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ASD Flashcards

1
Q

High neurological threshold

A

Failure to register or respond to routine environmental sensation or sensation must be experienced over a prolonged time period

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2
Q

Low neurological threshold

A

Minimal stimulus facilitates a behavioral response

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3
Q

Passive behavioral response

A

Individual makes no attempt to change the intensity or duration of input

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4
Q

Active behavioral response

A

Individual avoids or seeks to avoid sensory stimulus

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5
Q

Duns model of sensory processing categories

A

Poor registration
Sensory seeking
Sensory sensitivity
Sensory avoiding

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6
Q

Poor registration

A

High neurological threshold with passive response

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7
Q

Sensory seeking

A

High neurological threshold with active response

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8
Q

Sensory sensitivity

A

Low neurological threshold with passive response

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9
Q

Sensory avoiding

A

Low neurological threshold with active response

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10
Q

Ecological Model of sensory modulation

A

Responses are due to interaction between external and internal dimension in context and difficulty with modulation can be due to difficulties with social and environment interactions and/pr difficulties with self-regulation due to a mismatch between external and internal

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11
Q

Sensory modulation disorders

A

SOR
SUR
SS

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12
Q

Sensory-based motor disoders

A

Dyspraxia
Sensory-based postural disorders

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13
Q

Sensory discrimination disorder

A

Visual
Auditory
Tactile
Vestibular
Proprioceptive
Tast/smell

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14
Q

Tactile defensiveness

A

Over-responsively to ordinary touch sensations including irritation or discomfort from variety of textures

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15
Q

Under-responsivity to tactile stimuli

A

excessive touching of people or object

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16
Q

Deficitis in tactile discrimination

A

Impaired body scheme and motor planning, can lead to somatodyspraxia, awkwardness in FMC

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17
Q

Somatodyspraxia

A

Disorder in motor planning due to poor tactile perception and proprioception

18
Q

Difficulty with localizing tactile stimuli

A

Impaired stereognosis and decreased FM and eye-hand coordination

19
Q

Proprioceptive processing disorder

A

Poor awareness of position of body, parts and schema, clumsiness, motor planning difficulties, use too little or too much force, poor awareness of personal space

20
Q

Gravitation insecurity

A

Over-responsiveivity to vestibular input, excessive fear during typical activity especially when feet are off the ground

21
Q

Vestibular hyposensitivty

A

Child seeks intense vestibular stimulation without complains of dizziness

22
Q

Vestibular discrimination deficits

A

Low muscle tone, postural-ocular deficits, decreased balance, low endurance

23
Q

Dyspraxia

A

Difficulty with planning motor movements especially when complex or new

24
Q

Focus of sensory integration and praxis test

A

Tactile processing
Vestibular proprioceptive processing
Visual perception
Practicability

25
Q

Common challenges in ASD

A

Impairments in communication and social skills
Difficulties with ADL and IADL
Stereotypical and repetitive routines and behaviors

26
Q

Praxis

A

Ability to plan, organize and carry out motor movement in order to complete unfamiliar motor tasks

27
Q

Components of praxis impacted in ASD

A

Ideation
Motor organization
Feed forward praxis
Execution
Feedback processes

28
Q

Ideation

A

Ability to imagine and identify a motor goal with an idea of how to achieve the goal

29
Q

Feed forward praxis

A

Concept of sending motor plan to brain, comparing previous performance and detecting potential errors in the plan before executing

30
Q

Motor organization

A

Ability to place and organize motor action sin response to environment

31
Q

School function assessment

A
  • Ecological assessment commonly used for children with ASD
  • Grades K - 6
  • Measures student performance of functional tasks that impact academic and social aspects of school
    -Facilitates collaborative program planning for students with various disabling conditions.
  • Judgment-based questionnaire assessment completed by one or more school professionals
32
Q

DSM ASD DX

A
  1. Persistent deficits in social communication and social interactions across multiple contexts (social-emotional reciprocity, nonverbal communication, developing.understanding relationships)
  2. Restricted and repetitive patterns of behavior, interest, activities (motor movements, inflexible routines or ritualized patterns, rigid thinking patterns, restricted and fixated interests, hyper/hypo sensory input
  3. Symptoms may present in early development but not fully manifested until social demands exceed individual’s limits
  4. Significant impairment in social ,occupation or other areas of function
  5. Not better explained by ID or GDD
33
Q

What senses are emphasized with Ayres Sensory Integration

A

Proximal senses
- Vestibular
- Proprioceptive
- Tactile

34
Q

What is sensory-seeking behavior due to

A

Hypo-responsivity to stimulus

35
Q

What is tactile defensiveness and gravitational insecurity due to

A

Hyper-responsiveness to stimulus

36
Q

Areas of body that tactile defensiveness is elevated

A

Face, abdomen, palmar surface of hands

37
Q

Tactile discrimination

A

Difficulty making sense of or interpreting tactile input impacting FM manipulation

38
Q

Common proprioceptive dysfunction

A

Difficulty grading force and pressure

39
Q

Common vestibular-proprioceptive dysfunction

A

Poor bilateral coordination and difficulty sequencing actions, responding to environmental changed during motor action

40
Q

Dyspraxia

A

Difficulty with ideation, planning and execution of motor action

41
Q

Key components of Ayres sensory integration

A
  • Sensory input used to elicit adaptive response
  • More mature patterns of behavior involve consolidation of more primitive behaviors
  • Goal is to enable child to have effective/efficient response to environment
  • Child directed
  • Just right challenge
  • Play and imagination
  • Suspended equipment
  • 45-60 mins 2x/wk for 2 years
42
Q

Expected outcomes of Ayres sensory integration

A

-Increased duration/frequency of adaptive response
- More complex adaptive responses
- Improvement in language, cognitive and school performance
- Increased self-esteem and confidence
- Enhance family life
- Enhance occupational engagement and social participation

Exam Prep (19 decks)

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