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Intro to SI Flashcards

1
Q

Neurobiological processes related to perceptual organization, modulation, and response planning through which sensation is organized for use

A

Sensory Integration

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2
Q

Theory based on the work of A. Jean Ayres and other researchers: a perspective for interpreting behavior with regard to underlying sensory processes

A

Sensory Integration

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3
Q

OT model of practice based on the work of A. Jean Ayres and other researchers that includes assessments and intervention procedures for identifying and remediating problems in sensory integration

A

Sensory integration

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4
Q

T/F: SI is theory

A

True. Sensory processes organize the theory of SI

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5
Q

T/F: SI occurs at the synapses within the nervous system

A

False. SI occurs at many levels of the nervous system e.g., synapses, neurons, pathways, cortex. Sensory info from different sources and modalities is associated and organized into perceptual units

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6
Q

T/F: Jean Ayres first developed sensory theory which then led her to identify problems within the children she worked with

A

False! She developed assessment to allow her to identify problems and understand how these problems impacted motor performance and emotions. THEN she developed sensory theory. Intervention came after she identified the problem. Must understand the problem first!

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7
Q

________ allows us to identify specific patterns of sensory processing problems and strengths

A

Systematic assessment

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8
Q

In SI, Intervention is aimed at improving sensory processing capacities through __________

A

In SI, intervention is aimed at improving sensory processing capacities through active engagement by the child

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9
Q

T/F: Jean Ayres invented most of the basic SI equipment used today by OTs

A

True. She developed SI equipment to engage the child based on his/her needs

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10
Q

Ayres definition of SI is…

A

The organization of sensation for use

-Ayres, 1979

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11
Q

Which of the following is NOT true regarding Jean Ayres:
A. She was an OT and psychologist
B. She did post-doctoral work at UCLA Brain Research Institute
C. Established a private practice while doing research
D. Her work is not commonly used in clinics today
E. She mentored many OTs
F. She used test development to develop theory
G. She published some of the earliest tx effectiveness studies in OT

A

D. Her work IS continued today by contemporary researchers

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12
Q

Ayres found a link between learning disabilities and __________ processing

A

Ayres found a link between learning disabilities and vestibular processing. Many would now be described as having ASD (Many children with ASD have vestib. processing problems)

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13
Q

When should you use SI as an intervention?

A
  • If it relates to the reason for referral

- If the client is having difficulties functioning in real life

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14
Q

Elementary sensory functions provide a foundation for…

A

Elementary sensory functions provide a foundation for more complex abilities

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15
Q

In order for optimal functional behavior to occur, Sensory info must be…

A

Sensory info must be integrated for functional behavior

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16
Q

In order to participate in occupations, sensory experiences must be…

A

In order to participate in occupations, sensory experiences must be organized and interpreted.

  • Contributes to skill development
  • Organization of behavior in time and space
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17
Q

Sensory processing impacts what two types of functions?

A

Sensory processing impacts social emotional and motor performance

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18
Q

T/F: When children enter clinics for services, it is more common for them to have referrals for motor performance rather than social emotional problems

A

False. Kids usually have referrals for social emotional performance e.g., if child has trouble calming self down, may have trouble maintaining optimal level of arousal b/c sensitive to auditory stimuli, movement, etc.

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19
Q

A child who is very aversive loud noises may have a problem with which system?

A

Auditory system

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20
Q

A child who is eating and drinking with his hands is using which systems?

A
  • Tactile
  • Prop (able to grab bottle without watching)
  • Vision (pick up food)
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21
Q

A child crawling on carpeted stairs is using which systems?

A

-Prop (needs ot know where body is)
-Vision and auditory (mother is guiding, he looks up at)
-Tactile (integrating carpeted stairs into task)
-

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22
Q

T/F: A baby crawling on carpeted stairs is using vestibular systems more than prop systems

A

False. When crawling tactile is used more (must integrate carpeted texture into task), when standing vestibular is used more more (stand up and keep balance)

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23
Q

A 6-year-old child eating cereal with spoon is using which systems?

A
  • Motor planning with spoon use–requires integration of visual and prop
  • Requires motor planning b/c of her young age
  • Visual and prop guide action
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24
Q

A young child putting on pants requires what systems?

