Second Section Flashcards
1
Q
Dunn’s sensory Processing. Framework
-two core ideas
A
Neurological thresholds - very single neuron respond based on a moment that that neuron has enough information to fire
-Self regulation (horizontal bar) - we either take action (active-manage) or we have passive patterns (let things happen and then they respond)
2
Q
Seeking
A
- high neurological threshold, active regulation
- always want more
- They create excitement and change all around them
- skip instead of walking -doing things to add sensory input might touch the bricks when walking
- Routines are harder for seekers
Her example: wears two different shoes to work
3
Q
Avoiding
A
-Low neurological threshold, active regulation
AVOIDERS want more of the same thing and nothing more
- They create routines to keep life peaceful and manageable
- this person wants less and less
- active behaviours to have less input
- they create routines - because it has the same sensory input
- hypervigilant or may act out to get out of an activity
4
Q
Sensitivity
A
-Low neurological threshold, passive regulation (may get overwhelmed)
SENSORS keep track of everything
-They notice what is going on and have precise ideas about how to handle situations
-These type can get bossy
-letting things happen and then getting overwhelmed
- interesting that something like popcorn hitting against the box an bother someone
- Each sound affects participation
-Wears tights (compression - those neurons are stronger ) put more powerful calming overrides other sensations
5
Q
Registration (BYSTANDERS)
A
-high neurological threshold, active regulation
Don’t know what they are missing
-They are easy going and can focus even in busy places
-they live under the threshold
-the challenge they don’t notice anything that might help them
Example: teacher wore two different shoes and didnt even know it (same colour but different shape)
6
Q
Sensory Processing patterns reflect brain activity
-study
A
-Short sensory profile
86% of the time the kids fell into the proper group ( neuro science - the children are also different)
EEG brain activity discriminated groups with 86% accuracy
7
Q
Sensory Profile 2
A
- lots of different versions
- lots of good ideas form the teachers or parents
- all the scores are built on the bell curve
- People fall somewhere on EACH continuum
- People have different patterns at work then out (someone could be a seeker when they go out for dinner, could be an avoider at work, bystander at home)
- remember sensory patterns aren’t just about you but the environment you are situated in
- We are complicated and its ok
- its about all of us not just people with autism
8
Q
4 sensory patterns have something to contribute to a classroom
A
Seeker: Creates excitement and change
Bystander: Easygoing and can maintain focus
Avoider: creates routine to manage day
Sensor: Notices details and has precise ideas
9
Q
Classroom setup
A
- observe a classroom
- What are the teachers sensory patterns
- not always thinking about the sensory for the students
only a little part of carpet - Seekers would be fine
Chairs have tennis balls to help dampen the sound
materials in the middle of the table
-Visually could be more distracting
- I want to take the teachers way (move the bins forward on to the table to create a visual barrier- kind of blank in the back of the bin) - could block out the business and the colour of the other students
- Child that has body movement -no space between desks -give children a little more room
Turn the comfy chair 90 degrees - to have a seperated area to move
10
Q
classroom setup Auditory processing
A
- dropping things on wood resonates
- Put felt under the toys that make noise, we could line some of the shelving with rubber
11
Q
classroom setup Touch processing
A
don’t have the smocs on
-Maybe that was an extra shirt he brought from home
might not like the material
some are using brushes, some are using pencil
some are standing some are sitting
-It is very close together than
12
Q
Consider Visual Processing
A
- Very busy visual environment
- This would be great for a bystander (things on the wall, things hanging, colourful
the table on right could be pushed over to the wall
-someone who needs less input to focus
13
Q
Consider Movement Processing
A
- these desks are very close together
- difficult for child that needs movement to keep aroused
- might have to set them up in a specific location
- might be someone that gets up and writes on the chalk board or give them assignments
14
Q
Consider who might do well in this classroom
A
-Homogenous nature might impact seeker or bystander
loks of visual and lots of movement areas
15
Q
Example using sensory profile 2 Taric
A
third grader - he is a plodder becoming more socially isolated
-teacher reacted out to the occupational therapist
-easy-going
clumsy, and not interested in tough and rough play
He likes animals, and being in the wildlife
Parents fill out the child sensory Profile –> just like other children in certain ways - the parents get the message that we know the child is capable
More than others range is that he is missing cues
-Movement and body position
-loses balance an unexpectedly
-Props to support self
paint a consistent picture that the child is missing more cues than other children his age
-he engages in less than other students
Teacher also filled out the school companion
-more on visual, movement, touch
- school factor scores
- school factors give us insight as teachers view students in their learning
16
Q
Assessment of Basic Language and Learning Skills
A
is an educational tool used frequently with Applied Behavior Analysis (ABA) to measure the basic linguistic and functional skills of an individual with developmental delays or communication disabilities.
