Exam 1 Flashcards
Parasympathetic
rest and digest, high threshold is always in this state
Sympathetic
Flight or fright
Low Threshold is always in this state
Small receptor fields
more accuracy
higher discrimination
Large receptor fields
less accuracy with touch
less dense
Fast adapters
respond to only new stimuli or changes in stimuli
Slow adapaters
detects intensity, speed and duration
Lateral inhibition
focuses stimuli
discrimination of senses
neurons at center receive stimuli but inhibit at synapse
edge is stimulus is less intense
Convergence
many neurons connect to one neuron
increases intensity but decreases discrimination
ex.) combining prop with swinging
Divergence
one neuron branches to many
could influence different systems
Ex.) vestibular system affects many different systems
serial processing
one task before another
give input to help with next task
parallel processing
several neuron sequences occurring at the same time
DCML
Tactile, proprioception and vibratory
Uses lateral inhibition
Spinothalamic
pain, crude touch and temp
Does not provide localized info
convergence of info in thalamus with info from DCML
DCML inhibits transmission in AL pathways
Extrafusal Fibers
muscle tissue
Intrafusal fibers
muscle spindles
Primary intrafusal fibers
tells velocity and amount of change in length
Secondary Intrafusal fibers
info on static position, sustained stretch and contraction
Joint receptors
only fire at extreme ranges, less often than muscle spindles
Semicircular canals
receptive to only rotary movements
need to spin both ways to balance fluid
*Phasic- quick reactions
*Transient postural reactions- quick adjustments
Otolithic organs
utricle and saccule
SLOW ADAPTING
Utricle
horizontal movements
maintains posture
Saccule
Vertical movements
Screening assessment examples
DIAL, Sensory profile
Developmental Assessment examples
PMDS, Battelle
Analysis of posture and movement examples
COMPS, SOSI
Functional occupation based assessments
PEDI, SFA, COPM
Qualitative assessments
PEGS
Standardized assessments
measurement of outcomes
screening purposes
Developmental and functional skills
Norm-referenced
compare skill level to others around same demographics
used for need of services
always standardized
Criterion referenced
measure skills in specific content area
no numbers
HELP
Tactile defensiveness
over responsive to touch
lack of inhibition
Stimulation of DCML can dampen response
Gravitational insecruity
fear of unexpected movements
Avoids head position movements and feet off the ground
Limbic system with sensory modulation
supports intake and processing
connectes sensory expirnecnes to emotions
Difficulties with postural control
vestibular focused
not being able to make changes to body effectively
Difficulties with bilateral integration
somatosensory and vestibular focused
use both sides of body to coordinate movements
Praxis
somatosensory and vestibular focused
ability to adapt to new tasks
dependent on integration of all senses
Ideational Dyspraxia
not being able to come up with any ideas to do a new task
Cant picture new ways to use or play with a toy
Somatodyspraxia
Clumsy child
difficulties with coordination
Visuodyspraxia
difficulty using vision to plan and guide movements
decreased hand-eye coordination
Intervention for low threshold
active proprioception first
also can include tactile and passive prop
slow-linear movements
introduce sensory input slowly and add more
Intervention for tactile defesniveness
o Introduce different textured play activities when out of flight or fright stage
o Educate parent at home
Intervention for gravitational insecurity
o Work hard at combing proprioception with movement
o Walking on uneven surfaces
o Scooter board on flat then incline
o Swings where they can hold on
o Slow linear movement then try slow rotational with game
Intervention for sensory seeking
- Don’t want to get child too aroused
- Rotational input will lead to a high arousal state, need to continue with deep pressure
- Teaching calming techniques
- Combine lots of prop, vestibular and tactile in all activities
Frequency
slow adapters
speed
Duration
slow adapters
how long you are doing the activity
intensity
Convergence and parallel processing
slow adapters
rhythm
fast adapters
change in stimuli
Novelty
fast adapters
Quick surprise
Moving from feedback dependent to feed forward
- Stable-stable
- Moving-moving
- Want to change stability, placement and speed
- Child needs to be successful then increase demands
VBI
inadequate processing of vestibular and prop
poor ocular control, poor bilateral integration, poor sequencing of anticipatory movements
Treatment for dyspraxia
Vestibular and prop input combined with tactile input
Want few cues from therapist to allow client to figure it out
Start with something familiar and then novel
Order for intervention for bilateral integration
Bilateral symmetrical- both sides doing same thing
Bilateral reciprocal- wheel barrow
Main actor/ stabilizer- one arm acting, one stabilizing
Alternate opposing actions of arms and legs
Intervention for extensors during postural control
prone-extension- static and dynamic
Engage vestibular system
Intervention for flexors and postural control
supine flexion
engage vestibular and prop
Therapeutic use of self
Collaboration in activity choice
Just right challenge
Childs intrinsic motivation
Reflection in action
be ready to upgrade and downgrade
have goo positioning of self
read cues of child
Three core brain structures for regulation
brainstem
limbic system
cortical structures
Behavior order
antecedent-behavior-consequence
Function of behaviors
obtain- child wants something or attention, might be trying to get sensory input
Avoid- a task, sensory expirnece,
Intervention (environment) for Behaviors
Set events- routines and consistency
change environment to decrease behaviors
Intervention for antecedents
recognize signs of escalation
teach alternative behaviors and ways of communicating needs
Sensory solutions for child when they feel they may act out
definition of self-regulation
ability to attain, maintain and change arousal appropriately for task or situation
what does high level of self-regulation require
highest level cognitive skills
Sensory regulation
allows children to maintain level of alertness to respond appropriately to sensory stimuli
emotional regulation
Children respond to social rules with a range of emotions through initiating, inhibiting and modulating their behavior
Cognitive regulation
Ability to problem solve and know what needs to be done to demonstrate attention and persistence to tasks
How to change regulation
adjust arousal level to optimal
support Childs feelings of joy to increase participation
help child become more aware of their own feelings
Sensory Diets
Schedule of activities all throughout the day that meet the individuals’ sensory needs at school and home
What should be included in sensory diets?
