Sensory Integration

processing, integration, sensory, adaptive behavior, environment, adjustment, exposure, functioning

adequate _____ and _____ of _____ information is an important foundation for _____, response to _____ and _____, increased _____ = increased _____

learning, developmental, adaptive, enriched, experience dependent neuroplasticity, participation

_____ is a function of the brain that depends on sensory information, sensory integration is a _____ process, successful integration and organization of sensory information results in and is developed by _____ responses, _____ experiences effect change in the nervous system due to _____, sensory integration is foundation for _____

input, feedback, complexity, sequential, environment, innate, efficiency, previous, different, independence

sensory _____ = reference point = critical to learning and behavior, _____ from successful movement allows increasing _____, sensory integration follows _____ process influenced by _____ with _____ desire to explore, increasing _____ with new inputs, rely on _____ experience, exposure to _____ inputs promotes _____

together, lower, progression, higher

sensory systems work _____, start _____ level, integration = _____ to _____ level (end products)

sensory modulation, threshold

_____ = ability to take in information and create adaptive/functional response, amount of input to elicit a response = _____

sensory discrimination

_____ = ability to interpret and differentiate between qualities

postural ocular control

_____ = activating and coordinating muscles in response to body position relative to gravity, ability to maintain functional posture with sensory input

praxis

_____ = ability to conceive plan and organize sequence of goal directed motor actions, cognitive function + planning and motor

bilateral integration and sequencing

_____ = use of two parts of body together for motor activity, part of praxis, timing and sequencing with different inputs

modulation, discrimination, integration, self regulation, postural, ocular control, bilateral coordination, praxis, self esteem, self efficacy, participation

outcomes include adequate sensory _____/_____/_____ of information, then _____ (adequate arousal, attention, activity), then _____/_____, _____, laterality, then _____ and organization of behavior, then _____/_____, then _____

learning, regulatory, autism, fragile x, ADD, ADHD, cerebral palsy, trauma, attachment, environmentally deprived

sensory integration frame of reference is used with children with _____ disabilities without CNS disorder, infants born at risk of _____ disorders, children with _____ spectrum disorder, children with _____ syndrome, children with _____/_____, children with _____ and other motor disorders, children experiencing _____ and _____ disorders, children from _____ situations

arousal, adaptive, multiple, developmental level, just right challenge, foundational, end product

optimal state of _____ is prerequisite for adaptive response to occur, sensory integration occurs during _____ responses, _____ sensory systems may be needed to facilitate optimal state of arousal, adaptive responses must be directed toward child’s current _____, activities that reflect _____ produce growth and development, problems with sensory modulation or in _____ abilities contribute to deficits in _____ abilities

self directed, modulation, discrimination, integration, postural control, praxis, bilateral integration, participation, underlying, foundational, specific, complex, outcome

child needs to be _____ with therapist guidance for sensory integration, adaptive responses are elicited through activities that facilitate sensory _____/_____/_____ resulting in improved _____/_____/_____/_____, intervention is directed to _____ deficits in _____ abilities and not toward training _____ skills, as child achieves increasingly _____ adaptive responses in therapy changes with be evident in _____ abilities such as self regulation, self esteem, social participation, academic performance, and participation in daily life

typical, stimuli, take in, appropriately

typical responsivity = _____ response to sensory _____ = _____ sensation and respond _____

exaggerated, distressed, avoid

sensory over responsivity = _____ response to sensory stimuli = _____/bothered or _____

less, demands, don’t, pace

sensory under responsivity = _____ response to sensory information than situation _____ = _____ respond or at decreased _____

actively looking, craving, increased

sensory seeking = _____/_____ sensory stimulation = _____ sensation

motor memories, guide planned movement

discriminating sensory input = ability to develop and use _____ to _____

new, complex, learning, fluid, control, plan, execute

somatodyspraxia function = completes _____ or _____ motor tasks, easier time _____, _____ motion, demonstrate _____, able to _____ and _____

somatodyspraxia, stiff, rigid, inappropriate, object

_____ dysfunction = struggle to complete new or complex motor tasks, cannot plan and execute, _____ and _____ appearance, _____ use of _____

two sides, coordinated

bilateral integration and sequencing function = ability to use _____ of the body in _____ fashion

vision, hand, body movements

visual perception and visual motor skill function = ability to use _____ to direct _____ and _____

strengths, observation, interview, occupational dilemmas, performance, sensory motor deficits, function, dysfunction, assessment, formal, informal, relationship, behaviors, underlying, goals

evaluation should identify _____ of child and family through _____ and _____, identify _____ and how they relate to _____ of daily activities, determine if dilemmas are related to _____ use indicator of _____/_____ to guide clinical judgment, choose appropriate _____ to evaluate sensory and motor areas (_____ and _____, sensory processing measure), summarize data and determine _____ to occupational dilemmas, list _____ and possible _____ sensory/motor mechanisms, develop _____ for intervention

