Term
| Describe the 'irritable infant' scenario. |
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Definition
| Baby cries all the time, mom always holds them to keep them calm. Mom is always exhausted. There is a poor baby-parent bond. |
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Term
| Describe the 'tasmanian toddler' scenario. |
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Definition
| They are going all the time. Pulling stuff out, one thing to the next.Very chaotic. |
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Term
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Definition
| The child who has low tone, is not interested in stuff, just lays on the mat. |
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Term
| Describe the self-conscious, clumsy' kid. |
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Definition
| Not coordinated/capable. They withdraw and don't want to perform. "I don't want to" " I can't." |
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Term
| OT's roots are in what areas of specialty? (3) |
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Definition
| Psychology, mental health and cognitive development. |
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Term
| How are OTs and PTs different in the school system? |
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Definition
| OTs have a very prominent role in special ed classes, b/c children w/ learning disabilities have fine motor, visual motor and sensory based impairments, usually. Most schools HIRE OTs and contract PTs. OTs are critical in schools. |
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Term
| What are the four basic categories of SI kids? |
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Definition
| Irritable infants, tasmanian toddlers, puddlers and self-conscious clumsy kids. |
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Term
| What are Ayer's patterns of dysfunction? (6) |
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Definition
| Somatosensory-based dyspraxia, poor bilateral integration, tactile defensiveness, poor perception of form and space, auditory-language dysfunction and poor hand-eye coordination. |
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Term
| What is somatosensory dyspraxia? |
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Definition
| Dyspraxia associated w/ tactile discrimination. |
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Term
| Poor bilateral integration is associated w/ what? (2) |
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Definition
| vestibular-proprioceptive dysfunction and vestibular bilateral integration disorder. |
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Term
| Ayer looks tactile defensiveness as it relates to what two things? |
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Definition
| hyperactivity and distractibility. |
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Term
| What are the 5 major functional impairments resulting from Ayer's patterns of dysfunction? |
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Definition
| 1. Inadequate coping strategies, 2. Academic challenge. 3. Warped perception of body in space. 4. Poor adaptive motor response. 5. Difficulties w/ social acceptance. |
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Term
| Why might the SI child have difficult w/ social acceptance? |
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Definition
| They are heavy-handed and destructive. Loud. Eyes get rolled at them, and they have no friends. |
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Term
| What are the behavioral issues that impact PT assessment and Tx? (4 As) |
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Definition
| Arousal, Attention, Affect, Action. |
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Term
| What are the four levels of arousal? |
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Definition
| Low, Optimal, Sensory defensiveness and sensory overload. |
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Term
| Describe the four levels of arousal. |
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Definition
| Low: Never get into the optimal stimulation range necessary for learning. Optimal: Mid-range arousal level that is necessary for learning. Sensory defensiveness: Starts in optimal range, and has blips throughout the day. The blips are cumulative and by the end of the day they are in the overload range. Sensory Overload: They start the day in the overload sector and remains there throughout the day. |
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Term
| What is the presentation of the attention of the hyporeactive, or under-aroused child? |
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Definition
| Very easy baby. Likes to sit and watch others play. Doesn't care much for toys. May appear lazy. |
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Term
| What is a hyper-reactive child's attention span like? |
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Definition
| They are intense and demanding. Into details, but miss the big picture. Bounces from one thing to another, doesn't settle in with a book or activity. |
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Term
| Describe the affect of the hypo-sensitive child. |
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Definition
| Very easy going. Appears disengaged. Can get upset, but is sad/pitiful more than angry. |
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Term
Describe the Affect of the hyper-sensitive child.