17
Q
Accommodations:
A
Refer to the teaching strategies, supports, and/or services that are required in order for a student to access the curriculum and demonstrate learning. Accommodations do not alter the Provincial Learning Expectations, rather they reflect what is different from what is provided for other students in the class.
18
Q
Applied Behaviour Analysis (ABA) :
A
The science of applying experimentally derived principles of behavior to improve socially significant behavior. ABA takes what we know
about behavior and uses it to bring about positive change (Applied). Behaviors are defined in observable and measurable terms in order to assess change over time (Behavior). The behavior is analyzed within the environment to determine what factors are influencing the behavior (Analysis).
19
Q
Assessments:
A
An assessment of your child requires your permission, usually in writing. An assessment may involve: an observation of your child in class, a review of your child’s work as well as school(see ‘OSR’) and medical records, the administration of individual tests, and interview with parents and teachers. A report is written summarizing the findings with recommendations for programming strategies, further intervention or for referral to the Identification and Placement Review Committee (IPRC). Parents receive a copy of the report and, as well, a copy is placed in your child’s school RECORD (OSR). The types of assessments that may be completed include speech-language pathology, psychology and educational.
20
Q
Bill 82
A
This law, introduced in 1980 in Ontario, requires school boards to provide special education programs. It is now known as the Education Amendment Act and is
part of the Education Act, which governs all education in Ontario. Under the Act, all school boards must provide or purchase special education programs and services for all school age children regardless of exceptionality.
21
Q
Case Conference:
A
A case conference is a meeting held at school to discuss your child’s needs. It will include all professionals involved with your child, such as his/her
teacher(s), support staff and school administrators. Parents may choose to bring someone with them to take notes or speak on their behalf. The purpose of the meeting is usually to problem solve or plan before your child MAY BE discussed at an IPRC committee.
22
Q
Curriculum:
A
The province of Ontario has outlined the program, or curriculum, that must be followed to educate children at each grade level. The curriculum describes the
expectations (skills and knowledge) that students must acquire as well as the achievement level ( mark or grade). The curriculum is divided into different subject areas ( Language, Mathematics, Social Studies, etc.) for both elementary and high school students.
23
Q
Developmentally Disabled (Challenged, Handicapped):
A
Children who are described as developmentally disabled have learning needs that require highly specialized support and assistance. Children may have medical or health needs, may have difficulty communicating and extreme difficulty learning. These needs are usually identified by the IPRC and special education support services are provided
24
Q
Education Act:
A
The Education Act is the provincial law that governs education in Ontario. All school boards must operate according to this law. The Act includes:
25
- Legislation:
These are the overall laws, passed as Bills by government, regarding education
26
- Regulations:
These are made by the Minister of Education to expand on the Education Act and give more details about how the Act is to be applied.
27
Memordana
These are instructions issued to schools and boards. They are sub-divided into Policy-Program, Business and Safety. They are issued by the Deputy Ministers of Education and are valid until revoked.
28
Monographs
These are issued to provide strong suggestions or clarification on contentious issues. They are not binding, but are viewed to be important.
29
Educational Assistant /Educational Support Personnel :
This term describes staff hired by school boards to work with individual students under the supervision of the classroom teacher. There is no specific training for Education Assistants, although some may have college or university training. Education Assistants may work with an individual or groups of students for part or all of the school day.
