Sensory Processing and Austim Flashcards
range of complex neurodevelopment disorders
autism
common characteristics associated with autism
impairments with social behavior, difficulty with vocal communication, and repetitive patterns of behavior
boys are ___ times more likely diagnosed with autism
4
31% who have ASD often also have
ID (intellectual disability)
____ of children with ASD do not have any special educational needs
14%
DSM V criteria for ASD
- persistent deficits in social communication and social interaction across multiple contexts, as manifested by the following, currently of historically –> deficits in social emotional reciprocity; deficits in nonverbal communicative behaviors used for social interactions; deficits in developing, maintaining and understanding relationships
- restricted, repetitive patterns of behavior, interests, or activities as manifested by at least 2 of the following (currently or historically) –> sterotyped or repetitive motor movements, use of objects or speech; insistence on sameness, inflexibility adherence to routines, or ritualized patterns or verbal nonverbal behavior; highly restricted, fixated interests that are abnormal in intensity or focus; hyper or hypo reactivity to sensory input or unusual interests in sensory aspects of the environment
- sx must be present in the early developmental period but may not fully manifest until social demands exceed limited capacities or may be masked by learned strategies later in life
- sx cause clinical significant impairment to social, occupational, or other important areas of current functioning
- these disturbances are not better explained by intellectual disability or global developmental delay
ASD DSM V
refers to a condition in which a person has severe difficulties in learning everyday motor skills, which cannot be explained by physical, sensory or intellectual impairments
developmental coordination disorder
other terms for developmental coordination disorder
clumsy child syndrome, developmental dyspraxia or apraxia, sensory integrative dysfunction, perceptual motor dysfunction, motor learning difficulty, mild motor delay
describes how individuals develop the capacity to perceive, learn and organize sensations from the body and from the environment to accomplish self directed meaningful activities; how a child organizes sensory input about his or her environment
sensory integration
what happens when sensory systems are not working together
sensory info comes in from all around –> child cannot filter out the important information –> can have sensory overload –> leading to escaped behaviors
child has difficulty with tuning out extra sensory input to participate in daily activities; all sensory systems bombarding the child with information leading to difficulty of the child trying to concentrate
sensory over responsivity (avoiding)
behaviors of child experiencing sensory over responsivity
becomes rigid, avoids new situations, starts to want to have control over some parts of situation
these children need more sensory information to react to sensory stimuli as compared to other children; often seem sleepy or lethargic; difficulty to engage in activities; often significantly impact child’s ability to participate in age appropriate play, ADLs and development of gross motor skills
sensory under responsivity
children who are under responsive, takes more stimulation than others to get the same response; actively seeking out information
sensory seeking
combination of over responsiveness and under responsiveness; oversensitive to some stimuli and may ignore others; sensory seeking one day and avoid the same stimuli the next day
sensory combination
modulation dysfunction causes
- decreased readiness for interaction and learning
- decrease maintaining of homeostasis
- decrease ability to scan input for relevance
- decrease calming and organizing for focused attention
- decrease ability to get the system to an organized state
using strategies to keep self modulated, the ability to change your state to match the demands of the environment
self regulation
difficulty with distinguishing characteristics of sensory stimuli; ability to discern differences between sensation and give it a label; necessary for skillful interaction with environment
sensory discrimination disorder
types of sensory discrimination dysfunction and implications for PT
- somatodyspraxia: poor tacticle processing and proprioception, affects modulation (toe walkers and tripping)
- postural ocular disorders: impacts vestibular system; decrease muscle tone, balance and coordinating eyes (decrease protective responses, difficulty with stairs/jumping/running/endurance)
- B/L integration and sequencing deficits: difficulty with vestibular system; U/L weakness, hard time crossing midline and reciprocal functions (decreased crawling, reciprocal stair climbing)
standardized tests used during evaluation
peabody, BOT, Sensory Integration Praxis Test (SIPT), sensory processing measure, sensory profile 2
types of treatment that can be done
- adapt the environment to fit needs of the patient
- visual charts or schedules to know what is expected of the session
- place in distraction free room; start with sensory activities to help with modulation
- sensory breaks during session
- safe distraction if pt does not accept physical touch
- oral motor strategies as needed
what comes first, sensory or behavior
most kids have sensory processing difficulties that lead to changes in behavior
treatment for sensory and behavioral changes
start with activities to help with regulation; place an behavioral expectation
sensory tools
- sensory stories
- alert program
- zone of regulation
help with new situations by telling pt stories to allow kids to adapt to new environments so they know what to expect
sensory stories
teach kids how to identify their arousal levels and adapt themselves using strategies for self regulation; younger kids - they can at least verbalize arousal levels and adults can help with regulation
alert program
similar to alert program and is used in the classroom in which kids recognize their arousal levels
zone of regulation
who can we refer out to
developmental pediatricians, OT eval, speech eval, intermediate unit to get services in school or home, behavioral therapists
reasons to refer to OT
- difficulty with attention
- sensory seeking behaviors (self stim type behaviors)
- limited eye contact
- fine motor difficulty
- cognitive difficulties
- difficulty with perception (depth perception)
- difficulty with daily living (shoes, socks)
- difficulty with UE/strength control/stability
additional services for home/community
- wrap around (behavior service in with professional comes to home)
- adaptive fitness
- aquatics
- karate
