Sensory Processing

Question 1

_ _ is how the nervous system recieves and interprets sensory messages from the environment or from ones own body and responds to them through behavior or motor responses.

Answer 1

Sensory integration

Question 2

_ _ _ is a neurophysiological condition in which sensory information is poorly detected, modulated or interpreted and/ or to which atypical responses are observed.

Answer 2

Sensory processing disorder (SPD)

Question 3

People with SPD misinterpret everyday sensory information such as _, _ and _. May _ _ or _ _. A third option is _ _ _ .

Answer 3

Misinterpret everyday sensory information such as TOUCH, SOUND, and MOVEMENT

May OVER RESPOND OR UNDER RESPOND

A third option is SENSORY MOTOR PROBLEMS

Question 4

SPD started with _ _, who was an OT and educational psychologist that theorized that sensation could both _ and _ brain function. Originally observed kids with _ _. Then _ _ changed the term from Sensory integration dsyfunction to sensory processing disorder.

Answer 4

Started with Dr. Ayres . . . Theorized that sensation could both INHIBIT AND FACILITATE brain function. Originally observed kids with LEARNING DISABILITIES

Then Lucy Miller changed the term to SPD

Question 5

SPD acts like a neurological traffic jam that prevents certain parts of the brain from _ the _ it needs to _ and _ to sensation.

Answer 5

Prevents certain parts of the brain from RECIEVING THE INFORMATION it needs to UNDERSTAND and RESPOND to sensation

Question 6

For children and adults with SPD difficulties with sensory processing are _ and _ _ _ _.

Answer 6

Difficulties are CHRONIC AND DISRUPT EVERY DAY LIFE.

Question 7

PT’S and OT’s working with pediatrics need to be aware of SPD and the impact these processing difficulties can have on _ of _ and _ of _.

Answer 7

PROVISION OF SERVICES and SUCESS OF INTERVENTION

Question 8

_ _ refers to the amount of stimuli required for a neuron or neuron system to respond. 2 types and definition of each.

Answer 8

NEUROLOGIC THRESHOLDS

2 types:

• High threshold: takes A LOT of stimuli
• Low threshold: requires VERY LITTLE stimuli

Question 9

_ _ refers to the way people develop responses or strategies in relation to their sensory thresholds. _ _ _ results in increased functional success in daily life at home, work, school and in the community.

Answer 9

SELF REGULATION

EFFECTIVE SELF REGULATION results in increased functional success in . . .

Question 10

High threshold individuals might seek _ _ sensory input, if not the may miss out on _ to _ or _ in their environment

Answer 10

Might seek MORE INTENSE sensory input, if not the May miss out on OPPORTUNITIES TO INTERACT OR REACT in their environment

Question 11

Low threshold individuals may avoid certain situations or environments so as not to _ _, _, _ or _ _ to prevent themselves from being _.

Answer 11

Avoid certain situations or environments so as not to TRIGGER FEAR, FIGHT, FLIGHT, OR FREEZE REACTIONS to prevent themselves from being OVERWELMED.

Question 12

_ is the neurological balance between excitation and inhibition as a way the brain regulates messages by facilitating or inhibiting a response.

Answer 12

MODULATION

Question 13

_ is ignoring the unimportant. What system is important for?

Answer 13

HABITUATION

Parasympathetic Nervous system is important for habituation

Question 14

_ is enhancing the potentially important stimuli.

Answer 14

SENSITIZATION

Question 15

_ _ include over-responsivity, under- responsivity, or sensory craving.

Answer 15

MODULATION DISORDERS

Question 16

2 types of sensory based motor disorders?

Answer 16

Postural disorder and dyspraxia

Question 17

With sensory over-responsivity disorder responses to sensations are _ _, _ _ or _ in duration than typical and often times take _ to _.

Answer 17

Responses to sensations are MUCH FASTER, MORE INTENSE or LONGER in duration that typical and often times take LONGER TO RECOVER.

Question 18

Over responsivity can occur in any of the senses including: _- clothing and grooming activities, _- public toilets/ bathrooms/ concerts, or _- playgrounds or amusement parks. Can limit _ _ in different environments.