Description
Sensory system targeted
Goals
Frequency and timing
How can activity be changed when increased intensity is needed
how long does vestibular stimuli typically last
2-6 hours and must be followed by prop to organize
How long does prop stimuli normally last
2-4
Alert Program
Helps child, teachers and parents understand and monitor level of arousal
Helps child and teachers use sensory based strategies to maintain an optimal level
Stage 1 of Alert
engine speed
Stage 2 of Alert
develop awareness of how each engine speed feels
label own speed with help of adult
Stage 3 of alert
explore sensory strategies to change speed
Stage 4 of alert
identify times of days and situations when sensory strategies will be helpful
Stage 5 of alert
learn to use strategies indepedently
Zones of Regulation
Looks into emotional regulation but using sensory strategies
Help children control their unexpected responses to undesirable behaviors
Three components of Zones of regulation
Sensory processing, executive functioning, emotional regulation
Perception of interoception
All organs have interoceptors that then go to insulate to be processed
Increased density in insular cortex leads to better interoception
First step of increasing interoceptive awareness
notice body signals
Second step of increasing interoceptive awareness
connect body signals to an emotion
Third step of increasing interoceptive awareness
Action on that emotion
Underresponsivity with interoception
unaware of hunger/ thirst
get hurt without noticing or not feel pain internally when something is wrong
Over responsively with interoception
Constant aches and pains
always hungry or thirsty
hyperaware of touch or textures
Traditional way of increasing IA
external supports to modify a behavior or facilitate “typical behavior”
Changing environment or using equipment
Emerging approaches to increasing IA
Understanding internal supports that build skills
Benefits of increasing IA
independent self regulation
enhance language when identifying what is happening to the body
Increased social participation
Kelly Mahler Tier 1
Core classroom instruction
Everyone in room participates
Mahler Tier 2
Targeted small group
small group goes into different room
Mahler Tier 3
Intensive individual intervention
1-on-1
Mahler Body signals
body scan and then choose a body part to focus on
Body signals IA builders
Descriptor menu
focus area experiments
body check chart
IA on the fly
What is IA on the fly
abstract, prompts by you providing observations about a body part and prompting attention
Emotion Mahler
understanding body signals are clues to emotions
Each emotion has different signal
IA builders for emotion
Descriptor menu
Focus area experiments
Body check chart
No good or bad emotions
Ex.) What does it mean that your stomach is growling? What emotion do you feel?
Actions Mahler
goal is to promote positive feelings NOT fix negative emotions
Actions IA Builders
Descriptor menu
Body signal
Focus area experiments
Does this make my body feel good or uncomfortable
What makes my body feel good
Body check chart
IA on fly
What is a social story
describes a context, skill achievement or concept to help child know what they are supposed to be doing in this event
What do the best social stories include
pictures of child and place where story is happening
What is the benefit for early relationships for children
influences skill and habit formation
learn cues and facial expressions
develops trust and dependency
Social participation FOR change
looking for Childs ability to engage with other children, caregivers, family members etc.
Social participation intervention strategies
small groups
play groups
consulting with caregivers about co-regulation
role-modeling
social stories
How to help caregiver increase their Childs social particpation
help them understand child with difficult temper
establish routines for calming environment
develop strategies for habits
A-SECRET
A- Attention
S-Sensation
E-Emotional Regulation
C- Culture/conditions
R-Relationship
E-Environment
T-Task
Sensory Profile Type
Standardized Norm-References
Ages for Sensory Profile
All
SPM Type
Standardized
SPM Age ranges
5-12
Scoring of SPM
Raw scores convert into percentiles
COMP type
Standardized
COMP age
5-15
COMP Scores
Weighted score
Battelle overview
Assess if an infant/child is reaching milestones
Battelle type
screening tool
ages for battelle
0-7 and 11 months
Battelle Scores
Balsal 3 consecutive 2’s ceiling 3 consecutive 0s
Raw score to derive
Help type
Criterion referenced
PEDI overview
measures self-care, mobility and social function capabilities
PEDI type
paper/pencil functional assessment
PEDI ages
6 months-7.5 years
SFA overview
performance of functional tasks that support participation in the academic and social aspect of school
SFA type
Criterion Referenced
SFA Ages
k-6th grade
SFA scoring
convert sum of Raw scores to criterion score
SOSI type
Norm-references
SOSI ages
5-14 years and 11 months
PEGS type
Qualitative