A

-Vestibular incorporated (has to hold balance)

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25
Q

What are the three body-centered sensory systems?

A
  • Tactile
  • Proprioception
  • Vestibular
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26
Q

Too little sensory input can cause…

A

Sensory deprivation

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27
Q

Too much sensory input can cause…

A

Overstimulation, which creates stress

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28
Q

T/F: If a child is anxious or has postural problems, OT should implement SI

A

False. Many children are anxious or have postural problems, but may not be due to sensory problems. E.g., children with CP have postural problems not due to sensory issues. Must first see if the problem is sensory related.

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29
Q

T/F: In order to have an adaptive response, a challenge must be presented

A

True. Make sure a task for the child is a just-right challenge.

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30
Q

How are children active participants in sensory integration?

A

Positive outcomes increase motivation to engage in growth-promoting activities, which in turn enhance sensory integration

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31
Q

Ability of the brain to change with learning and experience

A

Neural Plasticity. Occurs throughout the lifespan through increased connections/synapses and through pruning or elimination of connections for refinement

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32
Q

How are adaptive responses related to neural plasticity?

A

When doing something that requires effort (e.g., adaptive response), we are changing the way the brain processes. We grade if challenge is not just right fit

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33
Q

How can we use a child’s adaptive response as an interpretation of sensory info?

A

In SI, the challenge presented to a kid is related to the sensory info he needs to use. When we see a kid that isn’t able to do something, ask what challenge he is presented with and what is required to meet the challenge. What sensory system does he need to integrate? Meeting the challenge is the adaptive response.

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34
Q

The following are all requirements of what?

  • Environment that presents sensory info
  • Challenges to the child that are neither too great or too small
  • Organization and filtering of info (i.e., sensory integration)
  • Motivation to meet challenge that comes from within the child
  • Organization of a response that meets the challenge
A

Adaptive Response. When looking at what is required to produce AR, often see problems–this is why they come to us

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35
Q

How do adaptive responses drive development forward?

A

Each response lays the groundwork for more complex responses, yielding more complex integration

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36
Q

T/F: Adaptive responses occur in either motor or social-emotional areas

A

False. Can be in variety of areas including motor, cognitive, language, attending, social emotional. Challenges presented depend on the problem and reason for referral

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37
Q

T/F: As OTs, we cannot make a child perform an adaptive response, but we can provide an environment that encourages it

A

True

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38
Q

T/F: A child may either be active or passive in order for an adaptive response for occur

A

False. The child is an active doer. If he is passive, we don’t know if he’s producing an AR

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39
Q

How is an adaptive response related to intrinsic motivation?

A
  • Child seeks out “just right challenge”
  • Mastery of reach challenge (successful adaptive response) gives child sense of self as a competent being and drives development forward
40
Q

Ayres believed that the first 7 years of life is a period of rapid development of sensory integration. Why is this problematic in relation to brain development?

A

Problematic because plasticity lasts throughout life.

SI –> Adaptive response –> Increased SI –> more complex adaptive response

41
Q

Term referring to entire process of organizing incoming sensory info via receptor and integrative functions (filtering, registration, combining at multiple levels)

A

Sensory Processing. Sensory receptors detect incoming information and relay it into the CNS. The CNS filters, registers, and combines incoming sensory info at multiple levels, then uses this info to act

42
Q

Process that involves the awareness of a stimulus by the CNS

A

Sensory Registration. Occurs after a stimulus has been detected by receptors and relayed into the CNS Ex: if someone calls you and you are able respond. Problem may look like bumping into things without responding
-In Ayres, under/hypo response

43
Q

The process by which information from the senses is combined into a coherent whole

A

Multisensory integration/multimodal integration

-preferred term by researchers

44
Q

Ability to distinguish between different stimuli

A

Sensory Discrimination. Stimuli may be discriminated based on their quality, timing, or position in space

45
Q

The process of becoming aware of what something is through a sensory experience. This gives meaning to your experiences.

A

Perception. Complex CNS function in which the brain gives meaning to a set of sensory stimuli. Usually a multisensory integration process involved. E.g., if putting a pen in your hand, you have to register and put together what you know about pens to make sense of

46
Q

Process in which the CNS regulates sensory info

A

Sensory modulation. May amplify or dampen the transmission of sensory info within the CNS. This enables regulation of behavioral responses to sensory stimuli

47
Q

If a child has problems processing info, what will happen to his level of arousal with increasing input?