Answer 18

Any of the senses including:
TACTILE- clothing and grooming activities
AUDITORY- public toilets/ bathrooms/ concerts
VESTIBULAR- playgrounds or amusement parks

Can limit CHILDS TOLERANCE in different environments

Question 19

Sensory under-responsivity: often _ _ and what may be important going on in their environment. Often require _ _ to respond. Contributes to poor _ _, poor _ of _ _ and _ appearance.

Answer 19

Often MISS CUES and what may be important going on in their environment

Often require HIGH INTENSITY to respond

Contributes to poor BODY AWARENESS, poor REFINEMENT OF MOTOR SKILLS, and CLUMSY appearance.

Question 20

Sensory seeking/ craving individuals require greater intensity or amounts of sensation to _ _ their _ _. Like _ and _ and assume everyone else does too. Often thought to have _as they can appear _ however some are just _ _ but their attention is fine.

Answer 20

Require greater intensity or amounts of sensation to BE IN THEIR COMFORT ZONE

Like EXCITEMENT AND INTENSITY and assume everyone else does too.

Often though to have ADHD as they can appear HYPER, however some are just SENSORY SEEKERS but their attention is fine.

Question 21

Sensory discrimination disorders can occur in any of the _ _. Have difficulty _ _ qualities of objects, places, people or other environments and may be _ to _. Frequently can result in _ _ _.

Answer 21

Can occur in any of the SENSORY AREAS

Have difficulty INTERPRETING SUBTLE qualities of objects. . .

May be LOW TO PROCESS

Frequently can result in MOTOR PLANNING DELAYS

Question 22

People or children with postural disorders (sensory based motor disorder) can have difficulty _ his/ her body during _ or at _ in order to meet the demands of the environment or motor task. Often don’t have the body control to maintain good _ or _ _.

Answer 22

Can have difficulty STABILIZING his/ her body during MOVEMENT OR AT REST in order to meet the demands of the environment or motor task

Often don’t have the body control to maintain good SITTING OR STANDING POSITION

Question 23

People or children with dyspraxia have difficulty _ of, _, _ or _ skilled movements, especially when _. Appear _ or _ and have _ motor reactions, and poor _ _. Can also have difficulty _ (in the proper order or correct orientation), and poor control of the _ muscles needed to _, _, _ or _ well.

Answer 23

Have difficulty THINKING OF, SEQUENCING, PLANNING OR EXECUTING skilled movements, especially when NOVEL.

Appear CLUMSY OR AWKWARD and have SLOW motor reactions, and poor BODY AWARENESS.

Can also have difficulty DRESSING (proper order/ orientation), and poor control of the ORAL muscles needed to DRINK, CHEW, BLOW or ARTICULATE well.

Question 24

One in _ children’s daily lives are affected by SPD. 1 in _ experience sensory symptoms that affect every day life functions. Has a significant impact on _ _ _ for children and their families due _ _.

Answer 24

1 in 20 are affected by SPD
1 in 6 experience symptoms that affect everyday life functions

Has a significant impact on QUALITY OF LIFE for children and their families due to LIMITED PARTICIPATION.

Question 25

Problems with eating or sleeping, irritability when being changed or getting dressed, arching/ resisting holding, rarely playing with toys or immature play, inability to calm oneself, overly clingy, or sloppy or stiff body are all?

Answer 25

SPD red flags for infants and toddlers

Question 26

Over sensitivity to touch, noises, smells or other people. Difficulty with dressing, eating, sleeping, and toilet training. Clumsy, poor motor skills and/ or weakness. Constant motion, in eveyone’s face/ space. Frequent or long temper tantrums. Intense, demanding and hard to calm, and being too rough with peers or pets are?

Answer 26

SPD red flags for preschoolers

Question 27

Over sensitivity to touch, noise, smells, or other people. Being easily overwelmed. Difficulty with handwriting or motor skills for age. Unaware of pain or other people. Easily distracted, fidgety, constantly moving, or aggressive. Getting stuck on task and having a hard time changing or transitioning. Difficulty learning new motor tasks and preferring sedentary tasks are all?

