

A

1) SENSATION SEEKING IS THE COMBINATION OF HIGH NEUROBIOLOGICAL THRESHOLDS AND AN ACTIVE SELF REGULATION STRATEGY (Enjoys and generates extra sensory input) Adding spice to already seasoned food
2) LOW REGISTRATION IS THE COMBINATION OF HIGH NEUROLOGICAL THRESHOLDS AND A PASSIVE SELF REGULATION STRATEGY (Notices sensory stimuli much less than others) Doesn’t get the jokes as quick

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9
Q

What is sensation avoiding? Sensory sensitivity?

A

3) SENSATION AVOIDING IS THE COMBINATION OF LOW NEUROLOGICAL THRESHOLDS AND AN ACTIVE SELF REGULATION STRATEGY (Bothered by input more than others) Only will eat familiar foods
4) SENSORY SENSITIVITY IS THE COMBINATION OF LOW NEUROLOGICAL THRESHOLDS AND A PASSIVE SELF REGULATION STRATEGY (Detects more input than others) I am afraid of heights & experiencing discomfort

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10
Q

4 levels of sensory integration? Ages?

A

Level 4: Academic Readiness 6 years old
Level 3: Perceptual-Motor 3 years old
Level 2: Foundation of Perceptual Motor (6-24 months) Level 1: Primary Sensory System 2 months old

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11
Q

Level 1 includes? (4)

A
  • Tactile Sense (Touch)
  • Vestibular Sense (Balance & Movement)
  • Properties Sense (Body Position)
  • Visual & Auditory Sense
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12
Q

Level 2 includes? (4)

A
  • Body Perception
  • Bilateral Coordination
  • Lateralization
  • Motor Planning
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13
Q

Level 3 includes? (4)

A
  • Auditory Processing
  • Visual Perception
  • Eye-Hand/Foot Coordination
  • Visual Motor Coordination
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14
Q

Level 4 includes? (4)

A
  • Academic Skills
  • Complex Motor Skills
  • Regulation of Behavior
  • Organized Behavior
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15
Q

Sensory Processing Disorder (SPD) is broken up into what other disoders? (3)

A
  • SMD: Sensory Modulation Disorder
  • SDD: Sensory Discrimination Disorder
  • SBMD: Sensory Based Motor Disorder
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16
Q

What is SMD? Behavioral characteristics? (7)

A
  • Sensory Over Responsiveness - Aggression
  • Impulsivity
  • Irritability
  • Fussiness
  • Unsociable
  • Avoids group activities
  • Upset by transitions
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17
Q

General Characteristics SMD - Over-Reactiveness to? (8)

A
  • Mud or glue on their hands
  • Crawling, walking barefoot on grass or carpet
  • Feeling crumbs in or around their mouth
  • Having hair, fingernails, or toe nails cut
  • Food textures
  • Background noises when trying to concentrate
  • Playing in swings
  • Fragrances from perfume
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18
Q

SMD Sensory Under Responsiveness - Indicators of sensory under-responsive behaviors? (5)

A
  • Doesn’t cry when hurt or injured
  • Prefers sedentary activities
  • Often in unaware of what is happening around them
  • Does not notice food on or around their mouth
  • Unaware of body sensations such as hunger
19
Q

SMD Characteristics Under-Reactive? (7)

A
  • Passive
  • Quiet
  • Withdrawn
  • Difficult to engage in conversation
  • Lost in their own world
  • Slow to respond to directions
  • Easily fatigued
20
Q

SMD Sensory Seeker characteristics? (6)

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
21
Q

SDD Sensory Discriminate Disorder characteristics? (4)

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
22
Q

SDD Treatment? (4)

A
  • Improve relationship between child’s body and people and space
  • Improve motor planning and organization of behavior
  • Increase somatosensory input while child is navigating 3-D space
  • Increase ability to discriminate force
23
Q

SBMD Sensory Based Motor Disorder characteristics? (6)

A
  • 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
24
Q

Tx activities? (3)

A
  • novel activities
  • games that involves specific directions of body parts in space
  • goal of tx is to have the child independently plan and execute projected action sequences
25
Q

