Term
| SI according to Jane Ayers |
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Definition
| “neurological process that organizes sensations from one’s own body and from the environment and makes it possible to use the body effectively within the environment”. |
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Term
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Definition
1. Neural plasticity
2. Developmental sequence of sensory integrative capacities
3. Brain functions as an integrated hierarchical whole in which higher levels and lower levels interact
4. Brain organization and adaptive behavior are interactive
5. Persons have an inner drive to participate in sensory motor activities |
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Term
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Definition
Literature of experimental neuroscience
Studies of normal child development
Investigations of children with learning disabilities
In the early stages, the SI model was influenced by neurodevelopmental approaches; new information from the neurosciences is constantly incorporated into the model and used to revise it |
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Definition
| the concept that the brain functions as the organizer and interpreter of sensory information |
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| most applicable for persons with mild to moderate learning and behavior problems who DO NOT have diagnosable physical damage to the brain, CNS and peripheral sensory pathways |
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not all children with learning disabilities would be homogenous and began to study the behavioral manifestations of sensory processing difficulties
This lead to the identification of several patterns which were interpreted based on what was known about functional neurology and neuropsychology |
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| Learning is dependent on the ability to take in and process sensation from movement and the environment and to use it to plan and organize behavior |
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| that the ability to organize sensory information and use it to learn and perform develops as the child interacts with normal environmental challenges |
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| in formation of a meaningful picture of self and the world which guides performance |
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| developed a model that represents SI as a spiral process in which sensory intake, sensory integration and organization and adaptive occupational behavior interact with one another. |
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| As the child acquires a new skill or adaptive behavior |
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Definition
| he builds a new level of brain organization which in turn sets the foundation for yet another adaptive behavior |
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| brain develops higher levels that... |
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Definition
| depend on lower levels (subcortical function). Higher cortical processes require that sensory integration occurs at lower subcortical levels, and subcortical levels depend on cortical levels to process and interpret sensory information. |
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Definition
| to address the subcortical processes because they profoundly affect the cortical processes and are thought to affect emotional and behavioral development as well as the ability to learn academic and motor skills. |
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| areas of sensory functioning |
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Definition
The sensory awareness of one’s own body in relation to gravity
Vestibular receptors are located in the inner ear and detect movement of the head, trunk and limbs and correct for any movement of the head, trunk and limbs in order to maintain balance
Vestibular receptors are also connected with the eye muscles and enable the eyes to move in order to compensate for head movements |
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The perception of joint and body movement and of the position of the body and limbs in space
Proprioception receptors are located in the muscles and joints
Proprioception also involves an efferent feedback loop which is associated with motor planning. This loop integrates sensory data about the position of body parts with data about the motor effort required to effect movement of the body part |
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Term
| vestibular-proprioceptive system |
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Definition
Provides a consistent frame of reference from which other sensory data are interpreted
V-P data serve as a reference point for monitoring and controlling movement |
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Definition
| process whereby all the sensory data is organized and processed in the brain, converted into meaningful information and used to plan and execute motor behavior |
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Term
| Dr. Ayres believed that children had... |
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Definition
an inner drive to seek out organizing sensations (1979).
This drive manifests itself in sensory-motor and play activities which are critical to the development of sensory integration in the child (Bundy, 2002). |
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Term
| primary medium of SI experiences |
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Definition
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| necessary elements of the process of SI |
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Definition
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| children are motivated to... |
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Definition
| to seek out sensory experiences during play |
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| positive experiences will... |
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Definition
| Positive experiences using their bodies will organize the brain to correctly interpret the experiences which will in turn be motivating to seek out further sensory experiences |
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Definition
The capacity to plan and execute new movements
It is NOT a deficit of motor coordination (i.e. execution of motor activity) but rather a difficulty in forming a plan of action |
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Term
| When persons have difficulty with processing and integrating sensory inputs |
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Definition
| , they also have difficulty in planning and executing behavior that, in turn, interferes with conceptual and motor learning |
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| SI dysfunctions identified |
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Definition
| poor modulation and poor praxis |
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Definition
The capacity to form a mental image of one self engaging in a new movement/action
Difficulties with ideation are closely related to difficulties with praxis
Difficulties with ideation can also manifest in inappropriate social behaviors such as aggressiveness during play with others or the inability to initiate play with others |
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Definition
| learning a new task does not usually translate into more basic skill acquisition with generalization to other, similar tasks (splinter skills) |
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Term
| dyspraxia in childhood seen as |
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Definition
| as clumsiness and difficulty with ordinary tasks such as buttoning, tying shoe laces and handwriting |
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Definition
Difficulty with processing tactile and vestibular-proprioceptive sensations
It is considered a more severe form of dyspraxia |
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| bilateral difficulty in integration and sequencing difficulty |
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Definition
Poor coordination of the two sides of the body
R/L confusion
Avoidance of crossing the body’s midline with one’s arms
Difficulty planning and sequencing movements, especially those involving both sides of the body (kicking, catching a ball) |
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| underlying and related to dyspraxia |
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Definition
| deficits in posture and tactile discrimination |
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| Difficulty with identifying the characteristics of touch |
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Definition
| Extensor muscle tone, proximal stability, equilibrium |
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Term
| sensory modulation impairments |
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Definition
Modulation refers to the nervous system’s regulation of its own activity
There are 2 types of modulation difficulty:
Over-responsiveness (Sensory Defensiveness)
Under-responsiveness |
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Term
| over-responsiveness of modulation |
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Definition
A fight-or-flight reaction (aggressiveness or withdrawal) to a stimulus that others would not consider noxious
Gravitational insecurity (fear of movement and being out of upright position or having one’s feet off the ground)
input not equalling output reaction
Aversive responses to movement that others would not consider noxious |
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Definition
| Person behaves as though he or she does not notice the sensation or reacts less intensively than others would |
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Term
| Sensory modulation dysfunction results |
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Definition
persons having difficulties maintaining normal limits of registering and responding to sensations.
