MODULE 6: SENSORY PROCESSING FOR SPEECHIES

8 SENSES

Visual, olfactory, gustatory, auditory, tactile/touch, vestibular, proprioception, interoception

TACTILE

→ RECEPTORS: skin

→ first to develop

→ alerts: threats and feelings of security 

→ basis for body image

→ establishes primary attachment relationship

→ flexibility, play expansion

PROPRIOCEPTION

→ RECEPTORS: muscles, bones, tendons, ligaments 

→ subconscious awareness of position of body parts in relation to other 

→ basis for body image, self-awareness 

→ influences control of effort 

→ “calming” sense

→ “heavy work”

VESTIBULAR

→ RECEPTORS: inner ear organs 

→ subjective awareness of body position and space 

→ influence muscle tone 

→ coordinates movement of eyes, body, and head 

→ most powerful sense

→ balance, spatial perception, arousal

SENSORY PROCESSING

ability to receive sensory information from the environment and interpret it for use

SENSORY INTEGRATION

→ organizing and making sense of the sensory information → respond appropriately and function 

→ SENSORY INPUT: food to the brain 

• For dev of self-regulation, sense of self, & skill development

NEUROPLASTICITY

→ rewriting of the brain prominent in childhood

→ new connections to learn a skill

ADAPTIVE RESPONSE

→ successful response to an environmental challenge; goal directed

PROCESS/AREAS

REGISTRATION

MODULATION

DISCRIMINATION

RESPONSE/ACTION

MODULATION

→ regulation of intensity

→ active doers: do anything to get/remove input

→ passive doers: low input, do not do anything

→ low registration

→ seekers

RESPONSE/ACTION

PRAXIS

POSTULAR-OCULAR CONTROL

BILATERAL INTEGRATION

PRAXIS

Cognition + action: ideation, planning, execution

POSTULAR-OCULAR CONTROL

-gravitational & postural insecurity 

-low tone weka core

-hand eye coordination

BILATERAL INTEGRATION

-coordination 

-reading, math

SENSORY PROCESSING DISORDER

SENSORY MODULATION DISORDER

SENSORY-BASED MOTOR DISORDER

SENSORY DISCRIMINATION DISORDER

SENSORY MODULATION DISORDER

SOR: sensory over-responsivity

SUR: sensory under-responsivity

SC: sensory craving

SENSORY-BASED MOTOR DISORDER

Dyspraxia

Postural Disorder

SENSORY DISCRIMINATION DISORDER

Visual, auditory, tactile, taste/smell, position/mvmt, interoception

HOW BEHAVIOR CAN BE AFFECTED BY SENSORY PROCESSING

First the sensory system sends information to the brain

Then the brain decides what to do

Usually it sends an appropriate motor response

Processing can be affected by trauma, neurological conditions

Can cause emotional or behavioral challenges

Sometimes brain does not know what to do

WHAT CAUSES A SENSORY MELTDOWN

Seeking sensory input, unexpected/unpredictable, excessive demands, overstimulation, changes to routine, dysregulated, unfamiliar environment 

→WHY IS SENSORY INTEGRATION IMPORTANT? = regulation

REGULATION

Lower your body position, lower voice, soften facial expression, model deep breathing, do heavy work together, walk outside, offer deep pressure, model a preferred sensory activity, move your body together, dim the lights, stop talking, change proximity

PYRAMID OF LEARNING

AUTISM SPECTRUM DISORDER

SYMPTOM CRITERIA: (-) social communication, interaction across multiple contexts TRAITS: (-) in social-emotional reciprocity, nonverbal communication, development, maintenance, rel comprehension

SYMPTOM CRITERIA: restricted, repetitive behavior, interests or activities TRAITS: stereotyped movements: speech, & use of objects; inflexibility to routines, restricted interests → abnormal attachments, hypo-hypersensitive to environmental factors

SYMPTOM CRITERIA: symptoms must be present in early developmental period TRAITS: symptoms may not manifest until social demands exceed limited capacities

SYMPTOM CRITERIA: combination of symptoms significantly impair daily functioning TRAITS:  LEVEL 3: requiring very substantial support LEVEL 2: substantial support LEVEL 1: support

ADHD

HYPERACTIVITY

INATTENTION

IMPULSIVITY

HYPERACTIVITY

CHILDHOOD		ADULTHOOD
Running, climbing, jumping, fidgeting, out of seat, excessive talking		Driving at high speed, difficulty waiting in line, can’t relax, excessive talking, impatience