How the sensory system affects everyday skills? (7)

A
  • tactile perception
  • body awareness
  • motor planning
  • visual perception
  • academic learning
  • emotional security
  • social skills
26
Q

Issues with tactile perception manifestations? (5)

A
  • 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
27
Q

BODY AWARENESS characteristics? (3)

A
  • Unconscious awareness of an individual’s body parts
  • Withdraws from movement experiences
  • Difficulty orienting arms and legs for getting dressed
28
Q

Issues with MOTOR PLANNING? (4)

A
  • Difficulty organizing sequences of movement
  • Poor gross motor skills
  • Poor fine motor skills
  • Poor eye-hand/foot coordination
29
Q

Issues with VISUAL PERCEPTUAL MOTOR? (3)

A
  • Unable to interpret how objects feel just by looking at them
  • Having trouble comparing and contrasting similar objects
  • Difficulty problem solving
30
Q

Issues with EMOTIONAL SECURITY/SOCIAL SKILLS? (4)

A
  • Socially distant
  • Aggressive or hostile for no apparent reason
  • Dislikes changes
  • Invade personal space
31
Q

ASSESSMENT uncovers? The results provide? The analysis often?

A
  • Uncovers the ‘hidden processes’ that contribute to adaptive or maladaptive interactions
  • The results of the sensory-integration evaluation provide an understanding of the sensory and motor underpinnings of the choices and capabilities while participating in daily life
  • The analysis often reframes the interpretation of problematic behaviors and mannerisms which allow an intervention plan to be generated
32
Q

Sensory Integration Assessments? (3)

A
  • SIPT (Sensory Integration & Praxis Test)
  • STEP-SI (Sensation, Task, Environment, Predictability, Self monitoring & Interactions)
  • Sensory Profile
33
Q

The SIPT is? Has? Looks at? (3)

A
  • Most reliable & comprehensive - 19 components to this test
  • Difficulty with attention, cognition, language etc
34
Q

Step-SI - each element can be? Age?

A
  • 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
  • For kids older than 4
35
Q

Sensory Profile characteristics? (3)

A
  • 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
Q

SI intervention offers? Establishes? More than a?

A
  • SI offers a variety of strategies to address the range of disorders that is common in individuals with autism
  • Establishes and restores a healthy lifestyle for the child by engaging in meaningful occupations
  • More than a technique it is a philosophy of practice
37
Q

Sensory Integration FOR is the use of? Allows for? Multi-sensory activities have?

A
  • Use of a structured sensory environment which highlights proprioceptive, vestibular & tactile systems
  • Allows for running, jumping, swinging, and climbing promotes gross motor play
  • Multi-sensory activities have a calming, alerting, challenging and/or organizing effect
38
Q

Proprioceptive Sensations are the? Alters? Gateway of?

A
  • Cornerstone of sensory-integration intervention
  • Alters levels of arousal and enhances self regulation
  • Gateway of functional movement thru traction, compression, movement, or resistance
39
Q

Vestibular & Tactile - achieved how?

A
  • Vestibular –Swinging through suspended equipment

- Tactile – Tactile experiences are essential to SI, deep pressure contact is a prime organizing factor in treatment

40
Q

Typically developing children naturally seek? Brain structure involved? Disruption of?

A
  • 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
41
Q

Weighted Vest vs Compression Vest? (3) Time and weight restraints?

A
  • Both give deep pressure
  • Weighted vest gives compression through trunk only, can pull the child down
  • Compression gives deep pressure in multiple directions, does not stress the joints
  • 2 hrs limit, can only be 1/3 of their weight
42
Q

Artful Vigilance - the therapist does what? Ingredient for success? Monitor for?

A
  • 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
43
Q

What is an Adaptive Response? Increased? Satisfaction from?

A
  • An appropriate action in which the individual responds successfully to environmental demands
  • Increased adaptation as challenges are posted
  • Satisfaction in its accomplishments
44
Q

Just-Right Challenge - the point in therapy where? Activities are?

A
  • 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

Peds (7 decks)

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