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Developmental > Sensorimotor Development > Flashcards

Sensorimotor Development Flashcards

1
Q

Importance of sensorimotor skills adapted from

A

Piaget developmental stages

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2
Q

Sensorimotor

A

0-2 years
The infant explores the world through direct sensory and motor contact
Object permanence and separation anxiety develop during this stage

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3
Q

Preoperational

A

2-6 years
The child uses symbols (words and images) to represent objects but does not reason logically.
This child also has the ability to pretend
During this stage, the child is egocentric

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4
Q

Concrete operational

A

6-12 years
The child can think logically about concrete objects and can thus age and subtract
The child also understands conversation

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5
Q

Formal operational

A

12 years - adult

The adolescent can reason abstractly and thinks in hypothetical terms

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6
Q

What are some sensorimotor skills

A
  • Walking
  • ‘Clumsiness’
  • Hand/eye coordination
  • Reading
  • Writing
  • Coordinating eye contact with speech and gesture during a conversation
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7
Q

The range of skills need

A

Intact sensorimotor processing

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8
Q

Gowen and Hamilton 2013

How does it work?

A

Vision and Proprioception = 1) Sensory systems = 2) State estimation = (current state) 3) Inverse Model (planning / control) - desired state of the world (motor control) = 4) Forward model (predictor) this links to 2) state estimation. 3 also leads to 5) Motor execution (muscle activity) - body interacting with the world

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9
Q

Gowen and Hamilton 2013

What can go wrong

A

Number 1 and Number 3 can go wrong

1) Sensory systems
3) Inverse Model (planning/control) (desired state of the world)

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10
Q

Disorders of sensorimotor development

A

Autism spectrum disorder
Developmental co-ordination disorder (DCD) / Dyspraxia
Both conditions encompass sensory and motor difficulties

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11
Q

Sensorimotor skills associated with

A

Autism and autistic skills

Help with communication and empathy

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12
Q

Autism spectrum disorder

Pronounced difficulties in

A 
–Communication
–Socialisation
–Narrow Circumscribed interests
–Repetitive Behaviours
–Sensory hypersensitivity
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13
Q

Developmental Co-ordination Disorder (DCD) / Dyspraxia

Pronounced difficulties in:

A

–Selection, timing and spatial organization of purposeful movement and coordination
–Social anxiety, social and communication skills

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14
Q

Cassidy, S., Hannant, P., Tavassoli, T., Allison, C., Smith, P., & Baron-Cohen, S. (2016).

A

DCD/Dyspraxia, autism and autistic traits
Subscale
Social skill
Attention to switching
Attention to detail
Communication
Imagination
•Adults with autism significantly more likely to have DCD/dyspraxia (6.9%) than the gen pop (0.8%)
•Adults with DCD/dyspraxia have significantly higher autistic traits and lower empathy than controls

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15
Q

People with autism

A

Have an over load of sensations

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16
Q

Piek and Dyck 2004

DCD/Dyspraxia + autism

A

Much overlap between these conditions

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17
Q

Cummins et al. 2005

DCD/Dyspraxia + autism

A

Both associated with difficulties in social and communication skills, and empathy into adulthood

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18
Q

People with autism have difficulty in

A 
Raising own head 
Unusual gait 
Sitting up 
Unusual way of formal words 
Unusual motor things then later on social things
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19
Q

Hannant et al. 2016

DCD/Dyspraxia + autism

A

Autism must be assessed in those with DCD and vice versa

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20
Q

Understanding sensorimotor difficulties

A
  • Start with looking at sensory and motor difficulties separately
  • Then bring them together – intrinsically related
  • Explore their impact on development
  • Can these difficulties explain the development and maintenance of autism?
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21
Q

Motor difficulties in autism

Kanner and Asperger

A

First clinical reports of general “clumsiness”

Unusual gait included in autism diagnostic assessment (ADI-R)

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22
Q

Green et al. 2009

Motor difficulties in autism

A

80% of people with autism have definite motor difficulties, and an additional 10% are borderline

