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Fall '13-147 (Exam 2) > 10/23: Implications of Sensory Integration on Speech and Language Development Continued > Flashcards

10/23: Implications of Sensory Integration on Speech and Language Development Continued Flashcards

1
Q

What is registration?

A

initial recognition of a stimuli

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2
Q

What is modulation?

A

sensory information and how it’s dealt with once into the system

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3
Q

What are signs and symptoms of Sensory Integration Dysfunction?

A
  • hypersensitive
  • hyposensitive
  • fluctuating
  • mixed
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4
Q

T/F:

Most children are out of sync some of the time, but some children are out of sync most of the time

A

TRUE

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5
Q

What are Tactile (touch) SID behaviors?

A
  • avoids being touched or touching others–seeks his space
  • avoids touching items due to certain textures or consistencies
  • does not finger feed self to avoid getting messy
  • difficulty transitioning from a liquid to a solid diet
  • aversive response to hair brushing, washing, or cutting
  • aversive response to getting dressed, wearing certain clothing or tags
  • does not react to pain, temperature, or different textures
  • craves touch by rubbing whole body or hands against people or objects
  • resistance to self-help skills
  • walks on tip toes
  • poorly produced speech
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6
Q

What are some tactile supports?

A
  • finger painting
  • toys hidden in rice/bean buckets
  • firm touch
  • brushing
  • vibration
  • fidget ball
  • play dough
  • dress up
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7
Q

What are visual SID behaviors?

A
  • bumps into items
  • poor eye contact
  • difficulty with visual skills such as depth perception and figure ground
  • excessively uses touch or taste to explore items
  • becomes overexcited when there is a lot to look at in books or environment
  • difficulties in reading or writing
  • increased focus on moving items such as fans, moving wheels, or videos
  • looks at objects through the corners of eyes
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8
Q

What are some visual supports?

A
  • dim lights
  • reduce distractions
  • games (bean bag toss/balloon volleyball)
  • copying
  • i spy
  • bubbles
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9
Q

What is the influence of oral sensory development?

A
  • mouth/hand have highest # of sensory receptors per square inch of any other part of the human body
  • exploration by mouthing
  • direction & selection of movement
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10
Q

What are the various sensory systems?

A
  • vestibular
  • tactile
  • proprioceptive
  • olfactory
  • auditory
  • visual
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11
Q

What are the 4 types of oral sensory problems?

A

hyper reaction

hypo reaction

sensory defensiveness

sensory overload

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12
Q

What are the taste (oral) SID behaviors?

A
  • gustatory/taste disturbances
  • proprioceptive/tactile disturbances
  • auditory/hearing disturbances
  • olfactory/smell disturbances
  • visual disturbances
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13
Q

What are some oral supports for SID children?

A
  • chewing licorice/gum/pretzels
  • fingers/cloth massage around mouth
  • mixed textures
  • copy silly faces
  • allow snacks during difficult times
  • offer acceptable alternatives to biting/chewing
  • blowing/sucking
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14
Q

What are some taste supports for children with SID?

A
  • add new tastes in minute doses to familiar/preferred
  • introduce new taste with pressure
  • give child control of spoon
  • introduce most similar tastes first
  • SOS approach to feeding
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15
Q

What are some oral tactile/proprioceptive supports?

A
  • thicken smooth food/add soft lumps
  • place pieces of food stye child can handle in the side cheek pockets
  • massage prior to eating
  • play face touching technique
  • offer distractions
  • let the child have some control
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16
Q

What are some food suggestions for arousing?

A
  • crunchy foods: dry cereal, apples, raw vegetables, crackers, pretzels, popcorn, granola bars
  • cold foods: drinks, ice chips, popsicles
  • spicy foods
  • sour foods
  • carbonation
17
Q

What are some food suggestions for calming?

A
  • chewy foods: raisins, bagels, fruity chews, licorice
  • sweet foods
  • warm foods: hot chocolate, oatmeal
  • water
18
Q

What are some ways to face a challenging mealtime?

A
  • listen to children
  • prepare for the meal
  • preferences are personal
  • seek foods most likely to elicit favorable responses
19
Q

What can you do when facing sensory challenges?

A
  • get permission
  • start with the familiar
  • one thing at a time
  • mouthing helps
  • be aware of sensory surprises
20
Q

What are some smell SID behaviors?

A
  • avoids particular areas or food b/c of smells others may not notice
  • gags or vomits due to the smell of certain foods
  • may ignore unpleasant odors like dirty diapers
  • may smell food before eating
  • smells toys or people before interacting with them
21
Q

What are some smell supports you can provide?

A
  • identify odors that are more altering (i.e.:citrus) or calming (i.e.: lavender or vanilla)
  • play “guess the smell” w/ Qtips
  • allow child to smell foods prior to eating
  • provide new taste in lidded cup with straw
22
Q

What are some auditory SID behaviors?