A

When input goes up, his level of arousal will go up.

48
Q

What will a child with modulation problems look like?

A

He will have trouble maintaining optimal level of arousal. Can’t produce adaptive responses/meet challenges in the environment

49
Q

T/F: If a child is overaroused or underresponsive, all sensory systems will be impacted

A

False. If overaroused, all systems are impacted. However, if underresponsive, not all systems impact the level of arousal–vestib. does, not tactile

50
Q

Body Scheme vs. Body Concept/Image

A
  • Body concept/image: ideas, beliefs about body. Conscious; know where your nose, ears are. Social-emotional-affected in EDs
  • Body schema: sensory-motor capabilities not requiring conscious thought- map of physical self as it interacts with the environment –> ability to move.
51
Q

T/F: Body concept/image is thought to be an important contributor to the development of praxis

A

FALSE. Body schema is thought to be an important contributor to the development of praxis. Requires integration of multisensory information, primarily (tactile) and proprioceptive. Not conscious e.g., moving without knocking into something

52
Q

Ability to conceptualize and organize novel, purposeful actions

A

Praxis

  • Ayres calls “intelligence of doing”
  • Two main components: Ideation, motor planning
53
Q

What are the two main components of praxis?

A
  1. Ideation: ability to conceptualize a novel action (i.e., what to do)
  2. Motor planning: ability to organize a novel action in space and time (i.e., how to do it)
54
Q

Ability to organize action in the present time and space, as well as future time and space

A

Organization of behavior. Dependent upon complex sensory processes, including integration and praxis. Related to executive functions

55
Q

What may you see with a child who has organization of behavior problems?

A

Problems when child tries to do homework, motor planning

56
Q

Detection of sensations originating within the body, including the viscera

A

Interoception

57
Q

Detection of sensations originating outside of the body, including touch, taste, smell

A

Exteroception

58
Q

SI theory focuses primarily on which 3 sensory systems? Why is this?

A

Tactile, vestibular, proprioceptive cues. These are among the earliest sensory systems to mature. They relay info about the body and its boundaries. Influence interpretations of visual and auditory info

59
Q

Enables awareness of body position, regulates direction and amount of force during active movement, may contribute to self-regulation

A

Proprioception.

60
Q

Detects gravity and head movement through space, integrated with proprioception and vision to regulate balance, influences level or arousal

A

Vestibular sensation

61
Q

Provides sensory feedback for precise, skilled movement, contributes to body scheme, critical role in social-emotional development

A

Tactile sensation

62
Q

How does tactile sensation play a critical role in social-emotional development?

A

Tactile input early in life has long-term behavioral and interpersonal impact

63
Q

What sensory system detects information about distant stimuli via light waves, facilitates spatial orientation and social communication

A

Vision

64
Q

What sensory system detects information about distant stimuli via sound waves, facilitates spatial orientation and language development?

A

Audition

65
Q

What sensory system involves protective chemorecpetion and experience-based identification of objects and substances (e.g., food flavor, caregiver-infact bonding)

A

Olfaction

66
Q

What sensory system detects and seeks or rejects specific substances (e.g., sodium, carbs, toxins)

A

Gustation

67
Q

Can be subdivided into pitch, loudness, timbre

A

Audition (hearing)

68
Q

Can be subdivided into color, form, movement

A

Vision (sight)

69
Q

Can be subdivided into quality (e.g., floral, fruity)

A

Olfaction (smell)

70
Q

Can be subdivided into quality (e.g., sweet, sour, salty, bitter, savory)

A

Gustation (taste)

71
Q

Can be subdivided into temperature, pressure, movement

A

Touch

72
Q

Where did evidence for SI problems first begin?

A

Began with Ayres research in 1960s-1980s. Began with development of standardized visual perception test, then expanded to a published set of SI tests:

  • Southern California Sensory Integration Tests (SCSIT)-1972
  • Sensory Integration and Praxis Tests (SIPT)–1989
73
Q

Research process for identifying types of dysfunction for SI?

