Exam 2 Flashcards

Question

Play characteristics for children with sensory processing difficulties

Answer 1

Excessive or avoidance of movement Decrease exploration Decreased gross motor or manipulative play Observation or solitary play Increased sedentary play Restricted repertoire of play Resistance to change Distractibility Destructiveness

Answer 2

12-18 years; Grade 6-12

Answer 3

Middle school

Answer 4

High school

Answer 5

College years

Answer 6

Females: onset at 8-13 years and growth peaks at 11 years Males: onset at 11-12 years and growth peaks at 13 years

Answer 7

Males: 17-18 years Female: 14 years

Answer 8

Formal operational stage (12+ years) - Uses abstract reasoning about hypothetical events - Considers logical possibilities - Systematically examines/tests hypotheses Fosters interest in the future Allows them to understand their value

Answer 9

Focus on developing a sense of identity Focus on developing purpose in world Vulnerable to mental health disorders - Depression - Anxiety - Substance use/abuse Attention deficit disorder

Answer 10

Preoccupied with self Self-evaluate their attractiveness Compare their own body and appearance with other teens Interest in as well as anxiety about sexual development Challenge authority Ability to self regulate emotionally and limit behaviors but can't think beyond the immediate needs or wants

Answer 11

Puberty completed Developing acceptance of their bodies Interest in appearance, grooming, and trying to be attractive More apt to developing eating disorders and other body image-related disorders Moving toward independence form parents Peers replace parents as most influential Risk taking behaviors

Answer 12

Strengthen relationships with parents Stable value system Stable sense of self and self-ability Improved ability to regulate emotions and anticipate consequences Realistic and concrete thoughts about future

Answer 13

Gender labeling (2-3 years) - Child labels everything - Child may label a person a woman because they have long hair Gender stability (4-5 years) - Child begins to understand that gender typically does not change Gender constancy (6-7 years) - Child understands that gender is not just about surface appearance

Answer 14

Detection of sensory information by central nervous system Beginning point for sensory processing

Answer 15

Ability to identify qualities and details of sensory stimuli to distinguish between different stimuli

Answer 16

Ability to grade responses to various degrees, natures, and intensities of sensory input

Answer 17

The way our nervous system organizes, processes, and analyzes sensory information

Answer 18

Ability to take information through our senses, put it together with prior information, memories, and knowledge stored in the brain, and make a meaningful response Importance - Contributes to skill development - Linked with emotional state - Organizes behavior

Answer 19

An appropriate and successful response to a sensory stimuli that facilitates accomplishing a goal Enhanced by successful previous experiences Ex. Answering the phone when you hear the phone ring instead of jumping and covering ears

Answer 20

Disorder that leads to problems with coordination

Answer 21

Child may not have age-appropriate motor milestones Difficulty taking advantage of perceptual cues Destructive in play, tends to break toys Difficulty with motor activities that are more than one step Clumsy, awkward, or accident prone Difficulty keeping personal space organized Difficulty coordinating and sequencing movements on two sides of the body Prefers fantasy games or sedentary activities rather than active play Messy, sloppy or disheveled appearance Frustrated when unable to complete tasks due to poor motor coordination Emotional dysregulation

Answer 22

Difficulty encoding new as opposed to habitual motor response strategies

Answer 23

Sensory modulation disorder Fear or anxious reaction to non-threatening movements such as changes in head position, movements requiring balance, and not having feet on the floor

Answer 24

Over-responsivity to touch

Answer 25

Level of sensory information necessary to produce appropriate adaptive responses and fully participate in everyday activities

Answer 26

Neural threshold is lower than normal Results in defensive or avoidant behavior

Answer 27

Neural threshold is higher than normal Results in extreme seeking behavior, inaccuracy, and inefficiency

Answer 28

Difficulty achieving and maintaining optimal arousal and adapting challenges in daily life