They tend to over- or under-react or fluctuate in between |
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Definition
engaging in adaptive behavior results in further brain development and organization, building the foundation for the next level of adaptive behavior
When this cycle is interrupted, the ability to learn new motor or academic skills is compromised |
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Definition
| to improve the person’s ability to integrate sensory information and therefore organize the brain for further learning |
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| suspended equipment such as swings, hammocks, scooter boards and heavy cushions |
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Term
| assessment for SI difficulties |
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Definition
Assessment for SI difficulties requires ‘detective work’ and can be a lengthy process
Observation of performance
Caregiver reports, teacher reports
Administration of formalized tests |
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Definition
SIPT (The Sensory Integration and Praxis Test)
4 to 9 years of age
Standardized, Performance-oriented
Battery of 17 tests assessing form and space, visual-motor coordination and constructional ability, tactile discrimination, praxis and vestibular-proprioceptive processing
Approx. 90 minutes to complete, computer scored, clusters of scores indicate different types of impairments
Must be certified to administer this test |
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Term
| sensory profile (Dunn, 1999) |
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Definition
Infant/Toddler Version (birth to 6 monts & 7-36 months)
Sensory Profile (3-11 years)
Adolescent/Adult Version (11 years and older)
Sensory Profile School Companion
Standardized, caregiver questionnaire
Assesses visual, auditory, tactile, vestibular, oral-sensory processing
Approx. 30 minutes to complete, therapist scored |
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Term
| sensory processing measure (SPM) |
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Definition
5-12 years of age
2-5 years of age version currently under development
Standardized, caregiver & school questionnaire
Assesses visual, auditory, tactile, taste & smell and vestibular-proprioceptive function as well as praxis and social participation
Approx. 15-30 minutes to complete, therapist scored |
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Term
| traditional treatment approach for SI |
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Definition
Based on looking at underlying sensory processing dysfunction
Provides guidelines for kinds of SI experiences most beneficial to address dysfunction
Understanding of neurological structures and how sensory input impacts the system is important
Emphasis on vestibular-proprioceptive system which impacts postural reactions
Play is the main media and child must actively choose activities; this allows for motivation and control
Extensive use of suspended equipment
can take a long time |
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Term
| contemporary treatment approach |
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Definition
Resulted from more limited time for therapy
Short-term goals addressed in direct therapy
Long-term goals set for family or caregivers
Therapist acts as consultant for objectives and implementation of strategies; assists with reframing others’ understanding of problem (i.e. sitting still causes inattention rather than the other way around – sitting on therapy ball provides vestibular input which helps to organize brain and increase focus and attention)
Task-oriented approach looks at how the task and the environment might contribute to difficulties in performance.
Offers interventions directed at these issues
Overall there is a shift from focusing on the underlying problem to focusing on how the problem interacts with environment and affects performance and determining the most appropriate intervention strategy |
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Term
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Definition
looks at how the task and the environment might contribute to difficulties in performance.
Offers interventions directed at these issues
Overall there is a shift from focusing on the underlying problem to focusing on how the problem interacts with environment and affects performance and determining the most appropriate intervention strategy |
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Term
| most researched model in OT |
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Definition
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Definition
| – emphasizes specific motor responses rather than the processing of sensory input |
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Definition
| sensory input is applied to the child rather than having the child actively seek out sensory input |
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