Test 2- Sensory integration Flashcards
(39 cards)
Sensory integration
theory proposes a relationship among neural processes involved in receiving, modulation, and integrating sensory information in order to produce an output
goal of sensory integration
-to produce an adapted response- functional goal or participation in an occupation.
components of eyres’ SI FOR
1) Learning is dependent on the ability to take in and process sensation from movement and the environment and use it to plan and organize behavior.
2) individuals who have a decreased ability to process sensation also may have difficulty producing appropriate actions which, in turn, may interfere with learning and behavior,
3) enhanced sensation as part of meaningful activity that yields an adaptive interaction, improved the ability to process sensation, thereby enhancing learning and behavior.
5 basic principles of SI FOR
1) Sensorimotor development is important for learning
2) Interaction between the person and the environment shape the brain
3) Nervous system is plastic- capable of change
4) Meaningful sensorimotor activities mediate plasticity
5) People have an inner drive to develop sensory integration through participation in sensorimotor activities.
SI theory
- intake/registration of sensations
- modulation of sensory input
- discrimination of sensory input
- praxis and skill output
Intake/registration
allows us to recognize sensory information through the following systems: visual, auditory, olfactory, gustatory, tactile, proprioception, and vestibular systems. We take in information through these senses.
Sensory modulation
-(can be single to multiple inputs) involves organizing incoming sensations. If unable to modulate, system can overload resulting in flight, fright, and fight reactions. This is where one might see a child shutdown. A person can also demonstrate decreased sensitivity to sensations due to poor sensory modulation.
Discrimination of sensory input
-how we interpret information received which impact skill of one’s actions.
Praxis and skill output
- the end result. adaptive response is expected after appropriate treatment is provided; otherwise, dyspraxia is observed (the inability to motor plan or carry out an activity).
- child should be alert and near/at optimal level of arousal.
Ayers SI based assessments
- Standardized questionnaires
- Standardized observational sensory assessments
- Non-standardized observational screening tools.
SI intervention involved:
- individually tailored sensory-motor activities
- contextualized in play at the just-right challenge
- to promote adaptive responses.
- and foster functional skills as a foundation for participation in occupations
SI fidelity measure
1) provides sensory experiences 2( provide just-right challenges 3) collaborate on activity choice 4) support optimal arousal. 5) creates play context 6) maximizes child's success 7) Ensure physical safety 8) Arrange room to engage child 9) foster therapeutic alliance.
sensory based intervention
- involve sensory stimulation techniques
- Goal is to target underlying sensory mechanisms for calming the nervous system (massage, brushing, weighted vests)
Sensory integration
- neuroplasticity is possible
- sensory-rich activities facilitate sensory integration
- child-centered
- adaptive response involved
- follows fidelity principles for Ayres’ OT SI
Sensory therapy and research (STAR)
-rooted in developmental, individual-differences, relation based model and functional concepts of sensory integration
- parent-centered approach
- focuses on parent-child relationships
- coaches parents on how to incorporate sensory strategies
- emphasis on implementing strategies in naturalistic settings when possible.
major premises of STAR FOR
- people are dynamic systems with complex, adaptive, and interactive subsystems that change over time.
- nothing happens in isolation
- Therapist works together “in flow” with the child
- goal is to “joye de vivre”- the quiet joy of being ones self- a spontaneous relaxed enjoyment. (very process oriented, not outcome oriented)
*sensory processing problems may impact participation in life.
proposed diagnosis
sensory processing sybtypes.
-The term Sensory Processing Disorder was not accepted into the DSMV as an independent diagnosis. It now falls under Autism Spectrum Disorder diagnosis
*Though SPD is not an individual diagnosis, using the SP subtypes are helpful for OTs to use to categorize the type of processing problems children may have.
Sensory discrimination disorder
- Sensory discrimination involves being able to perceive and interpret qualities of sensory input in daily life
- Involves taking in information from the senses: gustatory, olfactory, vision, auditory, tactile, vestibular, and proprioceptive.
Sensory modulation disorder
- Decreased ability of the nervous system to adapt and properly regulate the body in response to sensory input.
- Often individuals with SMD will display differences in emotional and attentional reactions to sensory stimuli in relation to the intensity of the stimuli
- 3 Subtypes: Sensory overresponsivity (SOR), Underresponsivity (SUR) and Sensory Craving (SC).
- Each subtype is distinguished by the characteristics and behaviors the child exhibits when exposed to sensory information.
postural disorder
- difficulty attaining the proper degree of static and dynamic balance required for a particular task.
- postural support is crucial
Dyspraxia
-is difficulty with motor planning and execution.
Motoric action includes:
- ideational praxis
- executional praxis
- on-line correction
problems can occur in any stage resulting in poor motor performance
Somatodyspraxia
-a type of sensory integrative dyspraxia in which there is evidence of poor processing of somatosensory information
Bilateral integration and sequencing
-a type of sensory integrative- based dyspraxia in which there is evidence of deficits in vestibular and proprioceptive processing. (not connecting the two)
STAR FoR evaluation
- take an extensive occupational profile
- perform standardized motor, sensory, and structured and unstructured observations of the child with and without the parents (2-3 hours)
- seconds visit (parents only)- share results with parents, develop hypotheses statements about the impact of sensory problems on daily life, and create goal attainment scale
