SpEd 417/517 Course Objective:
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Transcript of SpEd 417/517 Course Objective:
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Demonstrate knowledge of definitions, characteristics, and sequence of motor development
Demonstrate an understanding of sensory processing, the effect on development, and intervention techniques to use with students with sensory impairments
Demonstrate a knowledge of the characteristics of movement dysfunction in tone, quality, and quantity
SpEd 417/517
Course Objective:
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Westling & Fox Chapter 13
Increased incidence of sensory and motor impairmentsThe sensory and motor systems form a definitive network through which individuals experience and act on the environmentMotor System
Muscle tonePrimitive reflexesPosture and movement
Positioning and handlingBody mechanicsPosture and movementPositioning
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Tactile (touch) - Vestibular - (movement/balance) - Proprioception (joint/muscle sense; position of body) - Smell - Taste-Vision-Hearing
Body scheme - Reflex maturation - Screening sensory input Postural security - Awareness of 2 sides of body - Ocular motor control
Eye-hand coordination - Motor planning - Postural adjustments Visual - Spatial Perception - Attention Center Functions
Academic learning - Activities of Daily Living - Behavior
Sensory-Motor Continuum
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Piaget’s stages of development is based on a sensory-motor foundationTypical sensorimotor skill acquisition combines stimuli and responses from the sensory systems and the motor systemsIn the first two years, motor development is based initially on reflex control, is modified over time by more mature postural reactions and by movement experiences, is refined by constant repetition, and leads ultimately to automatic movement
Motor Development
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Birth to 2 monthsPhysiological flexionLift head and turn
Two monthsLess flexed due to gravity pullPelvis and shoulders more retractedATNR on back
Three monthsSymmetrical posture, less ATNRBears weight on forearms and turns headFeet come together in play while supine
Four monthsHands come together while supineBetter head control prone
Five monthsBody-righting reactions beginShift weight onto one elbow while reaching proneBring feet to hands or mouth
Motor Development
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Six monthsTransfers objects from one hand to otherControlled rolling back-stomachSitting, can use arms for reaching
Seven monthsCrawl on stomach or pivot in circleCan rock on hands-and-knees positionPull up to standing
Eight monthsGood equilibrium reactionsSitting to hands-and-knees positionCreeping is possible (crawling)Falls to sit down
Nine monthsLong-sitting; tailor-sitting; W-sittingHalf-kneeling to transition from sitting to standing
Motor Development
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Ten monthsCruisesCan lower self from standing
Eleven monthsSquattingCruise between pieces of furniture
Twelve monthsNo support needed to standMay take first steps
Twelve to eighteen monthsWalking begins
Motor Development
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abduction, away from bodyaccommodation, adjustmentadduction, towards bodyaerobic, with oxygenakinesia, lack of movement anoxia, total lack of oxygenantecedent, forerunnerasymmetrical, unequal sidesataxia, lack of coordinationathetosis, cerebral palsy
Terminology
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atrophy, wastingatony, lack of muscle tonebilateral, both sidesdegenerative, worseningdistal, farthest, further away from any point of referencedyskinesia, jerky movementsdysphagia, difficulty in swallowingdystonia, muscle disordersdystrophy, growth failure in tissueextremity, a limb; an arm or leg
Terminology
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extension, lengthening of muscle to move extremity away from one’s bodyexternal rotation, turning of joint away from bodyfibrosis, the formation of fibrous tissueflaccid, weak, lax and softflexion, shortening of muscle to pull extremity towards one’s bodyhemiplegia, paralysis of one side of the bodyhydrocephalus, accumulation of cerebrospinal fluid within the skullhypertonia, increased rigidity, tension and spasticity of the muscleshypotonia, a condition of diminished tone of the skeletal musclesinternal rotation, turning of joint towards body
Terminology
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lateral, denoting a position farther from the midline of the body or of a structuremedial, inward towards midline of bodymobility, capability of movement, of being moved, or of flowing freelymotor, a muscle, nerve, or center that effects or produces movementmyalgia, pain in a muscle or musclesmyopathy, any disease of a muscleneuromuscular, pertaining to muscles and nervesobligatory, expected responseparalysis, loss or impairment of motor function in a part due to lesion of the neural or muscular mechanismparaplegia, paralysis of the legs and lower part of the body
Terminology
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paresis, slight or incomplete paralysisperception, the conscious mental registration of a sensory stimulusposterior, situated in back or dorsal surface of the bodypostural, pertaining to posture or positionprosthesis , an artificial substitute for a missing body part, such as an arm or leg, eye or tooth, used for functional or cosmetic reasons, or bothproximal, nearest; closer to any point of referenceprone, the state of being positioned on the stomach or front surfacequadriplegia, paralysis of all four extremitiesreflex, involuntary movementrigidity, stiffness or inflexibilitysensory, pertaining to or subserving sensation
Terminology
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spasm, a sudden, violent, involuntary contraction of a muscle or a group of musclesspastic, hypertonic, so that the muscles are stiff and the movements awkwardspasticity, a state of hypertonicitystability, resistance to changesupine, the state of being positioned on the back or back surfacesymmetrical, equal sidessyndrome, a set of symptoms which occur togethertonic, producing and restoring the normal toneunilateral, one side onlyvestibular, pertaining to or toward a vestibule
Terminology
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Describe environment - as detailed as Environmental Analysis assignment
Describe positioning - How is the individual positioned (sitting, standing, upright, slouched, balanced, etc.)?