INATTENTION

CHILDHOOD		ADULTHOOD
Daydreaming, seems to not listen, careless mistakes, works slowly, poor reading comprehension, (-) hws		Procrastination, late/misses appointments, careless mistakes, disorganization, forgetful, losing things, driving accidents

IMPULSIVITY

CHILDHOOD		ADULTHOOD
Does not wait turn, interrupts others, burts out answers, does not follow directions, temper outbursts		Verbal impulsivity, quits jobs, starts multiple projects, promiscuity, temper outbursts, impulsive spending

GLOBAL DEVELOPMENTAL DELAY

→ 1 in 6 of children aged 3-17 years have one or more

→ have a diffused distribution of mirror neurons

→ difficulty with overall communication and socialisation

→ delays with emotional skills and daily activities; life long

INFANCY

PHYSICAL

TYPICAL: holds head without support, pushes leg down when feet are on flat surface, rolls over, sits without support, crawls, walks, begins to run 

ATYPICAL: does not hold head up, does not put weight on legs, cannot sit without support, does not walk steadily 

SOCIO-EMOTIONAL

TYPICAL: smiles at ppl, likes to play, shy or afraid of strangers, cries when caregiver leaves, copies others, independence

ATYPICAL: does not smile, no affection, does not recognize familiar people 

LANGUAGE 

TYPICAL: cooing and babbling, responds to own name, different sounds, responds to simple requests, words, sentences 

ATYPICAL: does not coo and babble, no word/sentences 

COGNITIVE

TYPICAL: watches things as they move, use hand & eye together, recognizes people at a distance, transfer one hand to another, explores things, uses thing correctly, finds hidden things

ATYPICAL: does not watch things as they move, does not know what to do with co

EARLY CHILDHOOD

PHYSICAL

TYPICAL: runs, climbs, hops and stands, toilet

ATYPICAL: falls down, needs help in physical activities

SOCIO-EMOTIONAL

TYPICAL: affectionate, takes turn, cooperated with children, concern and sympathy, more independence 

ATYPICAL: does not play with others, withdrawn 

LANGUAGE

TYPICAL: 2-3 step instruction, pronouns, stories, speak clear 

ATYPICAL: unclear speech, can’t tell stories articulately 

COGNITIVE

TYPICAL: make believe, simple oys, names colors and numbers, draws a person, names letter, shows dev of mental 

ATYPICAL: does not play with simple toys or make-believe, loses skills once had

MIDDLE CHILDHOOD

PHYSICAL

TYPICAL: growth spurt, clumsy, increase in appetite 

ATYPICAL: limited mobility 

SOCIO-EMOTIONAL

TYPICAL: strong relationships, aware of body chanegs, concern about looks, feel stressed about school works

ATYPICAL: difficulty making and keeping friends 

 LANGUAGE

TYPICAL: speak clear, expresses one’s thought articulately 

ATYPICAL: unclear speech, can’t tell stories articulately 

COGNITIVE

TYPICAL: increased attention span, sees view of other people more clearly

ATYPICAL: experiences problems with comprehension and attention, unable to keep up with school curriculum

ADOLESCENCE

PHYSICAL

TYPICAL: reaches adult weight, height 

ATYPICAL: limited mobility 

SOCIO-EMOTIONAL

TYPICAL: becomes interested in opposite sex, begins conflict with parents,, indepence from parents

ATYPICAL: limited peer connections, inappropriate behavior in public 

 LANGUAGE

TYPICAL: continue to speak clear, expresses one’s thought articulately 

ATYPICAL: unclear speech, can’t tell stories articulately 

COGNITIVE

TYPICAL: acquires and uses defined work habits, concern about the future

ATYPICAL: below grade level

SPD AND COMMUNICATION

SIGNS AND SYMPTOMS RELATED TO DYSPHAGIA ASSOCIATED WITH SPD

Persistent drooling (toddlers)			Regurgitation			Food is stuck in the throat or chest frequently			Gagging or coughing while swallowing food/water
Tooth brushing difficulties			Behavioria;l etiologies: disordered feeding relationships			Compartmental problems that persist in the rejection or selecting texture			Phobias associated with choking may lead to persistent eating avoidance