Answer 29

Responds too much, too frequently, or for too long to sensory stimulation When overwhelmed by sensory stimulation child is… - Upset by transitions and unexpected change - Aggressive - Irritable - Unsociable - Afraid to try new things - Labeled as fussy or difficult

Answer 30

Less sensitive to and less aware of sensory stimuli than most people When in the presence of sensation… - Passive, quiet, and withdrawn - Difficult to engage in social interactions - Easily lost in own world - Excessively slow to respond to directions or complete assignments - Poor inner drive

Answer 31

Seems to want or need more sensory inputs than others Characteristics - Constantly wants control over every situation - Does not wait turn, interrupts constantly - Intense, demanding, hard to calm - Prone to create situations others perceive as “bad,” “dangerous,” or disruptive - Often discharged from school if behaviors are intense enough - Child's sensory needs is like a leaky bucket that never gets full

Answer 32

Difficulty discriminating sensory input in one or more of the sensory systems

Answer 33

Visual inattention (usually in left visual field) Directionality problems Confusing similar letters such as b/d and p/q Problems spacing and ordering symbols in problems

Answer 34

Difficulty with recognizing different phonemes (phonological awareness) - Affects all aspect of language including reading, writing, and understanding Difficulty with auditory sequencing leads to child mispronounces words or mixing up order of words in a sentence Difficulty with auditory memory leads to difficulty following instructions verbally or recalling information from a story read Difficulty recognizing tone or emotion in speech

Answer 35

Difficulty detecting sharp vs dull Difficulty detecting double vs single input Difficulty detecting location of stimuli Difficulty with identifying an object with vision occluded (stereognosis) Unable to determine number of letter drawn on skin

Answer 36

Child may not know when they are about to fall or are unable to determine in what direction they are falling Differential diagnosis - Gravitational insecurity - Postural insecurity

Answer 37

Child has to look at body to move it Overshoots or undershoots when completing tasks Writing lacks precision Child may use too much or too little force during play Poor praxis skills Child may have low tone and use all-or-nothing contraction

Answer 38

Aversion toward food or different textures, smells, or temperature Requires constant meal modifications Inability to eat out at restaurants

Answer 39

Dyspraxia Postural disorders

Answer 40

Appears lazy, unmotivated or indifferent Appears weak and limp Leans on things for support Tires easily/appears tired most of the time Gives up when challenged Difficulty with physical endurance

Answer 41

Reactive postural adjustments

Answer 42

Anticipatory postural adjustments

Answer 43

1x/day for 15 minutes for 2 weeks 2x/day for 15 minutes for 3 days

Answer 44

1x/week for 60 minutes for 6 months 2x/week for 45 minutes for 3 months

Answer 45

60 minutes per quarter 1x/week for 15 minutes per year 30 minutes per month

Answer 46

Set of ideas or concepts to guide action Help us to predict actions, behaviors, and relationships

Answer 47

Structure for organizing theoretical material Helps to translate information into practice Include the person, environment, and interaction between the two

Answer 48

Mental map that assists clinicians in understanding their practice and viewing the profession

Answer 49

Addresses child's challenges in through improving parent-child relationship and coaching parents in sensory-based strategies or sensory lifestyle

Answer 50

Regulation and sensory integration are precursors to milestones Relationships are disrupted when children have sensory impairments Sensory integration is foundational for development

Answer 51

Sensory modulation disorders Sensory based motor disorders

Answer 52

Therapist utilizes voice, body position, and nonverbal gestures to help with regulation Improve relationships and interactions between children and caretakers Provide multisensory experiences to enhance learning Tap into the child's inner drive by allowing the child to select play Provide the just right challenge PROCESS - Play - Relationship - Organize and regulate - Collaborate - Emotional regulation - Sensory integration - Success ASECRET - Attention - Sensation - Emotional regulation - Culture - Relationship - Environment - Task

Answer 53

Extensive history and intake meeting Standardized motor assessment Sensory processing assessment Structured and unstructured observations in the clinic