30
Exceptional Student
According to Ontario law (the Education Act), an exceptional student is a student who has been formally identified by an Identification and Placement. Review Committee (IPRC). An exceptional student has significant needs in the areas of behaviour, communication, intellectual, physical or multiple disabilities and meets the
provincial and school board criteria for identification. A student who has been identified
as 'exceptional' must be provided with the supports and services required to meet the
exceptional needs. In addition, an Individual Education Plan must be developed for the
student within 30 days of identification at an IPRC.
31
Identification and Placement Review Committee (I.P.R.C.):
The IPRC is a committee made up of three persons appointed by the school board (at least one of the committee must be the principal or superintendent). This committee identifies a student's exceptional learning needs and recommends the special education placement for the student. The IPRC also documents students' strengths and needs, which is sometimes called the profile statement. The IPRC can also recommend support services and equipment. The IPRC
process is outlined in a Ministry of Education regulation (Regulation 181/98) and includes an appeal mechanism for parents who are not satisfied with the decision.
32
Identified :
A student that has been identified as “exceptional” thr
33
Non-Identified :
A student that has an IEP and accesses Special Education Services, but has NOT been formally identified as an “exceptional student”
34
Individual Education Plan (I.E.P.): T
The IEP is the plan that outlines the assistance provided to students. It is developed by the school, in consultation with the parents. It must include specific educational expectations based on the curriculum, an outline of the special education program and services that will be received, and a statement about the methods by which the student' s progress is reviewed. The IEP must be completed within 30 school days after a student has been placed in a special education program. Parents must receive a copy of the IEP.
35
Learning Disability:
This term is used to describe students who exhibit learning and academic difficulties that are greater than would be expected from assessed intellectual
ability. A psychologist usually diagnoses a learning disability. The learning disability may include difficulties with the use of spoken language, reading/writing, non-verbal learning disability, and/or mathematics
36
Modifications :
Refer to the changes that are made to grade-level expectations for a subject or course in the Ontario Curriculum in order to meet the needs of the student.
Modified expectations may be drawn from a different grade level, or they may include increases or decreases o the number and/or complexity of the grade-level expectations.
37
Ontario School Record (O.S.R.):
This is the student file that contains all documents on
your child. The contents of the OSR and access to the information are authorized by the Education Act. Report cards and assessment reports are kept in the OSR. Your child's teacher(s), the principal, and others working with your child have access to the OSR. Parents can ask to see the contents of the OSR by contacting the Principal.
38
Parent Guide:
Every school board is required to develop a guide for parents that outlines the special education services provided, as well as the procedures for the IPRC, deciding the student's placement, or appealing these decisions.
39
Placement:
The term 'placement' can refer to a program offered to a student in a regular classroom or may refer to an alternative location within the school board, purchased from another school board or in a provincial school. Placement options (as defined by the Ministry of Education) may include:
40
Fully self contained classroom
where a small group of students with similar needs are
| together for the majority of the day.
41
Partially integrated or partially self-contained
when a student is in a regular class for at least one class but not more that 50% of the day. The remainder of the student's tie is in a self contained class.
42
Withdrawal assistance
when a student is withdrawn from the regular class, for less that 50% of the day, for instruction from a Special Education Teacher in a small class or individually.
43
Resource assistance
when the student is receiving direct specialized instruction, individually or in small groups, in the regular classroom.
`
44
Indirect services
where special consultative services are provided to the classroom teacher only.
45
Provincial Demonstration Schools:
The Ministry of Education operates special schools
throughout Ontario for children who are deaf, blind, deaf-blind, and severely learning disabled, as well as those with attention deficit hyperactivity disorder (ADHD). Most of these programs are residential regardless of where the student lives.
46
Psychological Services (Psychologist and Psychometrist/psychological associate):
School psychologists, psychometrists, or psychological associates are the personnel charged with administering psychological and educational tests. Psychologists and psychological associates interpret results and assist with behaviour management; provide counselling, and consult with school staff
47
Resource Withdrawal (Resource Room):
This is a special education program where the
student is in the regular program for most of the day, but is also withdrawn from the classroom for regularly scheduled assistance from a Special Education Teacher.