Describe quality of movement - How would you describe the movement quality? Is is smooth, jerky, controlled, rigid, etc.?
Analyze movement components - describe what you see. Is neck straight, are arms flexed, are legs extended?
Motor Analysis
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EnvironmentLots of bright light, large open gym area, many pieces of equipmentSounds of other children talking/using the equipment
Positioningstanding on narrow baseupper body supportedarms bent for balance
Quality of movementslow, steady steppingrigid upper body
Movement componentshead slightly flexedshoulders raisedelbows benthands/wrist extendedlegs extended/adductedhips flexing with each step
Motor Analysis
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Purposes for movementTo restore equilibrium when the body has been displaced in relation to gravity. These skills typically become automatic during the first years of life.Persons combine movement with ideas to create desired actions - motor planning or “praxis” (the ability to organize or conceptualize a new motor act).Increasing and refining skills
Motor Systems
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Component parts of movementReaching, grasping, manipulating, and releasing objects with the hand are significant components of the exploration process.Most functional tasks require a combination of arm and hand movement to achieve the desired outcome.Developing postural controlMobility
Motor Systems
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Development of general motor control
Cephalo-caudalProximal-to-distalGross-to-fine movementsPhysiological flexion to antigravity controlStability to mobility to skilled movement
Motor Systems
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Characteristics of movement - relationship between stability and mobility
Muscle TonePhysical capacityPostural controlMovement characteristicsEssential skills
Motor Systems
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Consider picture for sensory/motor analysis assignment - example at rightAnalyze sensory and motor characteristics
EnvironmentPositioningQuality of movementMovement components
Analyzing Sensory & Motor Characteristics
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Close your eyes and relax your body.Think back upon a time in your past that
holds the strongest, most vivid memories - it may be an event, an interaction with someone, or a simple occurance of little significance.Consider the areas of your senses that you
remember - the smells, the looks, the sounds, etc.What were the strongest senses that you
recalled?
Sensory Imagery
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Westling & Fox
Chapter 13
Instructional programming
Sensory Integration
Neurodevelopmental Treatment
Behavioral Programming Intervention
Integrated Programming
Classroom Support Strategies
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Westling & Fox
Chapter 13
Sensory ImpairmentsHearingConductiveSensorineuralMixedCentral auditory disorderVisionFunctional visionOrientation and mobilityDual sensory impairments
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Sensory and motor processing forms basis for sensory-motor “mapping”Sensory systems provide the
information needed to determine our response to the environmentArousing /alerting stimulation
generates noticing behaviorsDiscriminating/mapping stimulation are
organizing for the nervous system
Mapping
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Motor systems allow the opportunity to interact with the environment
Several characteristics of atypical sensory-motor skills acquisition are commonly observed in children with multiple disabilities
Multiplicity of needs requires creative intervention strategies and services
Learning situations can be analyzed from a sensory-motor perspective
Sensory-Motor Connection
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Sensory-Motor Mapping
Plan and organize a
motor response
Interpretation of sensory input
Execute motor
responseEnvironment
Sensory input
Map of selfMap of environment
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Analyzing systemsSomatosensory systemProprioceptive systemVestibular systemTaste or GustatorySmell or OlfactoryHearingVision
Sensory Systems
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Measurement of stimuliStimulus thresholds, rangesArousal, alerting, unpredictable
stimuliDiscriminating, mapping, calming,
predictable stimuli
Sensory Systems
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Responds to touch input through receptors on the surface of the skin
Arousing/alerting stimuli
Discriminating/mapping stimuli
Somatosensory System
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Responds to repositioning of body parts through receptors which are housed in the muscles, joints, and surrounding tissues.