Answer 54

Most often seen implemented in outpatient therapy with a high frequency of visits (3-5x/week) Intensive individual therapy to engage child's inner drive to meet sensory-motor challenges and promote neuroplasticity Therapist provides sensory opportunities and the child produces an adaptive response

Answer 55

Identify problems and strengths in sensory integration Improve sensory integration through active engagement in intensive, individualized, and long-term remediation to improve participation in life activities

Answer 56

Learning is dependent on integration of sensory information Sensory integration is a developmental and dynamic process Successful integration results in adaptive responses Sensory integration promotes neuroplasticity Sensory integration supports participation in activities

Answer 57

Passive sensory stimulation protocols Specific sensory strategies Sensory-focused group intervention Consultation on modification of environments or routines

Answer 58

Atypical sensory reactivity (over- & under-responsivity) Somatosensory perception deficits (tactile and proprioception) Vestibular bilateral integration and sequencing deficits Dyspraxia: visuodyspraxia, somatodyspraxia, language-based dyspraxia, ideation dyspraxia [generating ideas to initiate actions on novel tasks])

Answer 59

Formal and informal observations and parent questionnaires Sensory Integration and Praxis Tests (SIPT) - Battery of 17 standardized tests to assess sensory processing abilities in children 4-8 years - Gold standard Evaluation of Ayres Sensory Integration (EASI) - Set of 20 tests that measure core constructs of ASI for children 3-12 years

Answer 60

Functional tasks help organize behaviors Successful performance of tasks Massed practice is best when learning a new skill Variable/random practice helps to transfer or generalize a skill and improves long-term retention Distributed practice includes built-in rest breaks In early stages of learning, therapist focuses feedback on outcome and critical features of task and environment In late stages of learning therapist summarizes feedback and has a greater error tolerance Encouraging the child to self-evaluate their performance will improve the child's skill performance Task oriented approach is better for skill acqusition than play, exercise, or subcomponent movement approach

Answer 61

Match between the child, task, and environment

Answer 62

Proposes that movement emerges from interactions between the person, task, and environment Subsystems within the person include emotional, cognitive, perceptual, sensory motor, other physical systems

Answer 63

Consistency in achieving a motor goal with an economy of effort Skill does not imply the use of one pattern a motor goal with an economy of effort

Answer 64

Focus on task rather than individual movement patterns Encourage problem-solving Extrinsic then intrinsic feedback Perform closed motor tasks before open motor tasks

Answer 65

Stable environment Similar movement each trial Ex. Writing, bowling, brushing teeth

Answer 66

Environment is unpredictable A lot of variation in movement in each trial Ex. Ice hockey, soccer, carrying lunch tray to table at school

Answer 67

Evaluation of the child - Ask parents, teachers, and professionals for their observations Evaluation of the task - Identify tasks that are important to the child - Ask child, family, teacher, and professionals to prioritize tasks on which intervention should focus Evaluation of the environment - What is the child able to do in different environments - What does the child have difficulty doing in different environments - What is interfering with motor skill acquisition - What is supporting motor skill acquisition - What can improve the child's motor skill acquisition and performance

Answer 68

Make sure child understands the expectations Used massed practice for children with cognitive deficits Encourage independent problem solving Tasks should be relevant, motivating, and challenging Practice the whole task Include variability and unpredictability when practicing open tasks

Answer 69

Start with Q4 and provide scaffolding appropriate for Q3, Q2, Q1 as needed until child is able to successfully complete the task Autonomy requires mastery of key skills, decision-making skills that enable generalization, and contextual competence in incorporating learned skills into occupational performance Scaffolding enhances learning Child is more likely to transition from Q1 to Q2 if therapist facilitates skill acquisition sand maximizes self-mediation Child is more likely to develop an effective plan for task performance if therapist uses higher-order questioning, verbal feedback, and physical prompts/gestures