A
  • Collect data on children with and without identified problems using standardized tests and quantified observations
  • Analyzed data using techniques such as factor analysis to identify tests associated with each other
  • Results used to construct and revise SI theory and sensory processing difficulties
74
Q

Capacity to grade behavioral responses in relation to intensity, complexity, or novelty of sensation

A

-Sensory modulation

75
Q

T/F: SI problems may be seen in combination, but it is much more common for children to exhibit one in isolation

A

False. Each type may be seen in isolation, but it is much more common for children to exhibit two or more

76
Q

What are the two general types of SI problems?

A 
Sensory modulation (arousal)
Discrimination and perception
77
Q

Condition in which the person often does not register or notice sensory stimuli that are relevant to the situation

A

Under-responsiveness

78
Q

Condition in which the person often reacts more strongly to sensory stimuli than most people do, given the situation

A

Over-responsiveness

79
Q

T/F: It is very common that the same child may be underresponsive at sometimes and overresponsive at others

A

True.

80
Q
  • Requires analysis of features and patterns

- Difficulty interpreting/discriminating sensory info

A

Perception problems. May be expressed in different sensory systems: tactile, auditory, proprioceptive, visual

81
Q

If there are problems with this, compensatory strategies take a great deal of effort and attention

A

Perceptual problems. Eg.g., having to use vision to guide actions b/c tactile perception is poor

82
Q

Characterized by postural control and balance problems with underlying difficulties in vestibular and proprioceptive processing (generally under-responsiveness)

A

Vestibular-Bilateral problems

83
Q

What kind of problems are common with vestibular-bilateral problems?

A

Bilateral coordination problems e.g., bike riding, jump rope, using scissors

84
Q

T/F: Vestibular-bilateral problems were originally identified in children with ASD (Ayres, 1972)

A

False. Vestibular-bilateral problems were originally identified in children with learning disabilities.

85
Q

Cognitive ability to conceptualize and organize novel acts

A

Praxis

86
Q

Link between sensation and action

A

Praxis

87
Q

What are the two parts of praxis?

A
  • Ideation: what can i do?

- Motor control: how can I do it?

88
Q

Difficulty with praxis despite normal intellect and environmental opportunities

A

Dyspraxia

89
Q

Belived to be based in body scheme problem stemming from inefficient tactile and proprioceptive processing

A

Somatodyspraxia

90
Q

T/F: Dyspraxia involves problems with ideation, but not motor planning

A

False. Dyspraxia may involve problem with ideation, usually along with motor planning difficulty.

91
Q

Most children with dyspraxia have a relatively easy time with “simple tasks,” but will have difficulty with more complex tasks

A

False. Children with dyspraxia may need a great deal of practice to learn “simple” tasks; may seem to need to re-learn it each time

92
Q

T/F: Sensory seeking is a modulation disorder

A

False. In this course, we will treat sensory seeking as Ayres did: specific behaviors that occur for different reasons for individual children. May be different reasons why children seek out different kinds of sensory experiences. May have adaptive purposes.

93
Q

T/F: sensory seeking is often seen in conjunction with each of the main types of sensory problems

A

True. There may be different reasons for why children seek out different kinds of sensory experiences. May have adaptive purposes.

94
Q

How should an OT treat a child who is sensory seeking?

A

In assessments, the OT needs to consider WHY sensory seeking behavior is happening. May be many different reasons for why children seek out different kinds of sensory experiences. May have adaptive purposes.

95
Q

Individual therapy to strengthen the weak sensory integration and praxis abilities

A

Sensory Integration Intervention

96
Q

SI intervention options may include all except which?
A. Reframe behavior for parents and teachers
B. Encourage environmental and task modifications at school and home to optimize arousal state and performance
C. Shape daily routines and family/child activities to incorporate sensory experiences at strategic tiems
D. Teach cognitive strategies for self-management
E. All of these are possible intervention options

A

E. All of these are possible intervention options

97
Q

T/F: SI intervention is synonymous with perceptual-motor programs

A

False! SI is NOT the same as:

  • Perceptual-motor programs
  • Listening programs
  • Floor time/DIR programs
  • Sensory protocols (Wilbarger brushing, Astronaut program)
  • Group programs such as Alert Program

SI (8 decks)

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