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Peds > Sensation Integration > Flashcards

Sensation Integration Flashcards

1
Q

Sensory Integration Dysfunction (SID)

A

Jane Ayers

Used as a specific theory and intervention approach that emerged within the OT field

We CANNOT observe sensory integration

We CAN observe behavior

We hypothesize on theory of neuroscience that integration occurs

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2
Q

Integration

A

The brain’s ability to effectively manage and interpret information in an organized manner

Highlights sensory processing of information that goes beyond the five senses (+ movement and balance sense)

Dynamic process of interactions organizing info externally and internally

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3
Q

5 senses

A 
They tend to like music
Feeding is a difficult issue
Grinding teeth
Mouth exploring for sensory input
Don't like finger pain, sand, crafts, etc.
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4
Q

Dysfunction

A

The brain cannot analyze, organize, connect, or integrate sensory messages

Exaggerated responses to non-threatening situations

Cannot balance sensory information appropriately

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5
Q

Modulation

A

Balance of integration and dysfunction

The brain’s regulation of messages by facilitating or inhibiting responses

The NS responds to some stimuli while ignoring others; therefore, an adaptive response is performed

Consistent therapy is necessary for child’s success

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6
Q

Habituation

A

The process that represents to the NS that something familiar has occurred

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7
Q

Sensitization

A

The NS’s mechanism that enhances potentially important stimuli; detects harm or danger in a situation

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8
Q

HIGH (habituation)

A

POOR registration

Sensation SEEKING

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9
Q

LOW (sensitization)

A

SENSITIVITY to stimuli

Sensation AVOIDING

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10
Q

Sensation seeking

A

The combination of high neurobiological thresholds and an active self regulation strategy

Enjoys and generates extra sensory input

Adding spice to already seasoned food

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11
Q

Low registration

A

The combination of high neurological thresholds and a passive self-regulation strategy

Notices sensory stimuli much less than others

Doesn’t get jokes as quickly

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12
Q

Sensation avoiding

A

The combination of low neurological thresholds and an active self regulation strategy

Bothered by input more than others

Only will eat familiar foods

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13
Q

Sensory sensitivity

A

The combination of low neurological thresholds and a passive self regulation strategy

Detects more input than others

Afraid of heights and experiencing discomfort

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14
Q

Level I Sensory Integration

A

Primary sensory system

2 mos

Tactile sense (touch)
Vestibular sense (balance and movement)
Properties sense (Body px)
Visual and auditory sense
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15
Q

Level II Sensory Integration

A

Foundation of perceptual motor

6-24 mos

Body perception
Bilateral coordination
Lateralization
Motor planning

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16
Q

Level III Sensory Integration

A

Perceptual motor

3 years old

Auditory processing
Visual perception
Eye-hand/foot coordination
Visual motor coordination

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17
Q

Level IV Sensory Integration

A

Academic readiness

6 years old

Academic skills
Complex motor skills
Regulation of behavior
Organized behavior

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18
Q

SMD Sensory

Over Responsiveness

A

Behavioral characteristics associated with sensory over-responsiveness may include…

Aggression
Impulsivity
Irritability
Fussiness
Unsociable
Avoids group activities
Upset by transitions
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19
Q

General Characteristics SMD

Over-reactiveness

A

Mud or glue on their hands

Crawling, walking barefoot

Feeling crumbs in or around mouth

Having hair, fingernails, or toe nails cut

Food textures

Background noises when trying to concentration

Playing in swings

Fragrances from perfume

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20
Q

SMD Sensory

Under Responsiveness

A

Indicators of sensory under-responsive behaviors…

Doesn’t cry when hurt or injured

Prefers sedentary activities

Often unaware of what is happening around them

Does not notice food on or around their mouth

Unaware of body sensations (hunger)

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21
Q

SMD Characteristics

Under-reactive

A 
Passive
Quiet
Withdrawn
Difficult to engage in conversation
Lost in their own world
Slow to respond to directions
Easily fatigued
22
Q

SMD Sensory Seeker

A

On the move constantly

Likes crashing, bashing, jumping

Strong preference for spinning, swinging, and rolling

Excessive risks during play

Frequently fixates visually on objects

Smells and tastes objects when playing with them

23
Q

SDD

Sensory Discriminate Disorder

A

Difficulty following directions and gets easily lost

Aversion to puzzles or other visual games

Frustration when unable to differentiate visual or auditory signals

A need for directions to be repeated

24
Q

SDD Treatment

A

Improve relationship btwn child’s body and people and space

Improve motor planning and organization of behavior

Increase somatosensory input while child is navigating 3D space

Increase ability to discriminate force

25
Q

SBMD

Sensory Based Motor Disorder

A

Difficulty learning new motor skills

Often trips or bumps into people or things

Is clumsy, awkward, or accident prone

Struggles with multiple step directions

Poor ball handling skills

Difficulty performing self-care tasks

26
Q

SBMD Treatment

A

Novel activities

Games that involve specific directions of body parts in space

GOAL *** to have the child independently plan and execute projected action sequences