Answer 70

Task specification Requires facilitator to instruct on the task Does the child know what to do and how to do it? Explicit instruction/explanation Demonstration Physical patterning Lower order questions

Answer 71

Decision-making stage Requires facilitator to prompt cognitive processes for successful performance Is the child making decisions? Are they aware of mistakes? Higher order questions Feedback Physical prompts Nonverbal prompts Think-aloud modeling

Answer 72

Uses self-mediating strategies for recall Is the child recalling the steps of the task and key features of performance Priming Mnemonics Verbal self-instruction Visual cues Kinesthetic self-prompting

Answer 73

Autonomy Successful performance, corrects own errors without over self-mediation Are there signs of self-prompting? Mental imagery Self-instruction Self-questioning Self-monitoring Problem solving Automaticity

Answer 74

Focus on occupations the child selects Uses a general problem-solving framework Uses process questions to increase child's awareness Plan for transfer and generalization of strategies Expands the cognitive motor approach

Answer 75

Goal: what do I want the child to do? Plan: How am I going to do it? Do: Do it Check: How well did the plan work? Does the plan need to be modified?

Answer 76

Function drives motor development Repeated exercises create neural networks in the brain Repeating valued movement experience in therapy changes the brain

Answer 77

Treatment that using sensorimotor and handling techniques to teach typical movement patterns and alter atypical movement patterns in children with neurological, postural, and movement impairments

Answer 78

Achieve best energy efficient performance to maximize participation in occupations Contemporary approaches also focus on self-initiating movement and motor learning

Answer 79

Create functional context Promote motivation and problem-solving Adapt environment to meet the child's need Embed handling techniques in play activities Allow time for child to initiate movement Use preventative measures such as adaptive equipment and orthotic devices to prevent secondary impairment Attempt to normalize muscle tone before and during functional movement

Answer 80

Function - Ability to sustain muscle activiation for postural support against gravity Dysfunction - Inability to sustain muscle activation - Stiff or floppy - Compensatory muscle synergies when attempting to maintain postural control

Answer 81

Function - Able to push off on weight-bearing side to adjust or maintain body function - Able to maintain body alignment Dysfunction - Lack of postural alignment and abnormal pattern of weight bearing

Answer 82

Function - Able to perform isolated movements - Full ROM Dysfunction - Atypical motor patterns and synergies

Answer 83

Function - Dynamic postural control - Able to transition into different positions Dysfunction - Compensatory postural control - Excessively wide or narrow base of support

Answer 84

Function - Performs tasks in smooth, efficient fashion - Holds with right force - Typical gait patterns Dysfunction - Awkward, clumsy, or uneven task performance - Overshooting or overshooting

Answer 85

Informal and on-going assessment of functional skills, weight-bearing, balance, coordination, tone, posture, and movement Identify atypical, missing, or inefficient movement patterns and impact on function Assess tone at rest and during movement

Answer 86

Proximal points of control provides more support and stability Distal points of control requires children to perform more of the movement Used only when the child has adequate postural control against gravity Hands should be used to guide, not to do Hand placement on msucles increase muscle recruitment Hand placement across the joint facilitates alignment Light touch gives child a greater degree of independence and motor control Deep touch provides increased support and direction Compression may be used to relax or activate muscles Traction may be used to elongate stiff muscles, align joints, and facilitate movement initiation Slow, sustained traction elongates shortened muscles, releases restricted fascia and reduces intensity of hypertonicity

Answer 87

Observation-based behavior rating scale to assess the child's play based on playfulness Based on observing child in free play in a familiar play setting Designed for typically developing children 6 months-18 years 15-20 minutes for free play observation; 10 minutes for scoring Domains include intrinsic motivation, internal control, disengagement from constraints of reality, framing Each domain is ranked from 0 (lowest) to 3 (highest) on areas of extent, intensity, and skillfulness

