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147 - Assessment > Sensory Integration > Flashcards

Sensory Integration Flashcards

0
Q

Define Sensory Integration, who coined it, when?

A
  • The neurological process that organizes sensations from one’s own body and the environment into useable information (info filtering and processing)
  • Jean Ayres (Psych/OT) in the 1970s
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1
Q

Signs of possible sensory processing disorder

A
  • kids that are hard to figure out
  • have difficulty sitting still and paying attention
  • have behavioral concerns
  • social concerns
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2
Q

Good sensory integration

A

gives the child the ability to explore the environment, try new activies, strive to meet increasingly complex challenges to feel successful.

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3
Q

Sensory inputs include…

A
  • Sight
  • Smell
  • Touch
  • Taste
  • Hearing
  • Perception of Movements (Vestibular)
  • Positioning of our bodies (proprioception)
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4
Q

Four Levels of SI

A
  1. Primary Sensory Systems (by 2m)
  2. Perceptual motor foundations (by 1y)
  3. perceptual motor skills (by 3y)
  4. Academic readiness (by 6y)
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5
Q

Level 1: Primary Sensory

A
  • Tactile
  • Vestibular (gravity and movement)
  • Proprioceptive (muscles, joints, ligaments)
  • Visual/Auditory (regulates eye movements, tries new postures)
  • Gravitational Security
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6
Q

Level 2: Perceptual Motor Foundations

A
  • Body awareness
  • Visual feedback - sense of self
  • bilateral integration and coordination (pass rattle back and forth or shake rattle while picking nose)
  • Laterlization - establish hemisphere preference
  • Motor Planning
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7
Q

Level 3: perceptual-motor skills

A
  • auditory and visual perception
  • Visual-motor integration
  • hand-eye coordination
  • Purposeful activity
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8
Q

Level 4: Academic Readiness

A
  • Complex motor skills
  • regulation of attention
  • Organized behavior
  • Specialization of body and brain
  • socially competent
  • abstract reasoning
  • Visualization of past and future events (we’re going to go to grandmas)
  • Self-Esteem and Self Control
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9
Q

Define Sensory Integration Dysfunction

A
  • Irregularity or disorder in brain function that makes it difficult to integrate sensory input effectively.
  • Kids have a difficult time breaking into an existing playgroup; might retreat and play alone; can be forgotten because they aren’t acting up, but they are loosing out on social experiences and the language development that can come from that.
  • Brain is so disorganized that a person has difficulty functioning
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10
Q

Assess for SID

A
  • Thorough caregiver questionnaire
  • Infant/toddler symptom checklist
  • ” “ sensory profile
  • Vision and hearing screening
  • OT Eval
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11
Q

A couple assessment tests for early intervention

A
  • Peabody developmental motor scales
  • infant/toddler symptom checklist
  • The Brigance Diagnostic Inventory of Early Development
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12
Q

Assessment tools for School Based Assessment

A
  • Test of Visual Perceptual Skills
  • The Sensory Integration and Praxis Tests
  • The Beery-Buktenica Developmental Test of Visual-Motor Integration
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13
Q

Possible Causes of SID

A

Prematurity, birth trauma, aod exposure, infection/viruses, genetics, environment, neurological, unknown

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14
Q

Associated Diagnoses

A

Fragile X, FAS/Drug exposure, autism, ADD/ADHD, Down Syndrome, MR, “Normal Children”, learning disabled

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15
Q

Registration vs. Modulation

A

Registration: inital recognition of a stimuli
Modulation: sensory information and how its dealt with once in the system

16
Q

Signs and Symptoms of SID

A

hyper or hypo sensitive, fluctuation (more sensitive at other times of the day), mixed (both hypo and hyper)

17
Q

Tactile SID behaviors

A
  • avoid touching or being touch - need their space
  • avoids certain textures or consistencies
  • doesn’t want to get messy
  • difficulty transitioning from liquid to solid diet
  • adverse reactions to hair brushing, washing, cutting
  • adverse reactions to getting dressed, tags
  • lack of reaction to pain, temperature
18
Q

Tactile supports

A
  • finger painting
  • toys in rice/bean buckets
  • firm touch
  • brushing
  • vibration
  • Fidget ball
  • play dough
  • dress up
19
Q

Visual SID Behaviors

A

bumps into things, poor eye contact, diffulty with depth perception and figure-ground, excessive use of touch or taste to explor items, overexcited when there’s a lot to see, increased focus on moving items like fans and videos

20
Q

Visual Support

A

dim lights, reduce distractions, games (bean bag toss or games that involve hand/eye), copying, i spy, bubbles, transitional exercises/games/songs

21
Q

Smell SID Behaviors

A
  • avoid particular areas or food because of smells others may not notice
  • gags or vomits due to the smell of certain foods
  • may ignore unpleasant odors like dirty diapers
  • smell toys or people before interacting with them
22
Q

Smell Supports

A
  • identify odors that are more altering or calming
  • play guess that smell with q-tips
  • allow child to smell food prior to eating
23
Q

Auditory SID Behaviors

A
  • puts hands over ears to avoid sounds
  • aversive reaction to vacuums, tv, or blenders
  • listens to music or tv aat a high or low volume
  • distracted by slight noises
  • not reactive to voice/environmental sounds
  • poor communication skills
24
Q

Auditory supports

A
  • calming music
  • incorporate music into taks/routines
  • eliminate distracting environmental noise
  • anticipate loud noises
25
Q

Vestibular SID Behaviors

A
  • avoids roughhousing, jumping, climbing, sliding, swinging
  • gets car sick and avoids playground equipment or amusement park rides
  • aversive reaction to being placed on tummy or moved in particular directions such as side to side or upside down
  • poor balance with activities
  • doesn’t become dizzy
  • may have to be in constant motion
26
Q

Vestibular supports

A
  • give movement breaks
  • calming movements
  • child positions with activities
  • animal walks
  • sliding/rolling
27
Q

Proprioceptive SID Behaviors

A

appears clumsy or stiff, walks on tip toes, throws or breaks toys, seeks frequent physical contact from others, pushes against furniture or floor, fits in tight spaces, holds things too tight or too loose, difficulty performing motor tasks (climbing stairs, kicking), biting

28
Q

Proprioceptive Supports

A

heavy work acitivities, deep pressure, wheelbarrow walking, jumping, hide toys under cushions, swimming, obstacle course, joint compressions

29
Q

SID implications of speech/language learning

A
  • Communication is a result of sensory experiences
  • a well integrated system becomes the vehicle for nonverbal expressions and later for production
  • may lack awareness of how articulators work together
  • Central Auditory Processing disorders
  • disordered language
  • inappropriate pitch and intonation
  • motor planning difficulties
30
Q

How treatment helps

A
  • helps child process all senses to work together
  • helps child develop skills to interact successfully in social situations
  • helps build a strong foundation for future when life is more demanding and complex
  • gives tools to be a more efficient learner
  • improves emotional well being, self esteem, family relationships
31
Q

Intervention strategies

A

build rapport, teach strengths, individual-directed, therapist controlled, get permission, start with familiar, one thing at a time, provide time, be aware, ongoing assessment

32
Q

SAFE acronym

A

S - Sensory-Motor
A - Appropriate
F - Fun
E - Easy

33
Q

Benefits of teaming

A

provides holistic approach, creates synergy, shares responsibility, provides more hands, facilitates seizing the moment, fosters professional growth

147 - Assessment (2 decks)

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