A
  • puts hands over ears to avoid sounds
  • aversive reaction to vacuums, TVs or blenders that do not bother others
  • listens to music or television at a high or a low volume
  • distracted by slight auditory noise
  • not reactive to voice/environmental sounds
  • difficulty focusing on conversation while blocking out background sounds
  • poor communication skills
23
Q

What are some auditory supports?

A
  • calming music (mozart)
  • incorporate music into tasks/routines
  • eliminate distracting environmental noise
  • anticipate loud noises
24
Q

What are some vestibular SID Behaviors?

A
  • avoids roughhousing, jumping,climbing, sliding, or swinging
  • gets car sick and avoids playground equipment or amusement park rides
  • aversive reaction to being placed on tummy or moved in a particular directions such as side to side or being placed upside down
  • poor balance with physical activity
  • does not become dizzy even after excessive spinning or swinging
  • may be in constant motion and have difficulty sitting for activities
  • engages in spinning, swinging, or rocking to help stimulate self–no safety awareness
25
Q

SOAPBOX

What must you make sure when in clinic regarding seating?

A

-you always have to pay attention to the way your client is positioned in their chair. Make sure they’re upright and the size of the chair is appropriate for them.

26
Q

What are some vestibular supports?

A
  • give movement breaks
  • calming movements (swinging)
  • change positions with activities
  • animal walks
  • sliding/rolling
  • rock or hop on appropriate size ball
  • balance activities
  • beam
  • hop on one foot
27
Q

What are some proprioceptive SID Behaviors?

A
  • appears “clumsy” or stiff when engaged in physical activity
  • walks on tip toes
  • frequently throws or breaks toys
  • seeks frequent physical contact from others
  • pushes self against furniture or floor
  • fits self into tight spaces
  • grasp on pencil or writing utensil is too weak or too strong
  • frequently bumps into items or people when negotiating environment
  • difficulty performing motor tasks such as climbing onto furniture or stairs, kicking, jumping, or negotiating feet through a cluttered room
  • biting objects and/or people
  • hid toys under cushions
28
Q

What are some proprioceptive supports?

A
  • heavy work activities
  • deep pressure
  • wheelbarrow walking, jumping, hopping
  • resistive play
  • sandwich between cushions
  • heavier activity between transitions
  • swimming
  • obstacle course
  • joint compressions
29
Q

What are the implications to speech and language learning from children with SID?

A

-communication is a result of our (sensory) experiences–learning to communicate by hearing, seeing, touching, and moving about the world.

“There is a reciprocal relationship among perception, concepts and language”

  • a well integrated sensory system becomes the vehicle for nonverbal expressions (gestures, smiles, frowns) and later for the production of speech and language
  • the auditory and visual systems, when intact, allow us to be social participants : hearing-acquired/ comprehension-learned
  • central auditory processing disorders
  • motor control and motor planning are necessary for producing intelligible speech
  • writing and reading difficulties
  • disordered language: echolalic speech, stereotypical vocalizations/verbalizations, pragmatics
  • inappropriate pitch and intonation patterns
  • oral issues
  • motor planning
  • difficulty producing specific speech sounds
30
Q

How does treatment help children with SID?

A
  • helps the child process all the senses so they can work together
  • treatment helps the child NOW when he needs assistance to function smoothly
  • treatment helps the child develop skills to interact successfully in social situations
  • treatment gives the child tools to become a more efficient learner
  • treatment improves the child’s emotional well being
  • treatment improves family relationships
31
Q

What does a sensory diet provide? (not necessarily referring to food)

A
  • provides for the optimal combination of sensations at the appropriate intensities for each child
  • based on specific needs
  • the typical child is continuously “fed” by their environment
32
Q

What are some intervention strategies for children with SID?

A
  • building rapport
  • teach to strengths
  • individual directed
  • therapist controlled
  • get permission
  • start with the familiar
  • one thing at a time
  • provide time
  • be aware of sensory surprises
  • ongoing assessment
33
Q

What are SAFE activities to help kids get in sync?

A

S=sensory motor

A=appropriate

F=fun

E=easy

34
Q

What are some environmental considerations in the home?

A
  • dressing
  • snack/mealtime
  • chores
  • bathing
  • bedtime
  • grooming
35
Q

What are some environmental considerations at school?

A
  • control the environment
  • managing the classroom
  • help child to become better organized
  • adapt your own behavior
36
Q

When making collaborative strategies, what are some things to consider?

A
  • environmental considerations
  • positioning considerations
  • communication strategies
  • schedules & routines
  • shared goals
37
Q

Didn’t know how to word this:

A

Finding time

  • scheduling
  • intervention blocks
  • making contact
    • planting the seed
    • follow through
  • realizing the impact of collaboration
38
Q

Where is SI going?

A
  • continued research to make this theory more acceptable
  • continued increase in conferences and books
  • increased emphasis in elementary & OT schools
  • emphasis on modulation and discrimination issues
  • riding the wave of autism

Fall '13-147 (Exam 2) (7 decks)

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