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23
Q

Flanagan et al. 2012

Motor difficulties in autism

A

Motor differences are present from early infancy

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24
Q

Impact of motor difficulties
Motor difficulties associated with difficulties in:
Mostofsky et al. 2006

A

Imitation

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25
Q

Impact of motor difficulties
Motor difficulties associated with difficulties in:
Page and Boucher, 1998

A

Speech sound production

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26
Q

Impact of motor difficulties
Motor difficulties associated with difficulties in:
Cummins et al. 2005

A

Emotion recognition

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27
Q

Impact of motor difficulties
Motor difficulties associated with difficulties in:
Batt et al. 2011

A

Anxiety in response to social interaction

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28
Q

Many of the studies are not with

A

Autistic people but with the general population

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29
Q

Motor skills are important for

A

Social development

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30
Q

Sensory difficulties in autism are now a part of

A
  • Now part of current diagnostic criteria for autism in DSM-V
  • Early clinical reports described “sensory intrusions” (Kanner and Asperger)
31
Q

Caminha and Lampreia, 2012; Tomcheck and Dunn, 2007

Sensory difficulties in autism

A

High prevalence in autism (65% - 95%)

32
Q

Blanche et al. 2012

Sensory difficulties in autism

A

Proprioceptive impairment (determining where body is in space)

33
Q

Contradictory evidence because

A

Intact lots of sensation processing but difficulty with movement processing
Appears contradictory – intact form but deficits in motion

34
Q

Baron-Cohen et al.

Sensory difficulties in autism

A

Increased rates of synaesthesia (where one sensory modality triggers another)

35
Q

Sensory difficulties in autism

Mottron et al. 2006

A

Evidence of superior visual processing of details

36
Q 
Sensory difficulties(?) in autism
Koldewyn et al. 2011
A

Difficulties processing motion

37
Q

People with autism have a fondness of

A

Routine

38
Q

Impact of sensory difficulties

Matsushima and Kato, 2013; Reynolds et al. 2011

A

Sensory reactivity associated with difficulties in social and communication skills

39
Q

Impact of sensory difficulties

Tavissoli et al. 2013; 2014

A

Autistic traits associated with sensory reactivity

40
Q

Sensory processing important for

A

Social development

41
Q

Sensory difficulties a core feature of autism and

A

associated with RRBs and anxiety

42
Q

Repetitive behaviours (RRBs) also a core feature =

A

insistence on sameness and repetitive motor movements

43
Q

What time is it?”

A

anecdotally, these behaviours associated with anxiety in autism
–“Intolerance of uncertainty”

44
Q

Wigham, S., Rodgers, J., South, M., McConachie, H., & Freeston, M. (2015). The interplay between sensory processing abnormalities, intolerance of uncertainty, anxiety and restricted and repetitive behaviours in autism spectrum disorder. Journal of Autism and Developmental Disorders, 45(4), 943-952.

A

Autism

45
Q

Sensory and motor difficulties prevalent in autism, and associated with social and

A

communication skills

46
Q

Landa and Garrett-Mayer, 2006

A

Associated with increased likelihood of autism diagnosis at 3 years

47
Q

Sensory and motor difficulties in autism appear to be related, and impact on

A

anxiety and intolerance of uncertainty

48
Q

Sensory and motor abilities are

A
  • intrinsically connected

* Should explore how they work together in autism

49
Q

•Children with autism have marked
sensory and motor difficulties
compared to those …

A

Without autism

50
Q

•Sensorimotor skills, such as catching a

ball, most strongly associated with a

A

number of autism symptoms across measures in both groups

51
Q

Sensorimotor skills (as opposed to sensory or motor alone) more strongly predict

A

social and communication skills in those with and without autism

52
Q

Sensorimotor integration in autism
Eye movements:
Schmitt et al. 2013

A

–less accurate when moving eyes to a

new target

53
Q

Sensorimotor integration in autism
Eye movements:
Wilkes et al. 2015)

A

–Slower to initiate an eye movement

54
Q

Sensorimotor integration in autism

Glazebrook et al. 2009

A

Difficulties coordinating hand and eye movements

55
Q

Sensorimotor integration in autism

Hannant et al. 2016; Klin

A

Could explain delay in looking to pertinent social cues with downstream effects on social and communication ability

56
Q

Eye movements

Smooth pursuit

A

Smooth eye movement to track a moving target

Involuntary - can’t be produced without a moving object

57
Q

Sensorimotor integration in autism

Cascio, C. J., Foss-Feig, J. H., Burnette, C. P., Heacock, J. L., & Cosby, A. A. (2012).

