Sensory Integration Flashcards
1
Q
Adaptive Response
A
- The result of optimal organization (of sensory system) which leads to efficient goal-directed action
- As tasks become more complicated and children continue to demonstrate adaptive responses, their sensory integration becomes more effective and efficient
- Thus, adaptive responses are thought to lead to changes at the neuronal synaptic level, altering the brain through neural plasticity
2
Q
Ayres Sensory Integration - Basis
A
- Emphasizes the proximal senses (vestibular, tactile, & proprioceptive)
- Ayres hypothesized that SI takes place in the lower levels of the CNS, including the brain stem (vestibular input) and thalamus (somatosensory input = tactile & proprioceptive)
- Thus, the refinement of primitive functions (especially those related to posture, balance, and tactile perception) will lead to increased functional skills, including learning, behavior, and motor skills
- Most sensitive = before 7 years of age
3
Q
Sensory Modulation
A
- Aka “sensory reactivity” or “sensory responsiveness”
- Is defined as regulation by the CNS of its own activity
- Refers to the tendency to generate responses that are appropriately graded in relation to incoming sensory stimuli, rather than under- or over-responding to them
4
Q
Underreactivity
A
- Aka hyporesponsivity
- Children demonstrate a pattern that looks as though they FAIL to orient to stimuli
- Is thought to lead to sensory-seeking behaviors as children may seek intense input or large quantities of input
- Example = Children seeking proprioceptive and tactile input may try to get their needs met through roughhousing or other deep-pressure input/muscle resistance to help regulate their experiences of touch and/or movement
5
Q
Overreactivity
A
- Aka hyperresponsivity
- Children demonstrate a pattern that looks as though they OVER-orient to stimuli (though any of the senses)
- Often may be result in:
1. Tactile defensiveness = extreme reaction or overreaction to tactile input (especially light touch)
2. Gravitational insecurity = overresponsivity to vestibular input, which can make childre scared of movement in general and especially having feet off of the ground
6
Q
Sensory Discrimination
A
- Refers to the brains ability to distinguish between and makes sense of (interpret) different sensory stimuli
- Example: Distinguishing between two different points on the skin being touched
7
Q
Tactile Discrimination difficulties
A
- Is characterized by difficulty making sense of or interpreting tactile input
- One of most common types of sensory integrative dysfunctions
- May lead to delays in fine motor manipulation skills, as well as difficulty with visual-motor tasks and motor planning in general
- Should be taught to compensate for motor skills by using visual guidance
8
Q
Difficulty with proprioception
A
- Characterized by children appearing gawky and having difficulty grading force
- Due to not getting needed information from muscles and joints
- Cognitive strategies can be used to help them compensate
9
Q
Visual-perceptual difficulties
A
- Common in children with other SI dysfunctions
- May lead to difficulties with form and space perception, figure-ground perception, spatial orientation, depth perception, and visual closure
10
Q
Vestibular-proprioceptive difficulties
A
- Characterized by poor bilateral coordination and difficulty sequencing actions
- Common presentations include decreased equilibrium reactions, poor posture, lower-than-average tone, and delayed gross motor skills
- Struggle with moving bodies in relation to changing environmental conditions (i.e., responding to a ball being kicked to them)
11
Q
Dyspraxia
A
- Difficulty with motor planning
- May involve difficulty with any of the 3 parts: ideation, planning, and/or execution
- Aka developmental dyspraxia or somatodyspraxia
- Children with dyspraxia also often experience difficulty with tactile perception and discrimination
12
Q
Principles of Ayre’s SI
A
- Individual intervention which is active and child-driven, utilizing play and imagination
- Uses just-right challenge to alter the child’s CNS so that they may respond more efficiently and effectively to their environment (increase frequency, length duration, and complexity of adaptive responses)