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Sensory Processing & Integration
| Term | Definition |
|---|---|
| sensory processing | Method & manner of sensory detection & the transmission of stimuli through CNS |
| sensory registration vs. sensory discrimination | Initial detection of sensory stimulation (may be called sensory perception) vs. Ability to perceive various aspects of sensation within each system as well as between each system |
| sensory modulation vs. sensory integration | Regulating the intensity of stimuli & response to adapt & maintain a regulated state in diverse contexts vs. Organization of sensory input from a person's internal & external environment to make sense of the environment & make behav |
| external senses vs. internal senses | Vision, auditory, tactile, olfactory, gustatory vs. Proprioception, vestibular, interoceptive |
| sensory processing patterns/ preferences | Reflections of who we are Not a pathology that needs fixing |
| sensory processing across the lifespan | 5-16% of children will have sensory processing patterns that interfere Patterns are consistent into adulthood Challenges are strongly linked to anxiety in adulthood |
| link of sensory processing & MH | Emotional regulation doesn't occur Ongoing stress never went away & as an adult they still experience it |
| autism & sensory processing | 90-96% of children experience sensory processing |
| sensory processing model | Ayres' sensory integration Miller's nosology Queensland Australia ASD group Dunn's model of sensory processing Spiral foundation |
| Ayres' sensory integration | Sensory integration develops in sequential process Movement is first to occur, in the womb End products depend on the sequential development Need comprehensive performance ax |
| Ayre's sensory integration intervention grounded in | Principles of neuroplasticity Child's innate desire to explore and play Using "just right" challenge to extend play pattern Child led, OT slightly adjusts the activity |
| miller's nosology of sensory processing | Broken down into sensory modulation disorder, sensory based disorder, sensory discrimination disorder Performance based assessment |
| sensory modulation disorder component vs. sensory-based motor disorder components | Sensory over-responsivity, sensory under-responsivity, sensory craving vs. Dyspraxia, postural control |
| sensory discrimination disorder components | Visual Auditory Tactile Taste/ smell Position/ movement Interoception |
| miller's nosology of sensory processing intervention | Regulation Relationships Sensory integration Goal to achieve flow in play btwn caregivers and child to get success Caregiver can be effective co-regulator in times of stress |
| sensory processing disorder & DSM-5 | Not recognized as a diagnosis Described and listed as criteria for autism diagnosis |
| neurological continuum | High threshold- need more stimuli Low threshold- need less stimuli |
| behavioral response/ coping strategies continuum | Let's things happen Works to maintain homeostasis (reacts, uses measures) |
| bystander | Miss more sensory cues Go with the flow (often not noticing certain things) High threshold, passive self regulation |
| seekers | High threshold, active self regulation Need a lot of input, but do what they need to do to get needs met |
| avoiders | Low threshold, active self regulation More likely to leave situations Notice things easily & will actively avoid things Picky eaters, cover ears, leave |
| sensors | React more quickly and more intensely Low threshold & passive self regulation Things happen to them and they react Meltdowns occur often |
| clinical observations | If possible, in natural environment through a variety of sensory experiences Consider env supports & challenges to performance, personal coping strategies, description of environment |
| sensory profile 2 vs. sensory processing measure | Sensitive to child's reactions to external stimuli. Multiple version vs. More sensitive to proprioception and vestibular aspects. Home, school versions. Assists team in barriers, examine social participation, compare across env. |
| structured observation of sensory integration (SOSI-M) | Performance based ax Measures proprioception, vestibular function, motor planning, postural control Has complementary ax |
| sensory processing 3D vs. motor planning maze ax | Based on Miler's. Performance ax for all sensory systems vs. Based on Ayres' work. Screen to identify children w/ motor planning challenges who may be at risk for sensory related diff |
| successful intervention requires | Activity demands & context Understanding sensory processing |
| focus on function | Person affected Does person need/ want to do? PEO fit |
| best practice guidelines | Info sharing/ mutual problem solving Universal design for task/ env Adjust tasks/ env for indv Sensory input Cog self regulation Desensitization Improve efficiency of sensory processing |
| environmental/ activity mods for sensor/ avoider | Seating position in room Amount of information presented visually Auditory stimulation Flexible seating options Visual schedules & importance of predictable routines |
| environmental/ activity mods bystanders/ seeker | Flexible seating options Increased tactile stimulation through materials Headphones w/ music Vibrating pencils, chewable pencil toppers Chewlery, quiet fidgets |
| therapeutic modalities | Deep pressure & vibration (proprioceptive/ tactile input) Vestibular input- rocking chair, linear swing, wiggle seats Not a one size fits all solution |
| sensory diets | Provides regulatory strategies that work for child throughouth the day Proactive Must be individualized, structured, co-created Combine w/ other stuff |
| proactive vs. reactive | What can we do to set person up for success? More desirable vs. What can we do to increase positive behavior, limit problem solving? |
| positive behavioral support | Support people to develop adaptive, socially desirable, behaviors and overcome patterns of maladaptive behaviors |
| functional behavior ax | What sets kid up for success? Triggers? What was behavior? How did we respond? What could they have done? What skill should they learn? |
| collaborative process | Identify challenging behavior Identify function of behavior, factors or setting Identify appropriate alt replacement Develop strategies Defined desired outcomes Evaluate outcomes |
| child factors | Health concerns Response to stimuli Recent life changes Cog skills Social interaction skills Problem solving Likes/ dislikes Fear & frustrations Attention span Learning style |
| external factors | Physical environment Structure, routine, predictability in activities Instruction Impact of setting & others |
| environmental changes/ considerations | Remove distracting/ anxiety producing stimuli Change env features that overload child Arrange classroom/ other environment to minimize opportunities for undesired behavior Safe space/ down time |
| positive behavioral interventions | Proactive, instructional approaches Directly teach appropriate behaviors Positive reinforcement Shaping Meaningful reinforcers Token economy |
| consequence- based interventions | Establish response protocol Planned ignoring Redirect communicating desired behavior Remove reinforcements of inappropriate behavior Time out |
Created by:
craftycats_
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