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Whole Body Learning

Whole Body Learning. Krisanne Lewis MOTR/L. CNS processing. Perception of Sensory input. Production of output (action). feedback. What is Sensory Integration?. What are the sensory systems?. Vision Hearing Taste Touch Smell Proprioception Vestibular system. Proprioception.

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Whole Body Learning

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  1. Whole Body Learning Krisanne Lewis MOTR/L

  2. CNS processing Perception of Sensory input Production of output (action) feedback What is Sensory Integration?

  3. What are the sensory systems? • Vision • Hearing • Taste • Touch • Smell • Proprioception • Vestibular system

  4. Proprioception • A person’s sense of position and movement in relationship to him/herself • Detected through joint receptors • Provides information about where a body part is and how it is moving • example? • Relevance?

  5. Vestibular processing • A person’s sense of movement and balance in relationship to space • Detected through the inner ear • Provides info about speed and direction of movement • Example? • Relevance?

  6. How does sensory processing affect a child?

  7. What are “normal” and “abnormal” self-regulation behaviors?

  8. Special considerations for ASD Typically show sensory processing differences (tactile and auditory defensiveness most prevalent) Children with ASD exhibit differences in neurotransmitters, brain structure, and limbic system structure Typically better visual learners (visual cues) Frequently have difficulty with ideation (what to do with novel materials or situations)

  9. Special Considerations, cont… • “after controlling for cognitive/IQ differences, motor planning deficits may be more severe in children with Asperger’s than autism” (1, 2) • Difficulty with imitation (poor tactile, vestibular, and/or proprioceptive processing) • Self-stim behaviors (rocking, hand flapping, etc.) possible strategy to modulate arousal • Difficulty modulating sensory input…behavior/responses are unpredictable • There are no standardized SI assessments for children with ASD (SIPT?)

  10. Research on SI with ASD • Ayres & Tickle, 1980: increased language, environmental awareness, social behavior & decreased self-stim behavior (3) • Case-Smith & Bryan, 1999: increased goal directed behavior (4) • Linderman & Stewart, 1999: increased social interaction, decreased disruptive behavior (5) • Field et.al, 1997: massage decreased stereotypical behavior, aversion to touch, off-task behavior

  11. ASD, but not SI Lining up/stacking toys Behaviors involving feces Tantrums related to change Spinning objects Poor social language (pragmatic speech) Obsessions Poor sleep patterns

  12. When/how to provide sensory input • BEFORE a behavior occurs • ABC (behavior chain) • Child as an active participant • Child “does”…do not “do to” • Child makes choices • Habituation: no longer than 10 minutes for modulation • Learning: must have increased oxygen input for 12 minutes • Provide functional activities

  13. Ways to teach self-regulation behaviors • Alert Program: • Body as an engine (speedometers) • Tigger, Pooh, Eeyore • 5 point scale • Thermometer • Goal: independent self-regulation and self-monitoring

  14. Sensory Levels high Justright low

  15. Sensory Diet Just as a child needs healthy foods grow and develop, he needs “healthy” levels of sensory input to learn, grow, and develop

  16. What are some examples of calming sensory input?

  17. What are some examples of alerting sensory input?

  18. What are some examples of “organizing” sensory input?

  19. Questions/comments?

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