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OCTY2104 > Week 4 - Sensory Processing > Flashcards

Week 4 - Sensory Processing Flashcards

1
Q

What is sensory integration?

A

Bringing information from the senses together and processing them to interact with the environment

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2
Q

What is sensory processing?

A

How we take information from the environment and integrate it

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3
Q

What is sensory modulation?

A

The ability to regulate and organise the degree of intensity of responses to sensory stimuli

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4
Q

Example of sensory modulation

A

When you put clothes on for the first time in the morning, you will feel it. But as time goes on, you forget about it
- For people with low sensory modulation, they struggle to forget about that sensory stimuli and acts as a form of annoyance to them

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5
Q

Sensory processing process

A
  1. Intake: sensory registration and modulation
  2. Use of input: organising actions
  3. Interpretation: discrimination and affective appraisal of input
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6
Q

Sensory processing disorders can occur as a result of:

A
  1. problem in intake or effective appraisal
  2. problem using the input
  3. a problem of discrimination
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7
Q

What is a neurological threshold?

A

The amount of stimuli required for a neuron to respond

- This is different for everyone (some require more or less stimuli)

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8
Q

Habituation in neurological thresholds

A

Recognising familiar stimuli that do not require additional attention

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9
Q

Sensitisation in neurological thresholds

A

Enhances awareness of important stimuli

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10
Q

Balance between habituation and sensitisation in neurological thresholds

A

Require for generation of appropriate responses to stimuli in the environment

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11
Q

Hyper-responsive

A

When responses are larger than we would normally expect

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12
Q

Hypo-responsive

A

When responses are smaller than we would normally expect

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13
Q

What is responsiveness

A

Ability to balance competing excitatory and inhibitory demands to determine appropriate adaptive response

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14
Q

What is passive self-regulation strategies?

A

Let sensory events occur (fidget toys)

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15
Q

What is active self-regulation strategies?

A

Select and engage in behaviours to control own sensory experience

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16
Q

Dunn’s Model of Sensory Processing

A
  • Performance problems result from inadequate skill development or insufficient environmental supports
  • Addresses participation through skill development or changes to task or environment
17
Q

High threshold =

A

Slow to notice sensory stimuli

18
Q

Low threshold =

A

Quick to notice sensory stimuli

19
Q

Passive self-regulation =

A

Allow sensory experiences to happen and then react

20
Q

Active self-regulation =

A

Engage in behaviours to manage or control sensory input

21
Q

What are the four categories in Dunn’s Sensory Processing Framework?

A
  1. Bystanders
  2. Seekers
  3. Avoiders
  4. Sensors
22
Q

Bystanders =

A

Miss more sensory cues than others

  • High threshold
  • Passive self-regulation
  • Don’t know what they are missing
  • Easy going and can focus even in busy places
    (ADD - drift away)
23
Q

Seekers =

A

Are busier and more engaged in sensory experiences

  • High threshold
  • Active self-regulation
  • Always want more
  • Create excitement and change all around them
    (ADHD)
24
Q

Avoiders =

A

Are more likely to retreat from unfamiliar situations

  • Low threshold
  • Active self-regulation
  • Want more of the same thing and nothing more
  • Create routines to keep life peaceful and manageable
25
Q

Sensors =

A

React more quickly and more intensely than others

  • Low threshold
  • Passive self-regulation
  • Keep track of everything
  • Notice what is going on and have precise ideas about how to handle situations
26
Q

Sensory avoiding behaviours impact

A
  • Overwhelmed by sensory rich environments
  • Intentional withdrawal or blocking of sensation
  • May be reliant on rituals, rigid, enjoys routine
  • High ability to design and implement structure
27
Q

Sensory processing in ASD

A
  • Atypical responses to sensory input
  • More likely to have avoiding pattern
  • Mixed patterns
  • Predictability
28
Q

How to evaluate sensory processing

A
  1. Sensory history
    - Questionnaire or interview, informal or standardised
    - Experienced with sensory input during every day life
  2. Physiological measures
    - Arousal and sensory reactivity
  3. Formal assessments of sensory processing
    - Sensory profile
29
Q

Coaching to select strategies (for parents)

A
  1. Support parent to:
    - Problem solve
    - Reflect on recent experiences
    - Develop strategies to meet needs
  2. Build on parent’s:
    - Existing competencies
    - Insights
    - Strengths and resources
  3. Outcomes
    - Capacity building
    - Decreased stress
    - Improved child participation
    - Higher sense of parental competence
30
Q

Strategies to support performance: sensory seeking

A
  • Incorporate additional sensory inputs within routine so thresholds can be met within activities
  • Select sensory alternatives that are less interfering and socially appropriate
31
Q

Strategies to support performance: sensory avoiding

A
  • Honour need to limit input
  • Broaden sensory range within selected rituals
  • Avoid or reduce exposure to aversive stimuli
32
Q

Strategies to support performance: sensory sensitivity

A
  • Provide calming sensory input within tasks to reduce chances of arousal
33
Q

Strategies to support performance: low registration

A
  • Intensify sensory information so thresholds are met and child will notice and respond
  • Structure environment/activity to enhance focus on task
  • Set clear boundaries and use salient visual supports
34
Q

What might change look like?

A
  • Change to design/modification of activity (writing implements)
  • Routine changes (when ability to concentrate is best)
  • Inclusion of physical activity/opportunity to avoid sensory stimuli (movement break)
  • Access to materials to meed sensory needs (dynamic seating, fidget toys)
35
Q

Sensory stories

A

Create stories that talk child through a situations (e.g. hairdresser)
To teach children sensory strategies they can self-employ
- Used in preparation for challenging occupation
- Child chooses strategy and self implements

36
Q

Risk management considerations

A

Harm, cost, benefits, duration, plausibility, practicality, content

OCTY2104 (13 decks)

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