48
School Health Support Program:
This refers to services provided within schools for
students with health needs. The program is funded by the Ministry of Health and often administered through the local Community Care Access Centre (CCAC). The types of services provided include nursing care, physiotherapy, occupational therapy, and speech
therapy for students with specified medical needs who meet the criteria for these services.An application form is initiated by the school and requires parent consent.
49
School Team:
This team is composed of teachers and support staff for the school. The purpose of the team is to plan for students with special needs within each school.
Children should not be discussed at the school without the parents' knowledge and consent. Parents of children being discussed are usually invited to attend the team meeting. These teams have various terms in different boards. Your child's principal can let you know the proper term (e.g., Program Development Team, In-School Team, School Based Support Team).
50
Special Education Funding
Special Education is funded in two different ways in
Ontario:
Special Education Per Pupil Amount. (SEPPA)
Special Equipment Amount (SEA)
51
Special Education Per Pupil Amount (SEPPA):
School boards receive money from the Ontario government based on the number of students enrolled in their school board. This funding is intended to cover the education costs for students with mild learning needs.
52
Special Equipment Amount (SEA):
With proper documentation and professional
recommendations, school boards can apply for SEA funding to assist with the cost of recommended specialized equipment for students.
53
Special Education Program:
Special education programs range from support programs for students in regular classroom settings to self contained classes. Across Ontario, there
is a trend toward integrating special education students into regular classes. The Ministry of Education supports integration whenever possible but requires school boards to maintain a range of special education placements. Students in a special education program must have an individual education plan (IEP).
54
Special Education Services:
These are the resources, including support staff and
| equipment, needed to develop and implement a special education program
55
Special Education Teacher (Education or Learning Resource Teacher):
Special Education Teachers have additional training in the education of students with exceptional learning needs. They are usually assigned to work with groups of students throughout the school day. Some Special Education Teachers work with a specific group of students for the majority of the school day (e.g., learning disabled, language impaired, multiple
handicapped). In addition, Special Education Teachers may also look after IPRC preparation, arrange case conferences, assist in ongoing assessment, evaluation and reporting, facilitate placements, act as a liaison with service agencies and arrange for
transportation.
56
Special Education Consultant:
This is a Special Education Teacher who has specialized training to carry out academic and intellectual tests. Sometimes these individuals are assigned to provide assistance to specific programs within the school board (e.g., physical disabilities).
57
Special Education Advisory Committee (S.E.A.C.):
Every school board is required to have a SEAC. This committee is composed of parent associations, such as the Ontario Association for Families of Children with Communication Disorders (OAFCCD), as well as community representatives, called Members - at - Large) and school board Trustees. The purpose of this committee, which usually meets on a monthly basis, is to advise the school board on special education issues. Meetings are open to members of the public and information about SEAC is usually included on the school board's Website
58
Transition Plan:
This term usually refers to the change from elementary school to high school. Every student in Ontario at age 14 must have a transition plan which outlines what is in place to assist the student to prepare for the world of work, further study, or life in the community. Transition planning may also be used to describe the preparation for moving from preschool to elementary school.
59
The role of addressing occupation within an educational context. is complex and varied.
Educational performance encompsses many tasks in formal academic settings, such as the classroom; non-academic settings such as the cafeteria and playground; extracurricular activities; and prevocational and vocational activities.
60
Student roles are broad and complex
They encompass traditional academic learning along with learning to build relationships with others through clubs and sports
61
Students may present with learning difficulties in cognition, visual perception, motor sensory processing, or social skill development.
Each of these may impact the roles and educational performance of the student
62
Occupational therapists use many tools to evaluate student educational performance.
They rely on structured observations, interpreted with professional judgement, standardized tests, and other measures within various contexts for learning
63
Occupational therapists .....
create, establish, maintain, adapt, modify, and support occupational performance through application of evidence-based resources and interventions t support student learning
64
Types of interventions for Educational Performance:
Create
NO disability is present or assumed; rather enrichment is provided to context and environment, activities, client factors, performance skills, or performance patterns
-ex newsletter sensory and impact on school performance
65
Types of interventions for Educational Performance:
Establish
Develop a skill or restore a skill that has been impaired
-brain injury or concussion: calendar method for memory assistance
66
Types of interventions for Educational Performance:
Maintain
Provide support so child's performance does not decrease
| -after school or summer program (handwriting)
67
Types of interventions for Educational Performance:
Modify
Revise activity or context to support performance
-Consider developmental level
68
Types of interventions for Educational Performance:
Prevent
Prevent the occurrence of development of barriers to performance in context.
