Test 2- Sensory integration

Question 1

Sensory integration

Answer 1

theory proposes a relationship among neural processes involved in receiving, modulation, and integrating sensory information in order to produce an output

Question 2

goal of sensory integration

Answer 2

-to produce an adapted response- functional goal or participation in an occupation.

Question 3

components of eyres’ SI FOR

Answer 3

1) Learning is dependent on the ability to take in and process sensation from movement and the environment and use it to plan and organize behavior.
2) individuals who have a decreased ability to process sensation also may have difficulty producing appropriate actions which, in turn, may interfere with learning and behavior,
3) enhanced sensation as part of meaningful activity that yields an adaptive interaction, improved the ability to process sensation, thereby enhancing learning and behavior.

Question 4

5 basic principles of SI FOR

Answer 4

1) Sensorimotor development is important for learning
2) Interaction between the person and the environment shape the brain
3) Nervous system is plastic- capable of change
4) Meaningful sensorimotor activities mediate plasticity
5) People have an inner drive to develop sensory integration through participation in sensorimotor activities.

Question 5

SI theory

Answer 5

• intake/registration of sensations
• modulation of sensory input
• discrimination of sensory input
• praxis and skill output

Question 6

Intake/registration

Answer 6

allows us to recognize sensory information through the following systems: visual, auditory, olfactory, gustatory, tactile, proprioception, and vestibular systems. We take in information through these senses.

Question 7

Sensory modulation

Answer 7

-(can be single to multiple inputs) involves organizing incoming sensations. If unable to modulate, system can overload resulting in flight, fright, and fight reactions. This is where one might see a child shutdown. A person can also demonstrate decreased sensitivity to sensations due to poor sensory modulation.

Question 8

Discrimination of sensory input

Answer 8

-how we interpret information received which impact skill of one’s actions.

Question 9

Praxis and skill output

Answer 9

• the end result. adaptive response is expected after appropriate treatment is provided; otherwise, dyspraxia is observed (the inability to motor plan or carry out an activity).
• child should be alert and near/at optimal level of arousal.

Question 10

Ayers SI based assessments

Answer 10

• Standardized questionnaires
• Standardized observational sensory assessments
• Non-standardized observational screening tools.

Question 11

SI intervention involved:

Answer 11

• individually tailored sensory-motor activities
• contextualized in play at the just-right challenge
• to promote adaptive responses.
• and foster functional skills as a foundation for participation in occupations

Question 12

SI fidelity measure

Answer 12

1) provides sensory experiences
2( provide just-right challenges
3) collaborate on activity choice
4) support optimal arousal.
5) creates play context
6) maximizes child's success
7) Ensure physical safety
8) Arrange room to engage child
9) foster therapeutic alliance.

Question 13

sensory based intervention

Answer 13

• involve sensory stimulation techniques

- Goal is to target underlying sensory mechanisms for calming the nervous system (massage, brushing, weighted vests)

Question 14

Sensory integration

Answer 14

• neuroplasticity is possible
• sensory-rich activities facilitate sensory integration
• child-centered
• adaptive response involved
• follows fidelity principles for Ayres’ OT SI

Question 15

Sensory therapy and research (STAR)

Answer 15

-rooted in developmental, individual-differences, relation based model and functional concepts of sensory integration

• parent-centered approach
• focuses on parent-child relationships
• coaches parents on how to incorporate sensory strategies
• emphasis on implementing strategies in naturalistic settings when possible.

Question 16

major premises of STAR FOR

Answer 16

• people are dynamic systems with complex, adaptive, and interactive subsystems that change over time.
• nothing happens in isolation
• Therapist works together “in flow” with the child
• goal is to “joye de vivre”- the quiet joy of being ones self- a spontaneous relaxed enjoyment. (very process oriented, not outcome oriented)

*sensory processing problems may impact participation in life.

Question 17

proposed diagnosis

Answer 17

sensory processing sybtypes.
-The term Sensory Processing Disorder was not accepted into the DSMV as an independent diagnosis. It now falls under Autism Spectrum Disorder diagnosis

*Though SPD is not an individual diagnosis, using the SP subtypes are helpful for OTs to use to categorize the type of processing problems children may have.

Question 18

Sensory discrimination disorder

Answer 18

• Sensory discrimination involves being able to perceive and interpret qualities of sensory input in daily life
• Involves taking in information from the senses: gustatory, olfactory, vision, auditory, tactile, vestibular, and proprioceptive.

Question 19

Sensory modulation disorder

Answer 19

• Decreased ability of the nervous system to adapt and properly regulate the body in response to sensory input.
• Often individuals with SMD will display differences in emotional and attentional reactions to sensory stimuli in relation to the intensity of the stimuli
• 3 Subtypes: Sensory overresponsivity (SOR), Underresponsivity (SUR) and Sensory Craving (SC).
• Each subtype is distinguished by the characteristics and behaviors the child exhibits when exposed to sensory information.

