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
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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
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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
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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
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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
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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
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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
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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
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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
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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)
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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
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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)
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