-Provide a school-wide inservice for teachers and assistants on the role of positioning as it relates to attention to tasks for learning.
69
Summary of Performance skill areas Types of intervention
| Motor skills
In context: Ot works on handwriting within a teacher taught social studies lesson
On behalf, in support, Role Release, Consultation: OT teaches the class-room teacher in-hand manipulation activities to implement prior to handwriting lesson
Population Support, Response to Intervention: Advocate for learning with tears hand-writing program for the entire school district
Program Supports: Offering pencil grips to the classroom teachers for all the students
70
Summary of Performance skill areas Types of intervention
| Processing SKills
In context: Ot develops checks sheet and cues to select notebooks from locker for the first three morning classes before homeroom
On behalf, in support, Role Release, Consultation: Instruct classroom paraeducator to work with a group of students referred by the teacher for locker organization
Population Support, Response to Intervention: provide check sheet for locker organization
Program Supports: In service teachers and paraeducators on the importance of locker organization
71
Summary of Performance skill areas Types of intervention
| Social interaction Skills
In context: Social skill group to practice turn-taking
On behalf, in support, Role Release, Consultation: Collaborate with peer group at lunch to learn conversational skills about a topic
Population Support, Response to Intervention: volunteer for field trip with selected classes. Suggest inclusion techniques for peer mentoring on field trips.
Program Supports: Offer to write a social skills helpful hints column n school newsletter to parents and students
72
Text to Speech
- Speaks as the student types letters, words, sentences.
- Speaks if text is selected and text-to-speech is then activated
- May highlight word and/or sentence as it speaks
- Voice male/female can be selected
73
Electronic Spell Check
- Provides immediate feedback about what has been typed and allows opportunities for self-correction
- Spell check after production of writing
- In-line spell check with visual supports
- In-line spell check with visual and auditory supports
- Phonetic spell Check
- Talking spelling suggestions for misspelled word
74
Picture-supported test or picture library
- Pictures appear at the student types words for building a sentence or story with pictures only.
- Pictures can be sized and location can often be selected (above or below test)
- Some programs will allow a choice of picture libraries used with the test, including GIF (animated pictures)
- picture-supported text often has text-to-speech
75
Abbreviated Expansion
- Free standing or embedded software that allows users to create their own shorted abbreviations for commonly used words or phrases
- The abbreviation is often expanded by using a modifier key after the abbreviation is typed into the document
- Purpose of abbreviation expansion is to reduce the number of keystrokes needed to create a typed document
76
Word Prediction
-Soft-ware-embedded word prediction
-Independent word prediction
-Frequently-weighting word prediction
-Grammatically based word prediction
-Phenetic word production
-Content-specific word prediction
Adjustable number of word prediction
-Auditory preview of words predicted before selection
In-line vs stationary word prediction
-Picture supported word prediction
77
Electronic Word and sentence banks
when selected pictures, words, or sentences contained in a cell/button can be placed in a word processing document
- Cells/buttons can be combined together to create a grid/toolbar
- Cells/buttons/toolbars/grid can be linked so they can be dynamically displayed on screen
78
Voice Recognition Software
The user speaks into a mic and the words are converted by the computer into text
- User must "train" and correct" the system for their unique speaking style
- Training and correction can be time consuming but has improved in the last 5 years
- User needs to remember specific commands to direct the computer
- Environmental noise can be an issue for reliable direction of text
- Hands free system
79
Spacing between letters
- Use finger spacing with index finger
- Use fingerprint spacing by pressing on an inkpad before spacing
- Teach the "no touching rule" of letters
80
Spacing between words
- Use adhesive strips (post it notes) as spacers between words
- Make spaces with rubber stamp
- Use a dot or dash (morse code) between words
81
