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SI > Identification of Disorders in Sensory Processing > Flashcards

Identification of Disorders in Sensory Processing Flashcards

1
Q

Areas of development that are influenced by sensory processing include all except which of the following:
A. Attention
B. Praxis (Ideation and motor/action planning)
C. Organization of behavior/executive functions
D. Social Interactions
E. Emotional Responses to environmental Events
F. Postural Control
G. All of these areas are influenced by sensory processing

A

G. All of these areas are influenced by sensory processing

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2
Q

T/F: Arousal is affected by discrimination while Motor control is affected by modulation

A

False. Arousal is affected by modulation; Motor control is affected by discrimination

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3
Q

What are the two areas of motor control

A
  1. Motor Control (Feedback or feedforward)

2. Postural control

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4
Q

What might you see with a child in class who is underresponsive to vestibular input?

A

Kid falling asleep in class (arousal/attention problem)

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5
Q

T/F: With modulation problems related to tactile system, a child may be underresponsive to tactile input

A

False. With modulation, we talk about tactile overresponsiveness

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6
Q

What systems are required for praxis (motor control)?

A
  • Proprioception

- Tactile discrimination (related to feedback problems)

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7
Q

T/F: Organization of behavior/executive functions requires both arousal and motor control

A

True:

  • Requires both arousal and motor control
  • Need both ideation and purpose, need to attend
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8
Q

What arousal problems may be related to social interactions?

A

-Arousal: tactile defensive (avoid social interactions often)

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9
Q

What motor control problems may occur with social interaction issues?

A

Speech (using body e.g., pointing)

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10
Q

T/F: Emotional responses to environmental events is related to discrimination

A

False. Emotional responses to environmental events is related to arousal

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11
Q

Are postural control problems related to arousal or motor control?

A

Motor control

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12
Q

What questions should you ask regarding the task a child is given?

A
  • Is it appropriate for the age level?
  • Can the child do it?
  • What are the demands e.g., fine motor/gross, etc?
  • Form a pattern by looking at tasks that child can’t do
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13
Q

A child always running around, doesn’t play sports, no ball play has a problem with feedforward or feedback?

A

Feedforward problem–no bilateral coordination

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14
Q

A child who is very shy, a picky eater, and doesn’t like brushing his teeth may have which problem?

A

-Tactile defensiveness

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15
Q

Sensory questionnaires e.g., sensory processing measure or sensory profile is an example of obtaining what info?

A

Sensory history. Gives info about how child rects in natural environment–adult gives info.

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16
Q

What three forms of evaluation are important to get a whole picture regarding a child?

A
  1. Sensory histories e.g., sensory processing measure/sensory profile
  2. Observations
  3. Standardized tests
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17
Q

What do standard evals tell you about a child?

A

Standard evaluations tell you exactly at what age the child is functioning at (can’t just go off what parent is telling you

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18
Q

T/F: When talking about sensory processing, we are talking about the theory behind SI

A

False. When talking about sensory processing, we are talking about the problems; when talking about theory, we are talking about sensory processing theory

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19
Q

What are the two types of disorders in SI?

A
  1. Disorders in sensory processing affecting the modulation of level of arousal, attention, and emotional wellbeing
  2. Disorders in discrimination affecting praxis and motor control
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20
Q

CNS function of adjusting the intensity and duration of stimuli affecting the level of arousal

A

Sensory modulation

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21
Q

Ability to monitor one’s own behavior

A

Self-regulation (social emotional development)

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22
Q

T/F: self regulation is the same as sensory modulation

A

False. Sensory modulation is the ability to adjust the intensity and during of stimuli affecting the level of arousal; self-regulation is the ability to monitor one’s own behavior

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23
Q

Functional areas affected by _______ include the following:

  • Level of arousal
  • Attention
  • Social interactions
  • Activity level
  • Emotional regulation
A

Functional areas affected by sensory modulation

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24
Q

Functional areas affected by _______ include the following:

  • Level of arousal
  • Attention
  • Posture and movement
  • Motor coordiantion
  • Social interaction
A

Functional areas affected by sensory registration or hypo-response to input

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25
Q

Functional areas affected by _______ include the following:

  • Handwriting
  • Motor coordination
  • Organization in space
  • Academic performance
A

Functional areas affected by disorders in perception and discrimination (praxis)

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26
Q

Over responsiveness to vestibular input may case…

A
  • Gravitational insecurity

- Aversion to movement

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27
Q

Decreased response to vestibular input may cause…

A
  • Postural-ocular deficits

- vestibular (proprioceptive) bilateral integration and sequencing

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28
Q

Deficits with this affect postural control and the ability to maintain a stable field of vision (when moving, the visual field is not moving with you)

A

Postural-occular deficits

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29
Q

A child who avoids certain situations and has problems copying from the board likely has issues with this

A

Postural occular deficits. Has trouble integrating systems when moves. When copying from the board, has to look down when writing.

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30
Q

A child with this problem has issues with feedforward and problems with sequencing (thumb to finger task, hand flip task)

A

Vestibular (proprioceptive) bilateral integration. Usually underresponsive to prop and vestib

31
Q

How is body scheme important for motor performance?

A

You must know where your body is (incoming P, T, V) for motor performance (e.g., if jumping over a stream, don’t jump if you now you can’t make it)

32
Q

A child who is leaning a lot, not sitting up right, falls, and is on the floor a lot may have this vestibular-processing problem

A

Postural control

33
Q

A child who rests his head on his hands or the desk, has a kyphotic upper back may have this vestibular-processing problem

A

Neck and trunk extension (vestibular related to antigravity extension of the trunk)

34
Q

A child who has difficulty using both of the petals on a bike, has trouble putting the cap on a pen, has trouble crossing midline, doesn’t develop hand dominance may have this vestibular-processing problem

A

bilateral motor coordination

35
Q

A child who has trouble playing sports, crossing the street, and going into playgrounds (gets hit by swings) may have this vestibular-processing problem

A

Feedforward

36
Q

A child who takes a long time to copy from the board and write his name may have this vestibular-processing problem

A

Oculo-motor control.

37
Q

T/F: vestibular-processing problems may affect language development.

A

True. May see delayed language skills

38
Q

A child who is underresponsive, is sometimes on the floor, sometimes running around, fidgeting may have what vestibular-processing problem?

A

Problems with arousal level. Seeking vestib. to increase level of arousal and be able to attend

39
Q

A child who is slow to realize that someone touches him or puts something on his back may be…

A

Underresponsive to touch

40
Q

A child who is very slow to write his name and writes his letters in the wrong sequences may have what issue?

A

Problems with motor planning

41
Q

A child with a flat facial expression may have what issues?

A

Decreased tone

Low arousal

42
Q

A child who does not continuously stabilize paper when writing is having what kind of problem?

A

A bilateral motor coordination problem

43
Q

A child who draws broken lines when trying to write his name may have what kind of problem?

A
  • Incoordination

- Proprioceptive (smoothness of movement) related to motor planning

44
Q

A child who chews tangerines and puts them back in the box and wipes his hands may have what kind of sensory profile?

A

Increased tactile sensitivity

45
Q

A child who is constantly on the ground may have what kind of problems?

A
  • Decreased postural control

- behavioral ?

46
Q

A child who does climb on the jungle gym may have what kind of problems?

A
  • Decreased tone

- proprioceptive problems

47
Q

A child whose head goes back a lot when swinging may have what kind of problems?

A
  • Low vestibular
  • Decreased tone
  • Decreased postural control
48
Q

T/F: a child who is able to climb over a wall but has trouble playing a ball game

A

False. Has a feedforward problem. Able to go over a stable object

49
Q

A child who uses very slow and elaborate movements when swinging on a swing may have what problems?

A
  • Sequencing
  • Bilateral motor control
  • (quality difference–slow, lots of trunk movement)
50
Q

How can we evaluate a child’s vestibular input?

A
  • Sensory histories
  • SIPT (Postrotary Nystagmus/PRN, Standing and Walking balance)
  • Chosen items in other tests and clinical observations
51
Q

What two types of dysfunctions related to the tactile system may a child have?

A
  1. Tactile modulation/tactile defensiveness

2. Underresponsiveness or decreased tactile discrimination

52
Q

A child who has emotional rxns to being close to others due to tactile processing may appear how?

