Organizing and Alerting Strategies for Therapeutic Intervention

Question 1

Arousal

Answer 1

• A state of the nervous system that describes how a person feels.
• To attend, concentrate, and perform tasks appropriate to the situational demands a child must have in an optimal state of arousal.

Question 2

1. Tactile
2. Proprioception
3. Vestibular

Answer 2

1. (touch) – gives information from our “skin”.
2. (body position sense) – ability to know where a body part is without having to look and also helps us know how much pressure we need to exert to perform tasks (can use weights)
3. (movement/gravity sense) – balance and movement sense, allows us to move smoothly while engage in activities.

Question 3

Sensory Processing Disorders

Answer 3

• Occurs when tactile, vestibular, and/or proprioceptive sensations are processed ineffectively.
• The flow between sensory input and motor output is disrupted.
• Sensory neurons do not send effective messages into the CNS and/or motor neurons do not send effective messages out to the body for adaptive behavioral response.
• Not getting effective messages

Question 4

Hypersensitive to touch, movement, sights, or sounds

Answer 4

• Behavior issues, distractible, withdraws when touched, avoids certain textures, clothes, or foods. Fearful reaction to ordinary movement activities and/or loud noises.
• Manifestations

Question 5

Under-responsive to sensory stimulation

Answer 5

Seeks out sensory such as spinning, falling, and crashing into walls, doors, objects. May exhibit a fluctuation between under – and-over- responsiveness

Question 6

Sensory Disorders and Characteristics of SI

1. Hyperactive
2. Hypoactive
3. Poor Self-Concept
4. Coordination Problems

Answer 6

1. Constantly on the move
2. Slow to get started and may fatigue easily
3. May appear lazy, bored, or unmotivated. May avoid tasks and appear stubborn
4. Poor balance, takes longer to learn a new motor task, clumsy

Question 7

Cardinal Rules (5)

Answer 7

• All children are different
• Intervention and strategies must be tailored to each individual’s needs
• Remember that other issues may be complicating the situation or the child’s processing
• No child chooses to fail so they should never be treated as if they are just being bad
• Everyone regulates somehow

Question 8

Basic Strategies for Organizing 1 (5)

Answer 8

• Fidgets- squishy balls, or pebbles
• Mouthing- candy, gum may work (midline task)
• Holding- firm hugs (light touch can be disorganizing)
• Breathing- think about breathing
• Calming

Question 9

Basic Strategies for Organizing 2 (5)

Answer 9

• Input- various type (rough, smooth, cold or warm)
• Bouncing (very organizing- deep proprioception)
• Pounding- deep proprioception
• Carrying/Loading
• Marching- deep proprioception, auditory, tactile, and vestibular

Question 10

Other considerations for sensory kids 1

Answer 10

• For a child with tactile sensitivity consider allowing the child to position self where he won’t be jostled or touched
• Avoid glue, finger paints, clay, paper mache, etc. with children known to have tactile defensiveness (If not seeing OT, refer!)
• Children with low tone often gain more control when permitted to chew gum or candy
• Forewarn children with auditory sensitivity when loud noises are about to occur (carpet in office…)

Question 11

Other considerations for sensory kids 2

Answer 11

• Children with sensory impairments may also have speech and language issues (may not be able to communicate their fears, etc.)
• Parents may have incorrect impressions of why their children behave in a certain manner
• Excessive behaviors usually indicate a problem
• Ex. Children with visual problems may blink, frown, squint
• Children with low muscle tone may W sit, lean on the table, slump
• Children with emotional insecurity may be rigid, avoid participation, or resist interaction
• w sitting is a red flag

Question 12

Self Regulation

1st, 2nd, and 3rd order

Answer 12

• Self-regulation is the ability to attain, maintain, and change arousal as need for a task or situation. Mix is up and add movement

— 1st order- control body temp, respiration, and sleep wake cycle (a lot of ASD children have poor sleep wake cycles)

— Second order self regulation- search visually, monitor to attend, can stay awake

— Third order self regulation- higher level cognitive skills, problem solve, self monitor, change state of arousal

• How does your engine run

— Some kids live in a frustrated, disorganized mode

— Situation dependent