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Neuromuscular Rehabilitation > Sensory Processing: Implications for PT > Flashcards

Sensory Processing: Implications for PT Flashcards

1
Q

What are the 8 sensory systems?

A
  • Gustatory
  • Tactile
  • Visual
  • Olfactory
  • Auditory
  • Proprioception
  • Vestibular
  • Interoception
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2
Q

How can you measure whether a response from integration of sensory information is appropriate and purposeful?

A
  • Arousal –> appropriate energy level
  • Attention –> appropriate for age
  • Affect –> appropriate emotion
  • Action –> coordinated, efficient, and purposeful
  • Organized behavior
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3
Q

What is self regulation? What are some examples of management?

A

Self regulation is the ability to manage yourself in regards to emotions, behaviors, and internal body responses based on a given set of circumstances

Management examples: problem solving, controlling responses, modifying behaviors, and maintaining a calm, alert, and oragnaized state

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4
Q

What are some self-regulatory red flags?

A
  • Excessively high or low energy
  • Fluctuating energy levels that do not match the current situation
  • Decreased concentration or attention
  • Quick frustration
  • Excessive difficulty with change in plan or routine
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5
Q

What is a sensory processing disorder? What are some examples or sensory processing disorders?

A
  • The body does not provide reliable feedback leading to decreased interaction with the environment
    -Types: sensory modulation disorder (overresponsitivity, underresponsitivity, seeking/craving), sensory discrimination disorder, sensory-based movement disorders (dyspraxia, postural disorders)
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6
Q

What can leave a child at risk of developing a sensory processing disorder?

A
  • Prematurity
  • C-section
  • Idiopathic
  • Autism spectrum disorder
  • ADHD
  • Anxiety
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7
Q

Describe sensory overresponsitivity

A
  • Sensory modulation disorder
  • Responding more than expected to a sensory experience
  • Physiological changes related to fight or flight
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8
Q

Describe sensory underresponsitivity

A
  • Sensory modulation disorder
  • Responding less than expected to a sensory experience
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9
Q

Describe sensory seeking

A
  • Sensory modulation disorder
  • Obtains additional sensory input in a manner that helps to calm and organize
  • Sensation helps
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10
Q

Describe sensory craving

A
  • Sensory modulation disorder
  • Obtains additional sensory input in a manner that disorganizes and dysregulates
  • Sensation does not help
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11
Q

Describe a sensory discrimination disorder

A
  • An inability to identify qualities, characteristics, or details of a specific sensory experience
  • Can impact timing and grading of movements
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12
Q

Describe dyspraxia

A
  • Sensory-based movement disorder
  • Difficulty at any stage of motor planning (ideation, planning, execution)
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13
Q

Describe postural disorders

A
  • Sensory-based movement disorder
  • Difficulty controlling the body against gravity (posture, tone, balance)
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14
Q

What is the goal of sensory integration therapy?

A
  • To improve the ability of the nervous system to interpret and organize sensory information
  • To improve quality of life
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15
Q

What are some “musts” of sensory integration therapy?

A
  • Establishing a relationship
  • Child directed treatment
  • Sensory-rich environment
  • Active participation from the child
  • Appropriate challenge for the child
  • Optimal arousal and organization
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16
Q

What are some guiding principles of sensory integration therapy?

A
  • Allow the individual to initiate the activity, actively participate, and progress at their own pace
  • Clearly identify the purpose of the task
  • Observe for signs of disorganization, distress, and changes in alertness
  • Pushing, pulling, lifting, and deep pressure can organize and improve attention and calmness (proprioceptive input)
  • Consider developmental progression (lying –> sitting –> upright or stable –> unstable)
17
Q

What is the goal of managing regulatory challenges?

A
  • To assist the individual in achieving their own regulation through self-regulation and co-regulation
  • How to reach that goal? –> establishing your own self-regulation, focus on emotional/social goal rather than skill, child directed therapy, have fun, anticipate needs, use schedules, offer warnings, enforce consistency, maintain optimal arousal and organization
18
Q

What are general strategies for treating someone with sensory overresponsitivity?

A
  • Reduce exposure
  • Low, slow, calming tasks
  • Maintain trust and progress gradually
  • Proprioceptive and deep pressure input is helpful
19
Q

What are general strategies for treating someone with sensory underresponsitivity?

A
  • Fast, arousing, intense input
  • Multisensory input
  • Provide feedback (visual and verbal)
20
Q

What are general strategies for treating someone with sensory seeking behaviors?

A
  • Allow the individual to get the sensory input they are seeking in a socially acceptable way
  • Incorporate proprioception and deep pressure input
  • Monitor for signs of dysregulation
21
Q

What are general strategies for treating someone with sensory craving behaviors?

A
  • Shift the individual away from the sensory input they are craving
  • Start and stop tasks
  • Incorporate purpose into the task
  • Incorporate proprioception and deep pressure input
22
Q

What are general strategies for treating someone with sensory discrimination disorder?

A
  • Limit the “background”
  • Provide feedback using other senses
  • Gradually increase the challenge
  • Achieve optimal arousal for greatest success
23
Q

What are general strategies for treating someone with dyspraxia?

A
  • Identify the specific phase or phases that are challenging
  • Provide support and scaffolding in that area
  • Repetition followed by generalization
24
Q

What are general strategies for treating someone with postural disorder?

A
  • Address strength, balance, co-contraction, and work against gravity
  • Proprioceptive and deep pressure input may be helpful
25
Q

What are some autism spectrum disorder considerations for those who are higher function?

A
  • Motor and sensory quirks that impact ability to participate in typical activities
  • May mask physical challenges with high levels of imaginative play or hyper verbalization
  • Can capitalize on their strong interests
  • “Planned ignoring” –> instead of telling them to do something, wonder outloud (“I wonder what would happen if you did this..)
  • Break task down
  • Offer choices
  • Provide a sense of control
26
Q

What are some autism spectrum disorder considerations for those who are more severely impaired?

A
  • Struggle with engagement, self-regulation, and sensory processing
  • Motor skills may be a strength, but may be generalized motor skills that are not used purposefully
  • Follow their lead if possible
  • Avoid too much language
  • Longer processing times
  • Shut down or high arousal due to overstimulation
27
Q

What are some signs that an individual is receiving too much input?

A
  • Aggressiveness
  • Hyperactivity
  • “Stimming”
  • Crying, meltdowns
  • Decrease arousal level
  • Over-tired
  • “Shutting down”
28
Q

What is DIR floortime?

A
  • Development, Individual difference, Relationship-based model
  • Focus on engagement and relationships to support play and higher level skill development
  • Child directed, meeting the child where they are in the moment
  • Used with a variety of diagnoses including autism

Neuromuscular Rehabilitation (12 decks)

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