Answer 27

SPD red flags for grade schoolers

Question 28

Over sensitive to noise, touch, smells, or other people. Poor self esteem, afraid of failing with new tasks. On the go, impulsive or lethargic and slow. Difficulty staying focused at work/ meetings. Clumsy, slow, poor motor skills. Avoid certain environments due to sensory issues. Requiring a lot of physical activity to maintain focus. Frequently bumping into objects, or getting bruises they can recall are all?

Answer 28

SPD red flags for adolescents and adults

Question 29

Possible causes for SPD include: _, _ causes, _ or _ trauma, _ _ circumstances, and unknown

Answer 29

GENETIC, PRENATAL causes, PREMATURITY or BIRTH trauma, POST NATAL circumstances and unknown.

Question 30

_ is the organization, planning and execution of all kinds of skills allowing us to create, use and combine various motor acts to accomplish novel and more complex tasks.

Answer 30

PRAXIS

Question 31

2 types of assessments for sensory integration and processing

Answer 31

Sensory integration and praxis test (SIPT)

Sensory Profiles (age specific)

Question 32

Which assessment requires certification, is standardized for ages, and includes 17 subtexts.

Answer 32

Sensory integration and praxis test (SIPT)

Question 33

Benefits of treatment for SPD: _ _ _ behaviors, improve _ _, improve _ _behavior, improve ability to _, _ and _, improve ability to adjust to _and decrease _ and _

Answer 33

DECREASE HARMFUL SEEKING BEHAVIORS, improve SOCIAL INTERACTION, improve BEHAVIOR REGULATION, improve ability to ATTEND, PARTICIPATE and LEARN, improve ability to adjust to CHANGE, and decrease FEAR and ANXIETY.

Question 34

Sensory Integration (SI) therapy is based on the premise that sensory _ can strengthen and facilitate dendritic growth and thus increase capacity for _ and _ of _ _ skills. Requires specialized _ and _.

Answer 34

Based on premise that sensory EXPERIENCES can strengthen and facilitate dendritic growth and thus increase capacity for LEARNING and DEVELOPMENT of HIGHER LEVEL skills.

Requires specialized EQUIPMENT and ENVIRONMENT

Question 35

Sensory processing strategies have _ _ needed and is easily implemented in _ _. Focuses on opportunities to _ or _ _ of sensory in the environment, and teaches strategies to _ _ or _ them.

Answer 35

Sensory processing strategies have MINIMAL EQUIPMENT needed and are easily implemented in EVERYDAY ENVIRONMENTS.

Focuses on opportunities to INCREASE or DECREASE INTENSITY of sensory in the environment, and teaches strategies to COUNTERACT THRESHOLDS or ACCOMMODATE them.

Question 36

Sensory processing strategies include activities/ objects that expose children to _ _/ _ input, _ input, and _ input in the context of everyday natural environments.

Answer 36

Expose children to TOUCH PRESSURE/ PROPRIOCEPTIVE input, VESTIBULAR input, and TACTILE input in the context of everyday natural environments.

Question 37

A _ _ is a carefully designed activity plan directed towards providing the type of activities that a particular person needs to stay regulated or focused and organized throughout the day.

Answer 37

SENSORY DIET

Question 38

Sensory diets are made up of activities that are _ _ and do not require _ _. Effects are _ and _. Can include the use of _ vests, _ _ to sit on at meals or during homework, _ tubing or _, smells/ tastes to _ or _ or _ _ to squeeze.

Answer 38

Made up of activities that are READILY AVAILABLE and do not require SPECIALIZED EQUIPMENT.

Effects are IMMEDIATE AND CUMULATIVE

Can include the use of WEIGHTED vests, THERAPY BALLS to sit on, CHEWY tubing or GUM, smells/ tastes to CALM or ALERT, or STRESS BALLS to squeeze.

Question 39

_ are tools or adjustments made in areas of daily living skills that help people _ with less _.

Answer 39

ACCOMMODATIONS are tools or adjustments made in areas of daily living skills that help people PARTICIPATE with less ANXIETY