SPED 417/517

1. SPED 417/517 Atypical Sensory and Motor Development

2. Atypical Sensory-Motor Development • Muscle tone is abnormal • Primitive reflexes persist • Postural control and movement are difficult • Positioning and handling problems lead to orthopedic problems • Functional skill development is interrupted

3. Sensory-Motor Interventions • Creating interventions based on sensory qualities • Creating interventions based on motor qualities

4. Frames of Reference • Neurodevelopmental • Sensory Integrative • Behavioral • Cognitive • Developmental • Adaptive approaches • Other • Joint mobilization • Myofacial release techniques • Craniosacral therapy

5. Westling & Fox Chapter 13 • Atypical sensory responses • Limited experience with touch input leading to tactile defensiveness • Inappropriate proprioceptive input due to tone differences impacting movement • Difficulty processing vestibular input leading to difficulty with position changes • Restricted diets interfere in taste experiences leading to resistance with tastes and smells • Intervention techniques • Modify sensory inputs from environment • Provide sensory inputs as needed

6. Westling & Fox Chapter 13 • Abnormal muscle tone • Affects ability to produce controlled muscle contractions • Interferes in posture and movement • Intervention techniques • Inhibition and facilitation • Environment and physiology • medication • environmental visual & auditory inputs • interactions • fatigue & mood

7. Westling & Fox Chapter 13 • Primitive reflexes • Asymmetrical tonic neck reflex (ATNR) • Symmetrical tonic neck reflex (STNR) • Tonic labyrinthine reflex (TLR) • Intervention techniques • avoid positions which trigger response • facilitate opposing postures • normalize tone

8. Westling & Fox Chapter 13 • Posture and movement • Cycle of development of abnormal movement Tone difference Difficulty sustaining body alignment Orthopedic changes Change in muscle length Proximal adjustments Stereotypical posture & movement Compensatory movement patterns

9. Westling & Fox Chapter 13 • Intervention techniques • Positioning • Remedial • Compensatory • Handling • Normalizing tone • Facilitating normal postures

10. Atypical Development • Prone • Supine • Sitting • Standing • Walking • All-fours • Oral-motor • Upper body • General mobility

11. Development of prone • Tone • Quality • Quantity

12. Dysfunction • increased, decreased, fluctuating tone • fluidity, efficiency, effort • alignment, adaptability

13. Affected life tasks • limited sleeping positions • decreased play options • limit development of trunk control • interfere with mobility development

14. Development of supine • Tone • Quality • Quantity

15. Dysfunction • increased, decreased, fluctuating tone • fluidity, efficiency, effort • alignment, adaptability

16. Affected life tasks • limited sleeping options • decreased play positions • limited opportunity for use of hands • interferes with development of general mobility

17. sitting • Tone • Quality • Quantity

18. Dysfunction • increased, decreased, fluctuating tone • fluidity, efficiency, effort • alignment, adaptability

19. Affected life tasks • decreased overall independence • limited play options • interferes with daily cares • impacts social interactions • interferes with development of attention and learning

20. Standing • Tone • Quality • Quantity

21. Dysfunction • increased, decreased, fluctuating tone • fluidity, efficiency, effort • alignment, adaptability

22. Affected life tasks • decreased overall independence • limits mobility preparation • decreases access to environment • impacts growth and development

23. walking • Tone • Quality • Quantity

24. Dysfunction • increased, decreased, fluctuating tone • fluidity, efficiency, effort • alignment, adaptability

25. Affected life tasks • limits overall independence in daily tasks • decreased mobility • limits play options • interferes with personal interaction • lack of exploration

26. all-fours • Tone • Quality • Quantity

27. Dysfunction • increased, decreased, fluctuating tone • fluidity, efficiency, effort • alignment, adaptability

28. Affected life tasks • impacts development of postural control • decrease mobility • limits play options • limits exploration • limits sensory opportunities

29. oral-motor • Tone • Quality • Quantity

30. Dysfunction • increased, decreased, fluctuating tone • fluidity, efficiency, effort • alignment, adaptability

31. Affected life tasks • impacts daily nutrition • interferes with sensory exploration • impacts development of communication • affects personality and social interactions

32. upper body • Tone • Quality • Quantity

33. Dysfunction • increased, decreased, fluctuating tone • fluidity, efficiency, effort • alignment, adaptability

34. Affected life tasks • lack of exploration of environment • decreased dexterity and bilateral control • limits play skills and learning potential • interferes with daily life tasks

35. general mobility • Tone • Quality • Quantity

36. Dysfunction • increased, decreased, fluctuating tone • fluidity, efficiency, effort • alignment, adaptability

37. Affected life tasks • affects independence • interferes with play skills • limits exploration of environment • limits transitions • impacts development of postural control

39. Application • Consider routine task • How does difference in tone affect task? • How does quality of movement affect task? • How does quantity of movement options affect task?