Question 20

postural disorder

Answer 20

• difficulty attaining the proper degree of static and dynamic balance required for a particular task.
• • postural support is crucial

Question 21

Dyspraxia

Answer 21

-is difficulty with motor planning and execution.

Motoric action includes:

• ideational praxis
• executional praxis
• on-line correction

problems can occur in any stage resulting in poor motor performance

Question 22

Somatodyspraxia

Answer 22

-a type of sensory integrative dyspraxia in which there is evidence of poor processing of somatosensory information

Question 23

Bilateral integration and sequencing

Answer 23

-a type of sensory integrative- based dyspraxia in which there is evidence of deficits in vestibular and proprioceptive processing. (not connecting the two)

Question 24

STAR FoR evaluation

Answer 24

• take an extensive occupational profile
• perform standardized motor, sensory, and structured and unstructured observations of the child with and without the parents (2-3 hours)
• seconds visit (parents only)- share results with parents, develop hypotheses statements about the impact of sensory problems on daily life, and create goal attainment scale

Question 25

STAR FoR intervention

Answer 25

• all treatment should be provided in the context of play (should not be too advanced)
• just right success

Question 26

STAR fidelity measure

Answer 26

1-Facilitate optimal arousal
2-Connect with attunement to create strong relationships
3-Therapist establishes trust with the child
4-Therapist establishes trust with the parent
5-Includes at least 2 sensory integration principles
6-Child experiences joy while participating
7-Therapist acknowledges emotional regulation and needs
8-Facilitates circles of communication
9-Discipline kept to a minimum

Question 27

Dunn’s model of sensory processing

Answer 27

-Neurological threshold is the ability of the individual to recognize the sensory information. There is a continuum of low threshold to high threshold.

habituation- is the ability of the nervous system to drown out or reduce focus on familiar or unimportant sensory information.

Sensitization- is the ability of the individual to attend to important sensory information.

Question 28

Dunn’s model of sensory processing

Answer 28

• focuses on the body’s response to sensory information in addition to sensory systems.
• involves sensory processing, sensory modulation, and behavioral/emotional outcomes

Question 29

sensory processing patterns can fall in 4 categories

Answer 29

• low registration (bystander)
• Sensory seeking
• Sensory sensitivity
• Sensory avoiding

Question 30

low registration/bystander

Answer 30

• decreased or delayed recognition of sensory input
• high neurological threshold
• passive response
• unaware that he/she needs sensory information and does not actively seek it.
• may appear lethargic or have decreased affect.

Question 31

Sensory seeking

Answer 31

• not receiving enough information from sensory input to regulate nervous system.
• high neurological threshold
• active response
• enjoy intensive sensory information and actively seek it.
• On the go, crashers/bangers; may want to taste, smell, or touch everything

Question 32

Sensory sensitivity

Answer 32

• low neurological threshold
• passive response
• quick to recognize sensory information/may become overly stimulated by sensory information
• may shut down

Question 33

Sensory avoiding

Answer 33

• low neurological threshold
• active response to avoid or withdraw from undesired sensory information
• may be picky eaters, avoid having feet off the ground, refusals to wear certain textures of clothing.

Question 34

Dunn’s model of sensory processing goal

Answer 34

-Goal of therapist is to identify sensory processing patterns and to modify the environment accordingly to help the individual engage in meaningful daily activities

Question 35

Dunn’s model of sensory processing intervention

Answer 35

• Identify the child’s response to sensory information- This may be attained by having the caregiver complete the Infant Toddler Sensory Profile, Sensory Profile, or have the teacher complete the Sensory Profile School Companion.
• Intervention is based on the Ecology of Human Performance Model (Dunn, et al., 1994).
• Five intervention methods include 1) Establish/ Restore, 2) Adapt/ Modify, 3) Alter, 4) Prevent, and 5) Create.

Question 36

Dunn’s model intervention (modify the environment

Answer 36

• Modify the environment- to facilitate an optimal match between the child’s temperament and environmental demands.
• Educate the family, child, and teacher about environmental strategies for improving sensory modulation.

Question 37

Dunn’s interventions

Answer 37

• For a child with low registration, add more Intensity
• For a sensory seeker, provide More opportunities for the child to obtain sensory information.
• For a child with sensory sensitivity, Structure the environment
• For a child that is a sensory avoider, Modify or reduce the input the child receives to provide less input.

Question 38

sensory vs behavioral problems

Answer 38

• This can be difficult to determine because often a child may display both simultaneously.
• It is important to look at the antecedent of the behavior, or what is happening prior to a child acting a certain way. If there is a high sensory demand, then the problem may be more sensory-driven in nature.
• If a problem is truly sensory related, then the child will tend to display the behavior consistently within the setting

Question 39

Sensory vs behavioral problems cont’d

Answer 39

• With intervention, a child with sensory problems will move towards improved modulation/ arousal and demonstrate improved sensory discrimination and motor planning.
• A child displaying more behavioral reactions may continue to display negative behavior following sensory-based intervention.
• Behavioral output is a part of the Sensory Integration/Sensory model.