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Peds Neuro > Treatment of Infant/Toddler with Sensory Motor Dysfunction > Flashcards

Treatment of Infant/Toddler with Sensory Motor Dysfunction Flashcards

1
Q

what is sensory processing?

A
  • the dynamic neurological process of taking in, processing, and organizing sensation from one’s own body and from the environment
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2
Q

What does this “integrated” sensory information help with?

A

with planning and organizing one’s movements and behavior effectively

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3
Q

Overarching functions of the CNS

A
  • Thinking, learning, remembering
  • Processing sensory information
  • Controlling motor skills (gross motor, fine motor, oral motor, ocular motor)
  • Controlling behavior and emotions
  • Controlling autonomic functions
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4
Q

What are the senses?

A
  • Tactile
  • Vestibular
  • Proprioception
  • Vision
  • Auditory
  • Gustatory
  • Olfatory
  • Interception (gut level feeling)
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5
Q

first basic principle

A
  • Most individuals take in and process sensory information automatically and effectively
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6
Q

second basic principle

A

poor sensory processing often leads to ineffective motor and conceptual leaning (impacts function and participation)

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7
Q

third basic principle

A

providing enhanced and meaningful sensory experiences results in enhanced sensory processing

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8
Q

Key impairments present in child with sensory motor dysfunction

A
  • Sensory processing dysfunction
  • hypotonia
  • muscle weakness
  • decreased postural control
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9
Q

What type of sensory processing disorder do we as PTs typically see?

A

Sensory based motor disorder (postural disorder, dyspraxia)

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10
Q

Modulation =

A

they can interpret things such as when something is a little painful or very painful; over responsive or under responsive

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11
Q

Modulation =

A

they can interpret things such as when something is a little painful or very painful; over responsive or under responsive

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12
Q

What is sensory modulation

A

the ability to derive affect or emotional meaning from sensory information

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13
Q

How are dysfunctions in sensory modulation identified?

A
  • When a child over-responds, under- responds, or fluctuates in response to sensory input in a manner disproportionate to that input
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14
Q

there can be dysmodulation of any sensory system EXCEPT

A
  • proprioception
  • Proprioception is the great neutralizer… you can always do this when you are unsure
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15
Q

with sensory modulation disorder, children may demonstrate…

A
  • sensory seeking (running into things)
  • sensory avoidance
  • poor (low) registration
  • over-sensitivity to stimuli
    *** children may experience one or more of these types of problems
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16
Q

What is sensory discrimination

A
  • the ability to derive perceptual meaning from sensory information
  • understanding perceptual meanings leads to conceptual understanding
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17
Q

problems with discrimination may also contribute to what?

A

problems with praxis
* praxis is really about learning how to do something (we address learning how to move)

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18
Q

2 types of sensory based motor disorders

A
  • postural disorders
  • dyspraxia
  • May occur concurrent with other SPDs
19
Q

Symptoms of postural disorder

A
  • Praxis
  • Dyspraxia
20
Q

What is praxis?

A
  • Knowing how to do
  • often called “motor planning”
21
Q

What does praxis refer to?

A

conceptualize, plan, and perform unfamiliar, skilled movement

22
Q

What is dyspraxia

A

difficulty with:
- translating sensory information into physical movement
- unfamiliar movements
- movements that have multiple steps
* may see dysfunction in gross, fine, and/or oral motor abilities

23
Q

3 potential effects of abnormal muscle, tone, weakness, and poor postural control on movement

A
  1. difficulty initiating movement to assume a body posture or to move an extremity in space
  2. difficulty sustaining the body or extremity posture
  3. difficulty transitioning out of one posture to another
24
Q

Examination of Sensory Processing

A
  • Sensory Integration and Praxis Test
  • Infant-Toddler Sensory Profile
  • Interview (typically was PTs use to identify then refer to OT)
25
Q

Interview Guides: 0-12 months

A

Is he/she comfortable being moved?

26
Q

Interview Guides: 12-18 mo

A

Does she spend time exploring a toy (using touch, vision, hearing, etc)?

27
Q

Interview Guides: 18-36 mo

A

Does he/she shoe good balance and planning skills when playing?

28
Q

General Principles for Interventions

A
  • Child is usually the expert on their own nervous system
  • The child’s “state” will affect what they need and what they don’t need (parent can influence this)
  • Identify the sensory aspects of the child’s day/routine that are already positive
  • “fun factor”
  • Identify natural times of the day for doing certain tasks or activities
  • Integrate sensory exploration and experiences into natural tasks and routines
29
Q

What should you never do?

A

force a child to touch or move

30
Q

When a child says stop, what should you do?

A

stop

31
Q

does “more” necessarily mean “better?”

A

no

32
Q

How can you help the child learn to do tasks for themselves?

A
  • perform self-care tasks
  • choosing activities to help them control their “state”
    ** want to increase confidence by being independent and successful
33
Q

When should you use techniques to increase proprioception?

A

in the presence of:
- hypotonia
- joint laxity (with joint in optimal alignment)
- poor body awareness
- Tactile defensiveness
- Anxiety and fear of movement

34
Q

Techniques to increase proprioception

A
  • weight bearing
  • deep pressure
  • bouncing
  • approximation
    -pushing
  • pulling
  • compression garments
35
Q

what type of training enhances what type of fibers

A
  • endurance training enhances the performance of Type I fibers
  • Strength training enhances the performance of type II fibers
36
Q

What do you need for endurance training for infants and toddlers

A

repetition and distance

37
Q

strength training

A
  • use anti-gravity positions
  • vary size, shape, weight or toys
  • encourage mobility over unleveled or elevated surfaces
  • use a variety of dynamic surfaces
  • consider aquatic activities
38
Q

Techniques to improve postural control

A
  • provide a variety of movement experiences in small ranges as tolerated
  • provide exposure to novel motor experiences as well as novel environments
  • be watchful of positive and negative responses to imposed movement
39
Q

Newest terminology for autistic spectrum disorder

A

neuroatypical

40
Q

Early signs of children with neuroatypical development

A
  • failure to develop speech
  • doesn’t respond to name
  • auditory discrimination provlems
  • lack of eye contact
41
Q

motor impairments seen in children with neuroatypical development

A
  • hypotonia
  • difficulty with motor planning
  • toe walking
  • lack of fear - risk takers
42
Q

additional considerations for children with neuroatypical development

A
  • 25% have seizures
  • response to hold, cold, and pain
  • changes in barometric pressure have been found to increase symptoms
43
Q

Common behavior issues in children with neuroatypical developement

A
  • restricted and repetitive behaviors
  • social communication problems
44
Q

Evidence-based sensory and motor interventions for children with neuroatypical development

A
  • vestibular activities
  • activities to increase proprioception
  • deep pressure
  • vibration
  • physical exercise
  • jogging
  • swimming
  • equine assisted therapy

Peds Neuro (19 decks)

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