(4) |
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Definition
| Disconnected, disorganized. Volatile w/ fight or flight behavior. Emotional extremes. May shut down and withdraw alltogether. |
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Term
| Describe the action of the hyposensitive child. |
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Definition
| Passive. Poor initiative. Poor motor repetoir. May find and enjoyable activity and perseverate on it. (banging, bouncing, swning, chewing, turning wheels). |
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Term
| Describe the action of the hypersensitive child. (5) |
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Definition
| Hyperkinetic, heavy-handed, destructive, messy. Many failures, few successes. |
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Term
| Describe the child w/ impaired tactile defensiveness. |
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Definition
| Decreased fine motor skills for feeding, writing, dress and play. Decreased articulation and oral control due to decr. sensory feedback from mouth. Decreased visual perception and spacial concepts if unable to explore tactily. |
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Term
| give an example of decreased visual perception and spacial concepts as we saw in the video. |
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Definition
| Matt couldn't push a table to a wall b/c he didn't tactily investigate playthings as a baby. |
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Term
| Describe how an impaired protective mechanism can impact a child, giving examples of charlotte and matt we saw in the videos. |
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Definition
| 1. May percieve ordinary contact as threatening resulting in a fight or flight reaction. - ie: Charlotte was threatened by touch and texture on her feet. 2. May be slow and ineffective in perceiving dangerous input. (matt) |
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Term
| Describe the interaction of the dorsal column and thalamus/reticular formation in their role w/ tactile defensiveness. |
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Definition
| Dorsal column carries both calming and arousing information to the brain, while the thalamus and reticular formation mediate the input. |
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Term
| Describe the interaction of the dorsal column and thalamus/reticular formation in their role w/ tactile defensiveness. |
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Definition
| Dorsal column carries both calming and arousing information to the brain, while the thalamus and reticular formation mediate the input. |
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Term
| How can you use the sensory tracts to your advantage when treating SI? |
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Definition
| Pain, position and temperature all go to the same place in the brain as touch, pressure and vibratory information. Use a noxious stim, such as touch along with a calming stim like vibration, together to calm the noxious stimulation. |
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Term
| What are the three important things to remember when treating the SI child? |
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Definition
| 1. Understand the child, and never judge or belittle their feelings. 2. Provide opportunities and encourage, but never force a child to challenge themselves. 3. plan your treatment environment, toys and equipments so as not to overstimulate. |
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Term
| What are some methods you can use to increase proprioception and joint compression w/ children? |
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Definition
| Theraballs, trampolines, peanut balls (more stable than t-balls), hop balls, air-walker swing, net swing, barrels, weighted vests blankets and belts, heavy work. |
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Term
| Why does Pam not like net swings? |
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Definition
| Because it creates visual confusion since the kids and see through it. |
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Term
| what are two ways you can go about tactile desensitization? |
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Definition
| Brushing programs and Tactile experiences. |
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Term
| How do brushing programs work to decrease tactile desensitization? |
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Definition
| It activates a histamine reaction that helps calm and soothe. Rythm and predictability are also calming. |
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Term
| Describe some ways to give children the opportunity to engage in tactile experiences. |
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Definition
| Rice table, shaving cream, pudding, ball pits, stuffed animals, pet toys, sand, sandpaper, grass. |
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Term
| What kinds of info through the dorsal column provide a calming effect? (4) |
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Definition
| Deep pressure, brushing, thermal warmth, proprioceptive joint compression. |
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Term
| SI kids can sometimes be enabled, which doesn't address the problem effectively. Describe this phenomenon. |
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Definition
| A parent changes the environment so that the child is always kept happy. this works well in the short term to stop fits, but doesn't address the long-term implications of the SI problem. |
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Term
| What is the difference between they hypo and hypersenstive responses to vestibular info? |
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Definition
| Hyposensitive kids receive diminished vestibular info, so the info needs to be really high to be percieved by them. Hypersensitive kids can feel the info, but they HATE it - so avoid it. |
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Term
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Definition
| No, but we can teach ways to self-calm and manage the problem. |
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Term
| How is hypersensitivity managed? (5) |
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Definition
| 1. Identify triggers and educate caregivers. 2. OT referral to implement a sensory diet and brushing program. 3. Reduce environmental overstimulation. 4. Utilization of the dorsal column. 5. Meet the child 'where they are' when presenting a challenge. 5. Use the rule of 3's. |
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Term
| What is the Rule of threes? (There are two parts) |
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Definition
| Part One: 1/3 of Tx=meet child where they are. 1/3 = Encourage things he's capable of and has done before but needs improvement on. 1/3=Taking him out of his comfort zone. Part Two: Repeat tasks three times. |
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