Answer 88

Observation-based checklist of the influence of environment on play to be used as a companion tool to Test of Playfulness Performed in a familiar indoor setting For children with developmental disabilities and typically developing children aged 1.5-15 years 15-20 minutes Influence of people and nonhuman factors on play are scored on a scale of -2 to +2

Answer 89

Near-point copy test that can be used for individuals or group Used to help identify students with poor manuscript skills For students in grade 1 and 2 Timed 2.5 minutes test for the child's writing and 10 minutes to score Child must copy words from a sample on marked lines below Scoring - Quality of writing is scored based on legibility, form, alignment, size, and letter/word spacing - Each letter scan receive up to 1 point for each category - Score for number of letter completed is assigned (rate score)

Answer 90

Timed criterion-referenced test for manuscript and cursive tasks to evaluate child's legibility and speed of writing Population - ETCH-M (manuscript) may be used for children grades 1 - 3 - ETCH-C (cursive) may be used for children grade 3 - 6 15-25 minutes to administer; 15-20 minutes to score Child completes alphabet and numeral writing from memory, near and far-point copying, manuscript-to-cursive transition, dictation, and sentence composition Speed is measured in letter per minute Legibility is measured in percentages Letter formation, spacing size, alignment, and sensorimotor skills are also examined

Answer 91

Observation-based or self report questionnaire to measure sensory processing patterns that support or interfere with function School companion form incorporates teacher's perspectives Populations - Infant version: Birth - 6 months - Toddler version: 7-35 months - Child, short, and school companion: 3-14 years - Adolescent/adult SP: 11-65 years Assigns sensory pattern responses (low registration, sensation seeking, sensory sensitivity, sensation avoiding)

Answer 92

Observer-rated behavior scale of behaviors at home and school to measure function in sensory processing, praxis, and social participation Populations - SPM: Children grades K-6 - SPM-P: Preschool children 2-5 15-20 minutes per form Administration - Questions include behaviors related to visual systems, auditory, tactile, olfactory-gustatory, proprioceptive, and vestibular systems - Primary caregiver completes home form - Primary teacher completes main classroom form - Other personnel familiar with child completes school environments form -> Evaluation of school environments outside of main classroom including art class, music class, physical education class, recess/playground, cafeteria, and school bus - Items are scored on a 4-point Likert scale from never to always

Answer 93

Assess proprioceptive and vestibular processing, motor planning, and postural control For children 5-14 20-40 minutes

Answer 94

Observation of performance tasks to evaluate motor abilities needed for ADLs For children 7-17 years 45-60 minutes Administration - Fine motor tasks include utensils (using a knife, fork, spoon), locks, paper box (cutting, coloring, folding, taping), notebook (organizing and filling a 3-ring binder) - Gross motor tasks include clothing (shorts and shirt), ball play, tray carry - Steps in each activity are scored as pass or fail based on accuracy, independence, and speed

Answer 95

Performance-based rating scale to assess common and ADL and IADL skills For children 2-18 15-20 minutes Parent or caregiver rates child's performance on ADLs (dressing, hygiene and grooming, feeding, toileting, functional mobility, personal care devices) and IADLs (housework/chores, managing money and shopping, meal preparation, personal safety, travelling, school-related skills Each items is rated on a 4 point scale from 0 (unable) to 3 (frequently)

Answer 96

Behavior checklist and rating scale to identify functional delays and assess functional capacity PEDI: children with functional abilities at 6 months - 7.5 years PEDI-CAT: Children and youth from birth - 20 years with physical or behavioral conditions Speedy-CAT is 10-15 minutes 20-60 minutes Observation and interview to assess domains of self-care, mobility, and social functioning - Subunits for tasks include functional skills, caregiver assistance, and modification -> Functional skills marked as 0 (unable) or 1 (capable) -> Modification is rated from E (extensive) or N (no modification) -> Caregiver assistance is rated from 0 (total assistance) to 5 (independent) - PEDI-CAT consists of daily activities, mobility, social/cognitive, and responsibility