enticing, physically safe, challenges, two, self regulation, awareness, proprioception

if therapist provides therapeutic environment with _____ equipment child will be more likely to engage in activities, provides _____ environment that allows for _____ to child then attention can be directed toward facilitating abilities, provides sensory opportunities in at least _____ sensory systems then therapy will be more likely to support child’s development of _____, sensory _____, and awareness of _____

alertness, affective, achievable challenge , conceptualize, plan, novel, praxis, organize

if therapist helps child attain and maintain appropriate levels of _____ and _____ state then child will be more likely to sustain engagement in therapy, utilizes an _____ to sensory modulation, discrimination, integration then child will achieve enhanced development in that area, provides challenges to child’s ability to _____ and _____ _____ motor tasks then child will be more likely to develop _____ and ability to _____ behavior in time and space

choice, child direction, complexity, effort, higher level, successful

if therapist collaborates with child in _____ of activity allowing some degree of _____ then child will be more likely to achieve an adaptive response, increases _____ of challenge so that child needs to exert some degree of _____ then child will be more likely to master challenge and move to _____ adaptive response, presents challenges in which child is _____ in areas then child will be more likely to develop skills in challenged area

play, intrinsic motivation, rapport, participating

if therapist creates an environment that supports _____ then child will be more fully engaged and will have more _____ to engage in therapy, establishes positive therapeutic _____ with child there will be greater likelihood of child fully _____ in intervention

organization, sensation, use, complex

sensory integration = _____ of _____ for _____ (_____ function of the brain)

understanding, intervention, assessment, type, sensory motor difficulties, participation

frame of reference has theory of concepts that promote _____ the child and planning appropriate _____, _____ methods to determine if child has sensory integration problems and what _____, and intervention strategies designed to improve child’s difficulties with _____ and _____

sensory input, environment

_____ is necessary for optimal brain function and development, need sensory rich _____

successful, challenge, complex, control, inner drive, neural level, neuroplasticity

adaptive response = _____ response to environmental _____, response is a little more _____ than previously done, child must be actively in _____, builds on child’s _____, leads to more complex sensory integration at a _____, process involves _____

automatic, efficient, higher level, input, change, opportunity, diverse

over time adaptive responses become more _____, _____, and _____, increased _____ = increased brain _____, must have _____ to engage with _____ environment

neuroplasticity, body centered, visual, auditory, social interactions, occupational

_____ enables more complex behavioral patterns to emerge, _____ senses (tactile, proprioceptive, vestibular) mature earlier than _____ and _____ systems laying foundation for increasingly complex sensory motor processes, _____, and _____ engagement

7-10 years, inner drive, just right, effort, fail, mastery, complex

sensory integration matures rapidly over first _____, child’s _____ leads to seeking of _____ challenge (not so easy that no _____ is required but not so difficult that child will _____), _____ of challenges leads to engagement in more _____ occupations

behavioral, social, academic, motor coordination, avoid, reject, long term, development, self competence

sensory integrative development that is not optimal may lead to _____, _____, _____, or _____ difficulties, child may _____ or _____ sensory/motor challenges that are simple for peers, may produce _____ effects on _____ of skills and view of _____

sensory reactivity, sensory discrimination and perception, vestibular bilateral functions, praxis, sensory seeking

four areas in which sensory integration problems may occur, may see _____ behavior

register, nonrelevant, interpret, meaning, safety

sensory modulation under responsive = does not _____ input or focuses on _____ input, cannot _____ information correctly to process, don’t attach _____, _____ issue

sensory defensive, anxiety, overwhelmed, tactile, auditory defensiveness, gravitational, postural insecurity

sensory modulation over responsive = _____, associated with _____, _____ by input, _____/_____, ______ and _____

light

usually have tactile defensiveness to _____ touch

compensate, weak, regulate, arousal, over, under responsiveness, multifaceted, praxis, temperament

sensory seeking may occur to generate input to _____ for _____ processing in a particular system, _____ general _____ level, modulate _____/_____ in other systems, part of _____ modulation issue, reflection of limited _____, expression of _____

facilitating, inhibiting, regulatory, quality, intensity, duration

intervention activities may be _____, _____, or _____, factors to consider include _____, _____, and _____

vestibular, linear, proprioceptive, compression, pressure, over responsivity, choose, grade, aversive, feedback, vertical, grading, planes, safe, control

intervention for modulation include _____ input (_____ plane), _____ input (joint _____, traction, deep _____), tactile _____ (allow child to _____ items, _____ task beginning with less _____, provide _____ throughout), gravitational insecurity (need to increase _____ movement, slowly _____ movement to incorporate various _____ against gravity, child must feel _____/have _____)

calming, heavy, grounding, resistance, stimuli, light touch, deep pressure, alerting, fast, irregular, rotational, proprioceptive

