sensory integration Flashcards
sensory integration
process by which sensory input is organized into meaningful info for the brain to use, allowing for appropriate response of sutation
sensations
visual auditory gustatory olfactory tactile proprioceptive vestibular visceral
sensory integration - children are born with
baseline capacity for sensory integration that must be developed through interaction w/ enviro
sensation and whole brain
w/ a more organized sensory system the NS functions more holistically - adaptation and learning can occur
vestibular sense is unifying
relationship of person to gravity and physical world
all other sensations are processed in reference to this info
olfactory sense processed directly through
limbic system
visual sensory input sent to
visual processing centers in BS
learning and sensory integration
large part of capacity to learn is ability to integrate sensory info
requires physical interaction w/ the enviro
freeplay is important in promoting creativity and more complex adaptive repsonses
sensory integrative dysfunction
the brain is not processing or organizing the flow of sensory impulses in a manner that gives the individual good, precise info about himself or his wolrd
-may or may not be associated w/ learning and developmental disabilities
is sensory integrative dysfunction out grown?
no
sensory integrative causes - theories
- genetic predisposition
- minor abnormalities of brain development
- enviro toxins
- sensory depravation
- internal sensory depravation
common s/s of sensory integrative dysfunction
hyperactivity or distractibility - always moving, difficulty w/ organization in older children
behavior problems - fussy, difficultly playing w/ others, overly sensitive and feelings often hurt
speech and lang delay
s/s motor of sensory integrative
low muscle tone frequently stumbles and LOB dropping pencils often falling out of chair difficulty stacking blocks, manipulating toys, completing puzzles
sensory integrative and learning difficulties at school
may interfere w/ learning process
may cause poor behavior that interferes w/ school work
adolescence may have lack of organization - difficulty planning a series of tasks, may avoid sport and dancing, increased incidence of anxiety and depression
sensory integrative “in a properly working system”
- pull of gravity will create a constant sensory flow throughout life
- vestibular input through our movements and head position
- basis upon which all other inputs build
modulation
increasing or reducing neural activity to maintain harmony w/ other functions of NS
vestibular influences on eye and neck muscles
important in organizing vestibular system
sensorimotor coordination
maintain stable visual field, vestibular system must send signals to adjust the eye and neck to compensate for head/body
post rotary nystagmus
stops too soon or does not occur - vestibular nuclei may not be getting enough input or not processing correctly
lasts too long - vest system is over responding or there are not enough inhibitory forces
children w/ impaired vestibular processing may
- have inadequate postural background movements
- demonstrate poor cocontraction
- lack protective ext
proprioceptive system helps to modulate vestibular system
- sensations from joints and muscles help brain use vestibular input effectively.
- therapist may encourage heavy work activities to help inhibit excess vestibular activity
may not become dizzy or queasy
under active vestibular
typical body movements do not provide enough input
inner drive to develop will lead to seeking behaviors
vestibular bilateral disorder
under active vestibular
subtle symptoms may not be recognized prior to starting school
teachers or school psych may believe the child has dyslexia or attention problems
difficulty w/ postural responses
poor integration of sides of body
poor integration of sides of body
under active vestibular
difficulty w/ directions, using hands and feet together
may use both hands for writing as he is not particularly skilled w/ one
gravitational insecurity
overreactive vestibular responses
- excess emotional response to vestibular movement and unfamiliar positions
- extremely cautious to avoid falling
- encouraging words and reward will have no effect
- tires to manipulate enviro and those around him to avoid distress
- inadequate próprio required to modulate vestibular sensation may be contributing factor
- therapist must guide not push
intolerance to movement
overreactive vestibular
- uncomfortable w/ rapid move/spinning
- becoming car sick more easily
- may feel sick watching an object spin
- often have long post rotary nystagmus
developmental dyspraxia
deficits in motor planning
severe = apraxia
inaccurate localization of touch stim
proprioception and kinesthesia are important in motor planning
observed to preatedly try hard, doesn’t sink in
create body maps based on varied performance os are task
tactile defensiveness
tendency to respond emotionally and negatively to touch sensation
constant input from clothing
may avoid expounding hands to clue, sand, paint, food
needs more touch, less able to modulate
modes of response to tactile input in tactile defensiveness
defensive
discriminative
tactile defensiveness deep pressure sensations
tend to modulate the defensive mode
inhibit or block pain impulses
used therapeutically for rx of tactile defensiveness
-firm, deep pressure to help modulate tactile processes that are causing distress
3 aspects of poor sensory processing commonly seen in children w/ autism
input not registered correctly
not modulating input well (esp vestib and tactile –> grav insecure, or tacitly defensive)
little interest in doing things considered purposeful or constructive
underregistration of sensory info in children w/ ASD
little attention or failure to notice things (toys people, sounds)
falling or bumping into things - do not appear to feel pain unless it is very intense
overestimation of sensory info in children w/ ASD
may be unable to tune out
- continous, steady sounds
- overly sensitieve to textures
children w/ sensory info and ASD
often respond wel to very heavy touch pressure
sensory profile
assessment of sensory integration infant/toddler, child 0-14
SID interventio most effective when child
directs their own activiites
-therapist directs enviro in unobtrusive manner
seld direction is more difficult in children w/ ASD
requires more external direction and structure
therapeutic intervention for SI
good therapy looks like a child at play
therapy and SI goal
help create experiences that will lead to adaptive responses
- leading to more sensations and more complex adaptive response
- help the children become more capable of learning new skills
SI therapy - environment and equipment should
entitle children into organizing activities
SI therapy tequnicues
involve whole body and all senses - full body movements
items children can pick up, manipulate, throw
build trust
balance structure and freedom - constructive exploration
addressing safety awareness
