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OCTA 231 > Exam 2 > Flashcards

Exam 2 Flashcards

1
Q

Autism Crieteria

A

Persistent deficits in social communication and interaction across multiple domains

Restricted, repetitive patterns of behavior, interests, or activities. This may include: fixed routines, ritualized patterns, altered sensitivity and reactivity to sensory input

Symptoms present early in life ( 12-24 months or earlier) and cause significant impairment in social and/or occupational functioning.

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2
Q

Autism Signs in Infants

A

Low muscle tone

Hates baths, dressing or diaper changes

Startles easily when touched

Does not calm when held; may prefer to lie in the crib

Stiffens when picked up

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3
Q

Characteristics of Autism

A

Low muscle tone

Interested in parts of toys or mechanical objects

Seems unaware of surroundings

Does not make eye contact

Does not relate to others

Sleep problems

Hyperactive

Fixates on one object

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4
Q

Children with Autism may…

A

May have restricted areas of higher functioning, and difficulty generalizing

May have self aggressive behaviors

May have seizure disorders and/or ADHD

May have difficulty with visual and auditory processing

Have difficulty with changes of routines and environments, difficulty transitioning between activities

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5
Q

Children Autism Deficits in Function

A

Poor gross and fine motor coordination

Decreased orientation in space and decreased balance

Difficulty processing tactile and proprioceptive activity

Level of attention and arousal are less than optimal, affecting learning and performance

Limited repertoire of coping skills

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6
Q

Autism Impact on Family

A

Physical exhaustion

Guilt frustration, self-blame

Inability to communicate with child

Parental isolation from peers

Inflexibility of child results in inflexibility of the family

Blocks natural life cycle flow of the family

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7
Q

Autism Spectrum Disorder includes

A

Asperger Syndrome: May have social and behavioral factors without language delays; lack of empathy

Rett Syndrome

Child Disintegrative Disorder

PDD-groups several autistic related disorders. “catch all”

Fragile X Syndrome

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8
Q

Autism Interventions Categories

A

Behavioral interventions using behavioral management techniques; Applied Behavioral Analysis (ABA)

TEEACH-Adapts the environment to the child with autism

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9
Q

Autism Language Interventions

A

Clear link between language and behavior

Use of natural language teaching in expected environments are more effective

Use of visual stimuli are effective in enhancing verbal language

Picture exchange communication systems

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10
Q

OT Autism Interventions

A

Sensory integration techniques are used to address sensory processing issues

Tactile input from brushing and/or deep pressure thought to improve attention, focusing, and arousal

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11
Q

Occupational Role Interventions

A

Provides training in play skills and socialization

Use of structured play and social skills programming

Provide training in ADL skills

Environment needs to be predictable, structured, organized, nurturing, and supportive

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12
Q

Vestibular

A

where our head is in relation to the surface of the earth, movement through space (balance)

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13
Q

Proprioceptive

A

unconscious awareness of where our body parts are and what they are doing when we are moving

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14
Q

Links between Learning Disabilities and Sensory Integration

A

Vestibular

Tactile

Proprioceptive

Auditory

Visual

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15
Q

Sensory Integration

A

How we process info from the environment into a meaningful organized fashion in order to act on it in an adaptive, functional way.

Sees the body as an open system

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16
Q

Types of SI Problems

A

Sensory modulation dysfunction

Sensory discrimination

Vestibular proprioceptive problems

Praxis problems

17
Q

Sensory Modulation

A

The process of adjusting to info about the intensity, frequency, duration, complexity and novelty of sensations

18
Q

Sensory Modulation Dysfunction (SMD)

A

Difficulty regulating and organizing the degree, intensity and nature of responses to sensory input in a graded/adaptive way

19
Q

Clinical Signs of Sensory Problems

A

Over aroused

Oversensitive

Distractible

Defensive

Disorganized

Can also have failure to recognize and react to stimuli, slow to response which also leads to disorganization, defensiveness, distractibility

20
Q

SMD Treatment Ideas

A

Deep proprioceptive input is often craved by most of these kids (weight bearing)

Respect child’s fear; do not force child to engage in activities

21
Q

Sensory Discrimination Dysfunction SDD

A

Inaccurate organization of sensory info

Can’t differentiate one stimulus from another

Issues could be primarily in one system or a combination of all three (e.g. vestibular, tactile, or proprioceptive)

22
Q

Tactile system dysfunction you might see

A

Poor body awareness and body scheme

Poor hand function and fine motor skills

Tactile defensiveness

Poor discrimination/under responsiveness

23
Q

For SDD that is primarily in the Proprioceptive system….

A

Poor body awareness and motor planning

Poor gradation and coordination for smooth movements

Poor postural stability

Emotional

Gravitational insecurity

Excessive seeking of proprioceptive input

24
Q

Vestibular Treatment Ideas

A

Suspended equipment

Linear movement first then rotary if tolerated

Lots of stop/start movement

Slow/fast movement

Proprioceptive input also

25
Q

Vestibular- Proprioceptive Dysfuntion

A

Poor equilibrium and balance

Poor bilateral coordination

Low muscle tone especially in ext

Immature righting reactions

Poor left/right discrimination

Lack of clear hand dominance

Problems crossing midline

26
Q

V-PD Treatment Ideas

A

Facilitation of muscle tone via suspended equipment

Bilateral coordination and poor balance/equilibrium via motor planning activities that incorporate two sides of body and get progressively more challenging

Fine motor activities that focus on left and right hands/sides of body (twister) and reinforce hand dominance

27
Q

Praxis/Motor Planning Problems

A

Strongly correlated with problems in tactile system

Tactile defensiveness, over responsiveness, and/or poor discrimination

Significant problems with motor planning especially non-routine actions

Difficulty figuring out how to approach a task

Problems sequencing a motor action…also in timing of the action

Problems in coordination of upper and lower body. Clumsy and awkward

Problems with where self is in space

28
Q

Praxis/ Motor Planning Treatment Activities

A

Suspended equipment

Deep pressure

Motor planning activities—obstacle courses, sequencing activities, tasks which involve timing a movement to achieve something

OCTA 231 (6 decks)

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