sensory integration

Question 1

sensory integration

Answer 1

process by which sensory input is organized into meaningful info for the brain to use, allowing for appropriate response of sutation

Question 2

sensations

Answer 2

visual
auditory
gustatory
olfactory
tactile
proprioceptive
vestibular
visceral

Question 3

sensory integration - children are born with

Answer 3

baseline capacity for sensory integration that must be developed through interaction w/ enviro

Question 4

sensation and whole brain

Answer 4

w/ a more organized sensory system the NS functions more holistically - adaptation and learning can occur

Question 5

vestibular sense is unifying

Answer 5

relationship of person to gravity and physical world

all other sensations are processed in reference to this info

Question 6

olfactory sense processed directly through

Answer 6

limbic system

Question 7

visual sensory input sent to

Answer 7

visual processing centers in BS

Question 8

learning and sensory integration

Answer 8

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

Question 9

sensory integrative dysfunction

Answer 9

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

Question 10

is sensory integrative dysfunction out grown?

Answer 10

no

Question 11

sensory integrative causes - theories

Answer 11

• genetic predisposition
• minor abnormalities of brain development
• enviro toxins
• sensory depravation
• internal sensory depravation

Question 12

common s/s of sensory integrative dysfunction

Answer 12

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

Question 13

s/s motor of sensory integrative

Answer 13

low muscle tone
frequently stumbles and LOB
dropping pencils often 
falling out of chair
difficulty stacking blocks, manipulating toys, completing puzzles

Question 14

sensory integrative and learning difficulties at school

Answer 14

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

Question 15

sensory integrative “in a properly working system”

Answer 15

• 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

Question 16

modulation

Answer 16

increasing or reducing neural activity to maintain harmony w/ other functions of NS

Question 17

vestibular influences on eye and neck muscles

Answer 17

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

Question 18

post rotary nystagmus

Answer 18

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

Question 19

children w/ impaired vestibular processing may

Answer 19

• have inadequate postural background movements
• demonstrate poor cocontraction
• lack protective ext

Question 20

proprioceptive system helps to modulate vestibular system

Answer 20

• sensations from joints and muscles help brain use vestibular input effectively.
• therapist may encourage heavy work activities to help inhibit excess vestibular activity

Question 21

may not become dizzy or queasy

Answer 21

under active vestibular
typical body movements do not provide enough input
inner drive to develop will lead to seeking behaviors

Question 22

vestibular bilateral disorder

Answer 22

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

Question 23

poor integration of sides of body

Answer 23

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

Question 24

gravitational insecurity

Answer 24

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

Question 25

intolerance to movement

Answer 25

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

Question 26

developmental dyspraxia

Answer 26

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

Question 27

tactile defensiveness

Answer 27

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

Question 28

modes of response to tactile input in tactile defensiveness

Answer 28

defensive

discriminative

Question 29

tactile defensiveness deep pressure sensations

Answer 29

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

Question 30

3 aspects of poor sensory processing commonly seen in children w/ autism

Answer 30

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

Question 31

underregistration of sensory info in children w/ ASD

Answer 31

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

Question 32

overestimation of sensory info in children w/ ASD

Answer 32

may be unable to tune out

• continous, steady sounds
• overly sensitieve to textures

Question 33

children w/ sensory info and ASD

Answer 33

often respond wel to very heavy touch pressure

Question 34

sensory profile

Answer 34

assessment of sensory integration infant/toddler, child 0-14

Question 35

SID interventio most effective when child

Answer 35

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

Question 36

therapeutic intervention for SI

Answer 36

good therapy looks like a child at play

Question 37

therapy and SI goal

Answer 37

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

Question 38

SI therapy - environment and equipment should

Answer 38

entitle children into organizing activities

Question 39

SI therapy tequnicues

Answer 39

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