27
Q

How Sensory System Affects Everyday Skills

Tactile Perception

A

He/she avoids touch

Craves touch and may handle/mishandle everything

Cries when pushed to manipulate soft or unstable textures

May lead to oral motor dysfunction

Movement and touch are the child’s first teachers

28
Q

How Sensory System Affects Everyday Skills

Body Awareness

A

Unconscious awareness of an individual’s body parts in space

Withdraws from movement experiences

Difficulty orienting arms and legs for getting dressed

29
Q

How Sensory System Affects Everyday Skills

Motor Planning

A

Difficulty organizing sequences of movement

Poor gross motor skills

Poor fine motor skills

Poor eye-hand/foot coordination

30
Q

How Sensory System Affects Everyday Skills

Visual Perceptual Motor

A

Unable to interpret how objects feel just by looking at them

Having trouble comparing and contrasting similar objects

Difficulty problem solving

31
Q

How Sensory System Affects Everyday Skills

Emotional security/social skills

A

Socially distant

Aggressive or hostile for no apparent reason

Dislikes changes

Invade personal space

32
Q

Assessment

A

Uncovers hidden processes that contribute to adaptive or maladaptive interactions

Work off these findings for treatment

Often reframes the interpretation of problematic behaviors and mannerisms which allow an intervention plan to be generated

33
Q

Sensory Integration and Praxis Test

SIPT

A

Most reliable and comprehensive

19 components

Difficulty with attention, cognition, language, etc.

34
Q

STEP-SI

A

9 years and up

Sensation, Task, Environment, Predictability, Self-monitoring, and Interactions

Each element can be analyzed to determine if these aspects of the child’s life either support or hinder the ability to cope and participate

35
Q

Sensory Profile

A

Birth - 6 mos
6 mos - 36 mos
3 years to 9
9 and up (adulthood)

Checklist format completed by the caregiver

Includes sensory processing, modulation, and behavioral responses

Characterizes children’s behaviors and performance in relation to sensory processing

36
Q

SI Intervention…

A

Philosophy of practice

Establishes and restores a healthy lifestyle for the child by engaging in meaningful occupations

37
Q

SI allows…

A

Running
Jumping
Swinging
Climbing

^ Gross motor play

Multi-sensory activities have calming, alerting, challenging, OR organizing effect

38
Q

Proprioceptive Sensations

A

Cornerstone of sensory-integration intervention

Alters levels of arousal and enhances self-regulation

Gateway of fxl movement through traction, compression, movement, or resistance

39
Q

Vestibular

A

Swinging through suspended equipment

40
Q

Tactile

A

Tactile experiences are essential to SI

Deep pressure contact is a PRIME organizing factor in treatment

41
Q

Net swing

A

Good for vestibular input

Can adjust for spinning, close to floor, prone, etc

42
Q

Tapping the Inner Drive

A

Back to Limbic system

Works on motivation

Typically developing children naturally seek a great variety of sensory-based activity

Limbic structures in the brain normally orchestrate motivation and drive

Disruption of obsessive, ritualistic, repetitive, or socially inappropriate behaviors

43
Q

Context of Play

A

The therapist and the child have the intent to play together

Enter into challenges that are perceived as pleasurable, purposeful, and meaningful

Gotta know the latest stuff

44
Q

Weighted vest

A

Weighed DOWN

2 hours on
30 min off

1/3 child’s bodyweight

Has to be evenly distributed

Work well for kids that tend to be all over the place

Monitor the timing

45
Q

Compression vest

A

COMPRESSION

Not an actual weight

Can wear throughout the day time

Gives input ALL OVER

Like a big bear hug

Consistent pressure

Does not stress the joints

46
Q

Artful Vigilance

A

The therapist watches for opportunities to engage the child adaptively while altering the sensory and motor challenges

Successful engagement is the key for successful treatment

Monitor for signs of under or over responsiveness
***When a child is fixated TOO much on a swing, make sure they aren’t getting dizzy or sick

47
Q

Child-centered approach

A

Therapist to provide structure
Child to provide responses

Provides productive interaction that is initiated by the CHILD’S interest

48
Q

Adaptive Response

A

An appropriate action in which the individual responds successfully to environmental demands

Increased adaptation as challenges are posted

Satisfaction in its accomplishments

49
Q

Just-Right Challenge

A

The point in therapy where the conditions are right for the child to make an adaptive response

Activities are adapted so the child can meet the task demand

As children change and grow, therapy is continually modified

50
Q

Wheelbarrow walking

A

Using upper shoulder girdle

Uses movement and momentum to incorporate UE WB

51
Q

Active vs Passive Participation

A

Child MUST participate with the environment to improve the organization in his nervous system

Active physical interaction with sensory experiences is an important factor in brain recovery

Active - Purposeful - Meaningful

52
Q

USC/WPS Certified

A

Completed extensive training

Only therapists who are certified can administer the Sensory Integration and Praxis test

3 hours to administer

Looks at movement, touch, modulation

Peds (25 decks)

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