A
  • Hitting others, screaming, tantrums
  • Doesn’t like being hugged, doesn’t like circle time, going to the mall, or waiting in line
  • Often dx of ADHD
53
Q

Children who have emotional rxns to being too close to others due to poor tactile processing are often diagnosed with _________

A

Children who have emotional rxns to being too close to others due to poor tactile processing are often diagnosed with ADHD

54
Q

How may a child who has difficulties with focussed attention due to poor tactile processing appear?

A
  • Moves around a lot
  • Fidgets
  • Attention problems
55
Q

How may a child who has difficulties with activity level related to poor tactile processing appear?

A

Moves around a lot

56
Q

How may a child with irritability issues related to poor tactile processing appear?

A
  • Doesn’t like getting hair/teeth brushed
  • Doesn’t like showering
  • Doesn’t like playing in sand box
  • Constantly on high alert
  • Irritable from over responsiveness to touch
57
Q

How may a child with oral motor skill problems due to poor tactile processing appear?

A
  • Prefer crunchy foods
  • May overstuff
  • Doesn’t like cold or mushy foods
  • Decreased oral praxis (can’t find food in mouth or moves food from one side to other)
  • Problems brushing teeth
58
Q

How may a child with difficulties with hand skills due to poor tactile processing appear?

A
  • Poor handwriting
  • Difficulty with crafts
  • Difficulty dressing
  • Difficulty using spoon/fork
59
Q

How may a child with difficulties with motor planning due to tactile processing appear?

A
  • Clumsy
  • No ball play
  • Prefers to sit
  • Trouble dressing
60
Q

T/F: Emotional reactions due to underresponsiveness to tactile processing

A

False. Emotional rxns are due to overresponsiveness to tactile input

61
Q

T/F: Oral motor, hand skills, and motor planning problems are either due to over responsiveness to tactile input or problems with discrimination

A

False. Oral motor, hand skills, and motor planning problems can be due to underresponsiveness to tactile input or problems with discrimination

62
Q

How can we evaluate disorders in integrating tactile input?

A
  • Sensory histories
  • SIPT (tactile discrimination tests)
  • Chosen items in other tests
63
Q

What are the two main types of dysfunctions related to the proprioceptive system?

A
  1. Underresponsiveness (related to motor)

2. Over-seeking e.g., jumping, hitting

64
Q

How may a child with problems with generalized muscle tone due to poor processing of prop input appear?

A
  • Flat affect
  • W sit
  • Sit on floor a lot
  • Weak
  • Floppy, slouched
65
Q

How may a child with problems related to level of arousal/activity level due to poor processing of prop input appear?

A
  • Look at intensity in terms of seeking
  • Kids who seek-high intensity prop e.g., punching, hitting, biting, climbing are generally overaroused
  • If seeking input, over aroused
  • If low tone, may have low arousal
  • When used in high intensity, used to dampen other systems
66
Q

When prop is used in high intensity it may be used to _________ other systems

A

Dampen

67
Q

T/F: A child who has low tone may have high arousal

A

False, a child who has low tone may have low arousal

68
Q

A child who is seeking high-intensity proprioception e.g., punching, hitting, climbing are generally ________ aroused

A

A child who is seeking high-intensity proprioception e.g., punching, hitting, climbing are generally overaroused

69
Q

A child with low tone may have _______ arousal/activity level

A

Low arousal/activity level

70
Q

A child with difficulties related to proximal joint stability/cocontraction due to problems processing prop input may appear how?

A
  • Poor body alignment e.g., anterior pelvic tilt
  • Locked jaw
  • Winged scapula
71
Q

How may a child with postural control difficulties due to problems processing prop input appear?

A
  • Slouched
  • On the floor a lot
  • Leaning
72
Q

How may a child with problems with motor planning due to difficulties processing prop input appear?

A
  • Clumsy

- Feedforward and feedback problems

73
Q

How may a child with problems with hand use due to difficulties processing prop input appear?

A
  • With tactile and prop problems:
  • Pancake hands (mushy)
  • Can’t do in-hand manipulation

SI (8 decks)

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