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Clinical Conditions > Sensory Processing Disorder (SPD) > Flashcards

Sensory Processing Disorder (SPD) Flashcards

1
Q

Sensory processing disorder can also be known as…

A
  • sensory integrative problems
  • sensory integration dysfunction
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2
Q

Sensory processing disorder (SPD)

A
  • not a specific problem
  • group of patterns that emerge developmentally
  • reflect differences in neural processing of sensory and motor systems (central nervous system, not peripheral)
  • not currently identified as a disorder in the DSM
  • all individuals process sensory information differently
  • when it impacts occupations, that’s when it’s called SPD
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3
Q

Comorbidities of sensory processing disorder

A
  • autism
  • ADHD
  • trauma
  • anxiety/depression
  • obsessive-compulsive disorder
  • stand alone difficulty
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4
Q

Categories of sensory processing disorder

A
  • sensory modulation problems
  • sensory-based motor disorder
  • sensory discrimination disorder
  • praxis
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5
Q

Sensory reactive continuum

A
  • hyper reactive to sensory input
  • hyporeactive to sensory input
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6
Q

Sensory modulation occurs on a neurological threshold continuum

A
  • under-responsive to input, high neurological threshold
  • “just right” response to sensory stimuli
  • over-responsive to sensory input, low neurological threshold
    *not always consistent across the systems
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7
Q

Sensory modulation

A
  • the ability to generate appropriate responses to sensory stimulation without over responding to under responding
  • neurological thresholds = the amount of stimuli required for a neuron to respond
  • nervous system responds quickly = low threshold for sensory input
  • nervous system responds slowly = high threshold for sensory input
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8
Q

Sensory modulation depends on…

A
  • habituation
  • sensitization
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9
Q

Habituation

A

Recognizing familiar sensory information as unimportant

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10
Q

Sensitization

A

Heightened awareness to important sensory stimuli

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11
Q

Self-regulation

A

*an important skill
- the ability of people to manage their own needs in response to sensory input
- the ability to maintain a calm, alert state
- the awareness of and engagement in activities that keep one in a “just right” state for the activity
- may manage self-regulation by adding sensory input (ex: while studying, may be fidgeting, twirling hair, chewing fingernails, and listening to music to better attend)
- may manage self-regulation by reducing sensory input (ex: while studying, may need a quiet, distraction free environment)

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12
Q

Sensory over-responsiveness (SOR)

A
  • these children over respond to typical sensory input within the environment, hyper-respond to sensory input
  • overwhelmed by typical sensory input and react strongly, often with anxiety
  • may not habituate to sensory input (ex: feeling of clothing)
  • they may have a low threshold for sensory input
  • overwhelmed by typical sensory input and react strongly, often with anxiety
  • these children are the easiest to identify because the behaviors are easy to notice and report
  • common for when people to think of sensory processing problems to only think of sensory over-responsiveness
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13
Q

Children can be over responsive in all sensory systems

A
  • tactile over responsiveness
  • vestibular over responsiveness
  • auditory over responsiveness (cannot tolerate loud noises)
  • over responsive to visual input
  • over responsive to smell
  • over sensitive to taste
  • children who display over sensitivity in more than one sensory system are described as sensory defensive
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14
Q

Tactile over responsiveness

A

Tactile defensiveness:
- hyperactive to ordinary touch
- light touch is aversive (tolerate deep touch better)
- self-applied input tolerated better than touched by others

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15
Q

Vestibular over responsiveness

A

Gravitational insecurity:
- hyper reactive to vestibular input from the pull of gravity
- fear of movement
- moves slowly
- overwhelmed by changes in head position
- fear of heights
- decreased exploration
- feeling unsafe

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16
Q

Children with sensory overload-responsiveness…

A
  • have higher than typical levels of anxiety
  • may be more emotional than typical peers with outbursts
  • avoids certain environments
17
Q

Sensory under-responsiveness (SUR)

A
  • these children are under-responsive (hyporesponsive) to typical sensory input within the environment
  • high threshold for sensory input
18
Q

Children can be under-responsive in all sensory systems

A
  • tactile
  • vestibular
  • proprioception
  • visual
  • auditory
  • taste
  • smell
19
Q

Behaviors of children with sensory under-responsiveness

A
  • appear not to notice or respond to certain stimuli
  • may appear lethargic (tactile)
  • may not respond to sensations such as pain (tactile)
  • may not notice when clothing is on incorrect or shoes are on wrong feet (tactile)
  • may have poor fine motor skills (tactile/proprioceptive)
  • may use too much or too little force to complete an activity (proprioception)
  • may not actively explore environment
  • may appear sensory seeking
20
Q

Sensory seeking behavior occurs for a variety of reasons…

A
  • generate additional sensory input to compensate for inadequate discrimination
  • regulate general arousal levels
21
Q

Sensory seeking behaviors include…

A
  • engagement in increased movement throughout the day, described as “active” kids, running, jumping, and spinning
  • engage in proprioceptive input such as hitting, banging, falling on purpose, and giving hugs
  • appear to have “no fear”, risk takers
  • tendency to touch items and people to the point of annoyance
  • smell foods or objects
  • put non-food items in mouth
22
Q

Non-modulation based sensory integration problems

A
  • having a motor problem
  • having underlying motor issues that are because of difficulties processing vestibular proprioception input
23
Q

Sensory discrimination

A

Brain’s ability to distinguish between different stimuli

24
Q

Sensory perception

A

Brain’s process of giving meaning to sensory information

25
Q

Sensory discrimination and perception

A
  • can occur within any sensory system
  • sensory integration based OT is most appropriate for children with tactile and proprioception problems
  • when a visual-perceptual problem (difficulty recognizing the difference between d and b or p and g) is identified, an OT often uses a different approach, such as visual-perceptual training (a specific assessment of visual perceptual skills may be administered)
  • occurs in auditory perception is often referred to as speech-language pathologist
  • generally identified via clinical observations
26
Q

Observations of sensory discrimination and perception difficulties

A
  • proprioception discrimination problem
  • tactile discrimination problem
27
Q

Proprioception discrimination problem

A
  • difficulty interpreting body position and the position and movement of muscles and joints
  • clumsy, uses too much/too little force, seeks out proprioception, misjudges personal space
28
Q

Tactile discrimination problem

A
  • difficulty interpreting the characteristics of tactile input (difficulties with stereognosis)
  • may have difficulty manipulating items so it impacts fine motor development
  • depends on visual system to guide participation
29
Q

Vestibular-bilateral dysfunction (sensory-based motor disorder)

A
  • deficit is the inability to use two sides of the body together in a coordinated manner
  • a function of vestibular-proprioceptive processing
  • often demonstrates not other signs of sensory integration difficulties
  • difficulty with team sports, incoordination, and fine motor tasks
30
Q

Postural disorder (sensory-based motor disorder)

A
  • difficulty with balance
  • deficits processing vestibular input
  • inefficient balance and equilibrium reactions
  • decreased trunk strength
31
Q

Dyspraxia

A
  • DSM = developmental coordination disorder (DCD)
  • impaired ability to plan and execute non-habitual motor tasks
  • praxis
  • includes ideation and motor planning
32
Q

Praxis

A

The ability to conceptualize, plan, and execute a nonhabitual motor task

33
Q

Ideation

A
  • the ability to generate ideas of what to do in a novel situation or conceiving play possibilities with novel toys
  • children may wander aimlessly, perform simple repetitive actions (such as patting or pushing items) or observe others to know what to do
34
Q

Motor planning

A

The ability to plan and execute the movement

Clinical Conditions (31 decks)

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