Spacing Paper
- Use grid paper
- write on every other line of the paper
- Draw coloured lines to mark (green is left, right is red)
82
Placing text on lines
- Use pictorial schemes on writing guidelines
- provide raised writing lines with tactile cues for letter placement
- remind students that unevenly placed letters are "popcorn letters"
83
Sizing letters and words
- Use individualized boxes for each letter
| - name letters with ascending stems, no. stems, and descending stems "birds" "skunks" and "snakes" respectively
84
near point copying
- Highlight the text on the worksheet to be copied
| - Teach students to copy two or three letters at a time
85
Far point copying
- Enlarge print for better viewing
- Start with copying from nearby vertical models
- position student to face chalk board
86
Dictation
- Attach an alphabet strip to the desk for students who cannot remember letter formation
- dictated spelling words can contain several but not all letters
87
Composition
- Be certain that students can form letters from memory
| - Provide magnetic words to write short poems or stories
88
Speed
- Allow student to begin projects early to finish with peers
- Photocopy math problems from textbook to reduce copying
- Preselect volume of work to be done that may be difficult from that of peers,
89
Deep Pressure to palms
-Proprioceptive and tactile input to palms
90
Jumping in place
-Proprioceptive and vestibular input for movement-based activity
91
carrying heavy items
Proprioceptive and movement-based activities for self-regulation
92
Breathing
calming
93
mindful activities
-calming, focus activity
94
Chewing gum
Focus, attention to task
95
Therapy Balls
Core stability and movement to focus attention
96
Disc Seat
-Core stability and movement to focus attention
97
Erasing the whiteboard with pressure
-Proprioceptive and movement-based activities for self-regulation
98
Examples of indirect intervention strategies when integrating services
Reframing the teacher's perspective
Explain the functional consequences of the perceptual problems observed in children/youth with spina bifida
- Identify that a student with autism is hypersensitive to tactile and auditory stimuli and explain how this may impact their behaviour, social interaction, and participation in activities.
- Describe how student's difficulty in sitting quietly is related to his or her low arousal level and need for enhanced sensory input
99
Examples of indirect intervention strategies when integrating services
Improve the student's skills
- Recommend that a student practice letter formation using a wide-lined paper and beginning at the top of the letters
- Recommend that a teacher provide standby assistance when the child practices carrying a lunch tray in the cafeteria
100
Examples of indirect intervention strategies when integrating services
Adapt the task
- Recommend that a student begins to use a computer keyboard
- Introduce compensatory methods for zipping a jacket (zipper pull)
- Teach one-handed techniques during toilet training
- Recommend that a student use sound deadening earphones when participating in loud setting
101
Examples of indirect intervention strategies when integrating services
Adapt the environment
- Establish a quiet and calming area in the corner of the classroom so that students can remove themselves from the stimulating environment
- suggest the excess visual stimulation be removed from the wall in front of students
- Educate on how effectively promote positive behaviour and enjoyable participation during lunch and recess
102
Examples of indirect intervention strategies when integrating services
Adapt the task
- recommend that a student have opportunities for active movement three times each day
- Recommendation that a student with anxiety be given extra time to complete certain written assignment
- suggest that the student receive speech therapy after occupational therapy so that he or she can be focused and attentive during the session.
103
many factors influence AT service decisions and outcomes.
Occupational therapists consider child, family, culture, the environments in which the child performs, and the child's desired occupation. Analysis of child's strengths and abilities, and challenges are considered in conjunction, with technology suitability. The teams considers durability of technology, ,size, user preferences, maintenance needs, and the setting in which the device will be used. The team considers how technology will help the child participate more fully in school, play, home, and community activities.