Arousing/alerting stimuli
Discriminating/mapping stimuli
Proprioceptive System
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Responds to any head position or movement through receptors located in the inner ear.
Arousing/alerting stimuli
Discriminating/mapping stimuli
Vestibular System
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Responds to tastes through chemical receptors in the mouth, especially in taste buds on the tongue.
Arousing/alerting stimuli
Discriminating/mapping stimuli
Gustatory System
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Responds to smells through chemical receptors in the nasal cavity
Arousing/alerting stimuli
Discriminating/mapping stimuli
Olfactory System
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Responds to movement of sound waves in the middle and inner ear through receptors housed in the inner ear.
Arousing/alerting stimuli
Discriminating/mapping stimuli
Auditory System
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Respond to light, dark, and color stimuli through receptors located in the eyeball.
Arousing/alerting stimuli
Discriminating/mapping stimuli
Visual System
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Sensory Awareness Activity
Consider the following activity:Climbing up the stairs while eating popcorn,
going to the top of the Statue of Liberty on a breezy fall day
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ActionClimbingObjectup the stairs while eating popcornEnvironmentgoing to the top of the Statue of LibertyConditionon a breezy fall day
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Tactileholding on the the railing, stepping on cementfeel of breeze while people pass and when outsideVestibularcontinuous stepping, gradual rise of body on stairwellresponse to being at a high elevation, dizzynessProprioceptivepressure on feet, knees, hipsforce of stepping on spineVisualgray walls rotating with each level of stairs, people
movinglooking down from the top of the structureAuditorysounds of stepping, people visitingwind blowing at the top of the structureOlfactorysmells of people passing and interior of stairwellsmell of foodGustatoryincrease breathing leading to swallowingtaste of food
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Consider one case
Select routine activity
Complete sensory characteristics form
Sensory Characteristics
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Sensory Lab
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Sensory Awareness Activity
Consider the following activity:Climbing up the stairs while eating popcorn, going to
the top of the Statue of Liberty on a breezy fall day
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ActionClimbingObjectup the stairs while eating popcornEnvironmentgoing to the top of the Statue of LibertyConditionon a breezy fall day
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Tactileholding on the the railing, stepping on cementfeel of breeze while people pass and when outsideVestibularcontinuous stepping, gradual rise of body on stairwellresponse to being at a high elevation, dizzynessProprioceptivepressure on feet, knees, hipsforce of stepping on spineVisualgray walls rotating with each level of stairs, people movinglooking down from the top of the structureAuditorysounds of stepping, people visitingwind blowing at the top of the structureOlfactorysmells of people passing and interior of stairwellsmell of foodGustatoryincrease breathing leading to swallowingtaste of food
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Sensory CharacteristicsSomatosensorylight touchpaintemperaturetouchvariableduration of stimulusbody surface contactpredictablenon-predictable
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Sensory CharacteristicsVestibularhead position changespeed changedirection changerotary head movementlinear head movementrepetitive head movement -
rhythmicpredictablenon-predictable
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Sensory CharacteristicsProprioceptivequick stretch stimulussustained tension
stimulusshifting muscle tension
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Sensory CharacteristicsVisualhigh intensitylow intensityhigh contrasthigh similaritycompetitivevariablepredictablenon-predictable
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Sensory CharacteristicsAuditoryrhythmicvariableconstantcompetitivenon-competitiveloudsoftpredictablenon-predictable
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Sensory CharacteristicsOlfactory/Gustatorymildstrongpredictablenon-predictable
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Motor CharacteristicsMuscle toneHypertonicHypotonicOther patternReflexive patterns
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Motor CharacteristicsPhysical capacityStrengthEnduranceRange of motionStructural limitations
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Motor CharacteristicsPostural controlAccomplishes
alignmentMaintains alignmentAdaptability
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Motor CharacteristicsMovement characteristicsEfficientEffortful but functionalIneffectiveUse of compensatory actions
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Motor CharacteristicsEssential skillsLookingVocalizingReachingManipulating
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Sensory/Motor AnalysisPicture of yourself doing an
activityDescribe the sensory
characteristics of the environmentDescribe the motor
characteristics of the individual performing the activity