intervention for modulation high arousal = _____, use _____ work for _____ (use movement against _____, reduce other _____, reduce _____, provide _____), low arousal = _____, use _____/_____/_____ movement to increase _____ input

distinguish, meaning

sensory discrimination = _____ sensory information and perception = _____ brain attaches to sensory information

object manipulation, planning, clumsy, grading, depth, figure ground, spatial, closure, locating, busy, auditory

tactile discrimination and perception result in difficulty with _____ and _____ actions, proprioception problems appear _____/awkward and have difficulty _____ force, visual perception problems include _____ perception, _____, _____ awareness, and visual _____ (_____ object in _____ environment), _____ processing disorders

similar, tactile, textures

sensory discrimination intervention is _____ to modulation, use _____ stimulation through variety of _____

balance, coordination, right left, midline, postural control, muscle tone, hand dominance, bimanual

vestibular bilateral functional problems present as inefficient _____ and bilateral _____, may have difficulty with _____ discrimination, crossing _____, and _____, poor _____, lack of _____, difficulty with _____ tasks

vestibular, bilateral coordination, timing, dynamic, balance, righting, stabilization, outside COG, visual

vestibular bilateral functional interventions include _____ input with _____ and _____ body movements, _____ movement to facilitate _____, body _____, and _____ (moving _____), incorporate use of _____ information while moving

conceptualize, plan, execute, nonhabitual

praxis = ability to _____, _____, and _____ a _____ motor act

somatodyspraxia, visuodyspraxia, ideation

praxis problems include _____ = tactile/proprioceptive motor planning, _____ = visual processing, and _____ = formulating plan

awkward, initiating, implementing, eating, speech, avoidant, challenging

children with praxis problems appear clumsy/_____, trouble _____ and _____ motor plans, oral praxis affects _____ and _____ skills, _____ motor _____ activity

just right, scaffolding, sensory, motor, cognitive, social

praxis intervention includes _____ challenge, use _____, provide activities with _____, _____, _____, and _____ challenges

behavioral, psychological, different, time, turn on/off, participation, social interactions, self esteem, self confidence

sensory integration problems are often misinterpreted as purely _____ or _____ issues (observe and assess in _____ environments over _____, sensory issues CANNOT _____), often limit child’s _____ (and affect _____), and often undermine _____/_____

interviews, questionnaires, naturalistic, structured, observations, standardized assessments, tasks, interaction, environment, objects

evaluation through _____, _____ (SPM, sensory profile), _____ and _____ clinical _____, and _____ (SIPT, consider _____ and _____ with _____/_____)

expensive, training, phased out, comprehensive, lengthy

sensory integration and praxis test is very _____, requires _____, getting _____, _____ but _____ (~2 hours, multiple sessions)

individualized, interests, changing, challenge, back off, environment, active participation, just right challenge, inner drive

intervention should be _____, consider child’s _____, ever _____ based on responses (getting more proficient = increasing _____ vs disruption/defiant = _____), set up _____ to offer opportunities to engage and facilitate desired responses (requires _____, _____ and _____)

6 months, 2 years, 2, 45-60 min

intervention is at least _____, up to _____, _____x/week for _____ each session

powerful, observe, desired, overstimulated, natural, in sight, expected, contraindications, hyperactivity, lethargy, balance

vestibular and tactile stimulation can be very _____, must _____ child at all times to ensure input is achieving _____ result (NOT _____), in _____ context, _____ of child (_____), _____ for those with seizures (blinking lights, rotational, startle), too much vestibular input can cause _____, nausea, _____ (shutting down), must find _____

functional, health, participation, frequency, duration, adaptive, gross, fine motor, cognitive, academic, self esteem, social, relationships

outcomes should be _____, aim to improve _____ and _____ in occupation, increased _____/_____ of _____ responses, improve _____/_____ skills, improve _____/language/_____ performance, increase _____/confidence, enhance _____ participation, enhance family _____

performance, occupational, sensory, function, participation, goal attainment scale

_____ deficit with _____ implication from _____ issue lead to goals for _____ and _____ in that activity, use _____ to measure behavior

cuddling, self calm, dressing, eating, sleeping

infants/toddlers present with resisting _____, cannot _____, irritable when _____, problems _____ and _____

over sensitive, coordination, melt downs, intensity, recovering

preschoolers present with _____ to touch/noise/smell/others, clumsy/poor _____, frequent _____ (NOT temper tantrum, higher _____ and difficulty _____)

over sensitive, overwhelmed, friends, unaware, pain, distracted

grade school present with _____ to touch/noise/smell/others, easily _____, difficulty making _____, _____ of _____ or others, easily _____

over sensitive, impulsive, distractible, slow, motor, self esteem, focused

adolescent/adult present with _____ to touch/noise/smell/others, _____/_____/always on the go, clumsy/_____/poor _____ skills, poor _____, difficulty staying _____

persist, lifespan

sensory issues can _____ through _____