104
Problems with sensory Perception
| Tactile perception
difficulty interpreting the location, intensity, three-dimensional properties or directions
105
Problems with sensory Perception
| Proprioceptive perception
Difficulty interpreting body position and the position and movement of the muscles and joints
106
Problems with sensory Perception
| Visual Perception
Difficulty interpreting features of visual stimuli such as shape, size, direction, and figure-ground relationships, despite adequate visual acuity
107
```
Problems with sensory Perception
Auditory Perception (p522)
```
-Difficulty discriminating and interpreting sounds, but hearing is not impaired
108
Problems with BIS and Praxis (pg 523)
| -Problems in vestibular-bilateral integration
-Inefficient processing of vestibular sensory information (related to head and body movement through space) needed for postural and ocular control, bilateral coordination, midline integration, optimal muscle tone for readiness to move, and balance
109
Problems with BIS and Praxis (pg 523)
| Poor Praxis
- Difficulty coming up with an idea for how to move in a new way
- Difficulty planning and performing a new sequence of movements to achieve a goal.
110
Expected outcomes of Occupational Therapy Using a sensory Integration
-Increase in the frequency or duration of adaptive responses
-Increasing the duration and frequency of adaptive responses is an important outcome of sensory integration because functional behaviour and skills are developed by mastering simple adaptive responses.
The Ayres Sensory Integration (ASI) intervention approach intensively focuses on the child's acquisition of higher-level adaptive responses.
111
Expected outcomes of Occupational Therapy Using a sensory Integration
Development of increasingly more complex adaptive responses
- more complex adaptive responses may require timing and sequencing, as well as integration of various sensory functions
- The result in an improvement in the child's ability to make judgements about the environment, what can be done with objects, and which specific actions need to be taken to accomplish a goal
112
Expected outcomes of Occupational Therapy Using a sensory Integration
Improvement in gross motor skills
The child who makes consistent and more complex adaptive responses shows evidence of improved sensory integration. Moreover, this child meets new challenges with greater self-confidence. A net result of these gains frequently is greater mastery in the motor domain
113
Expected outcomes of Occupational Therapy Using a sensory Integration
Improvement in cognitive, language, and academic performance
Although cognitive, language, and academic skills are not usually the specific. objectives of ASI, improvement in these domains has been detected in some effectiveness studies involving the provision of ASI interventions. Application of ASI therapeutic procedures is thought to generate broad-based changes in these areas secondary to enhancement of sensory reactivity, perception, postural control, or praxis.
114
Expected outcomes of Occupational Therapy Using a sensory Integration
-Increase in self-confidence and self-esteem
The outcome of therapy that encourages successful self-directed experiences is a child who perceives the self as a component actor in the world. Ayres asserted that enhanced the ability to make adaptive responses promotes self-actualization by allowing the child to experience the joy of accomplishing a task previously could not be done.
-Mastery of such activities is expected to result in feeling of personal control that, in turn, lead to increased willingness to take risks and try new things
115
Expected outcomes of Occupational Therapy Using a sensory Integration
-Enhanced occupational engagement and social participation
As the child develops general sensory integrative capabilities and improved strategies for planning action, gains are seen in relation to the ability to master self-care tasks, cope with daily routines, and organize behaviour more generally
116
Expected outcomes of Occupational Therapy Using a sensory Integration
-Enhance Family Life
-When children with sensory integrative problems experience positive changes during interventions, their lives and the lives of other family members may be enhanced. One possible by-product of intervention based on ASI principles is that the parents gain a better understanding of their children's behaviour and begin to generate their own strategies for organizing family routines in a way that supports the entire family system. An important outcome of sensory integrative intervention, then may include changes in parents' understanding of the child, leading to new coping strategies and alleviation of parental stress. In her studies parental perspectives, found that an important outcome of sensory integrative approach is that the parents tend to "reframe" their view and expectations of their child in a positive manner
117
Child and Parent Perspective to using AT paper
(a) changes in students’ self-perceptions as learners;
(b) student and parental self-reported benefits of using assistive technology; and
(c) inconsistencies in approaches to using assistive technology in schools. The implications for education are greater attention to the views of elementary school children; greater focus on the use of AT in the classroom; and greater AT training for teachers in order to better support the use of AT by students with LD
118
Many of the published studies concerning the effectiveness of sensory integration and sensory processing have
small sample sizes, lack statistical
power, have used outcome measurement tools that are not standardized, utilize research designs that are less rigorous
(for example, single-case studies, case-control studies, quasi-experimental designs), or do not describe study procedures in sufficient detail for others to replicate the
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occupational therapy researchers and practitioners need to continue
continue to research, publish, and promote what we know best: that all things occupational may also be affected by sensory issues
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parents need to be informed that
there is limited and inconclusive research evidence to support sensory integration therapy.