A

•Rubber hand illusion
–Children with autism less susceptible than typically developing controls
–Delayed susceptibility to the illusion (6 minutes)
–Those children with less empathy less susceptible
•Reduced ability to integrate visual and tactile information
The rubber hand illusion in children with autism spectrum disorders: delayed influence of combined tactile and visual input on proprioception

58
Q

Paton, B., Hohwy, J., & Enticott, P. G. (2012).

Rubber hand illusion in autism

A

•Adults with autism did experience the rubber hand illusion, but were less sensitive to visual-tactile discrepancies
•Less proprioceptive drift to the rubber hand than controls
rubber hand illusion reveals proprioceptive and sensorimotor differences in autism spectrum disorders

59
Q

Sensorimotor integration in autism
Difficulties in incorporating visual information into motor learning in autism:
Dowd et al. 2012

A

presence of a visual distractor did not impact performance of children with autism like with typical controls

60
Q

Sensorimotor integration in autism
Difficulties in incorporating visual information into motor learning in autism:
Gepner and Mestre, 2002

A

significantly less able to correct movements from visual compared to proprioceptive feedback

61
Q

People with autism have too much

A

Excitation

62
Q

Sensorimotor integration in autism

Gowen et al. 2008)

A

specific difficulties with motor movements which require integrating visual cues or other sensory signals

63
Q

Salowitz, N. M., Eccarius, P., Karst, J., Carson, A., Schohl, K., Stevens, S., … & Scheidt, R. A. (2013)

A

Brief report: visuo-spatial guidance of movement during gesture imitation and mirror drawing in children with autism spectrum disorders.
Direct drawing
Mirror drawing

64
Q

those with autism do not tend to incorporate

A

other sensory inputs, particularly visual feedback, into motor learning
have difficulty coordinating visual and motor movements

65
Q

Model summary

A
  • Suggests difficulty incorporating sensory feedback into model
  • Results in impaired forward model, lacking accuracy and flexibility
66
Q

Modifying the forward model

Cascio et al. 2012; Vandenbroucke et al. 2009; Glazebrook et al. 2009)

A

People with autism can learn new motor skills, and modify the forward model, but it takes longer
Number 4
Also appears to improve with age (e.g. adults more susceptible to rubber hand illusion)

67
Q

Biological basis
Cerebellum could play a key role:
Schmitt et al. 2014

A

Saccadic accuracy has been connected to error-reducing function of the cerebellum

68
Q

Biological basis
Cerebellum could play a key role:
Marko et al. 2015

A

Cerebellum volume associated with difficulties incorporating visual cues in motor learning

69
Q

Biological basis

Glickstein, 1998

A

Cerebellum contains pathways that link sensory and motor pathways in the brain

70
Q

Where Sensorimotor Integration Occurs

A

Purkinje Cells in Cerebellum (Sensorimotor Neurons)
GABA
Glutamate

71
Q

What is GABA

A

Gamma aminobutyric acid

72
Q

Neurotypical

A

Sufficient receptors for GABA

Efficient synthesis of GABA

73
Q

Autism biology

A

Inefficient synthesis of GABA

Limited receptors for GABA

74
Q

Impact of sensorimotor difficulties in autism

Difficulties with:

A

–accuracy, speed, and initiation of eye movements;
–coordination of eye and body movements;
–integrating visual and tactile information
–integrating visual information into motor learning, with increased reliance on proprioception

Developmental (10 decks)

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