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Where does our profession stand?
1. Occupational therapists must clearly articulate this difference,which may not be apparent to others.
2. Occupational therapy researchers have an ethical responsibility to investigate the efficacy of interventions
using rigorous research designs, such as controlled case
study designs and randomised controlled trials, and judiciously chosen outcome measures consciously chosen outcome measures.
3. Thirdly, clinicians must clearly articulate their clinical
reasoning in recommending particular sensory interventions, drawing on their clinical experience, clients’ values and preferences, the research evidence and the practice context, among other factors
4. Supporting parents to make informed decisions
about interventions is an important consideration
5. important that occupational therapy is not viewed synonymously with sensory integration
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NOT always sensory integration
adapting the sensory properties of tasks and environments to accommodate sensory processing challenges
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handwriting interventions should
sufficient handwriting instruction and opportunity for supervised practice may to develop quality orthographic-motor integration
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handwriting issues may appear when
demand placed on cognitive and attentional capacity by
| learning
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Handwriting may be affected by but intervention can not be on these specific pieces:
visual-motor integration, visual perception, fine motor function, kinaesthesia and biomechanical factors such as writing grasp, posture and muscle tone
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Therapists identified three learning needs:
integrating technology, promoting handwriting practice, and addressing complex areas of difficulty in learning, attention, and language
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Alphabet Warm-Up.
Because the ability to name and identify letters can serve as cues for retrieving the motor program for writing the letter
(a) therapist and/or child sang the alphabet song;
(b) therapist pointed to each target letter on an alphabet strip and asked child to name it; and
(c) therapist named each target letter and asked child to identify what letter comes before and after it in the alphabet.
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. Modeling.
Using the index finger, the therapist demonstrated and described how to form each letter using cards with numbered arrows showing the order and direction of strokes for each letter. Numbered arrows have been shown to be effective for learning letter formations
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Imitation.
Child imitated therapist by tracing each letter while describing how to form it
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Discussion.
Therapist and child discussed how the letters in the group were similar and different.
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Practice.
Using a pencil and a practice worksheet,
the child named the letter and described how to
form it while (a) tracing a copy of the letter with
numbered arrows; (b) tracing three copies of the
letter without numbered arrows; and (c) copying
the letter three times. The last stage of practice
was writing the letter three times from memory
on a sheet of regular lined paper
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Evaluation.
Child circled the best-formed letter for
| each target letter.
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ETCH
writing alphabet from memory, writing numerals from memory, near-point copying, far-point copying, dictation,
and sentence composition.
not designed to assess other specific aspects of legibility (i.e., consistency of letter size, alignment, or ability to write on the line)
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Multisensory Intervention
1. Therapist named the letter grouping and demonstrated formation of target letters on the chalkboard using chalk.
2. Child copied each letter three times, one letter at a time, on the chalkboard.
3. Therapist demonstrated and child imitated “skywriting” of each letter three times.
4. Therapist demonstrated and child imitated formation of each letter in a tray of sand or cornmeal three times.
5. Child traced over bumpy glitter glue letters with index finger, three times for each letter.
6. Child traced and then copied each letter three times with marker on a worksheet.
7. Child copied each letter three times with a pencil on regular lined paper.
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Sensory Profile
provides a standard method for professionals to measure a child’s sensory processing abilities and to provide a profile of the effect of sensory processing on functional performance in the daily life of a child.
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monitor effects of
| treatment
behavior diaries, pre-post behavior rating
| scales
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Barriers
Some changes are common sense, such as providing a student with a table for their equipment. Others require restructuring teacher education programs to ensure all
teachers have sufficient knowledge of learning disabilities and have skill in and
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Interventions included multisensory
| approaches
(vibration, resisted writing, and writing on chalkboard and vertical surfaces), behavioral and motor learning techniques (shaping, stimulus fading, verbalizing description of letter formation, and self-monitoring) and developmental and behavioral approaches (letter formation, alignment, spacing, and sizing issues).
