A. Jean Ayres and Lela Llorens

1. A. Jean Ayres and Lela Llorens Emily K. Schulz. PhD, OTR/L, CFLE

2. A. Jean Ayres, PhD, OTR Dr. Jean Ayres began her scientific approach to studying sensory integrative function at a time when few occupational therapists were interested in research. She was dedicated to providing services to children who would otherwise be lost in the education and health care systems. Her resolute drive to improve the knowledge and application of sensory integrative principles through continuous research was founded on the desire to help these children. Dr. Ayres was concerned about major problems confronting the use of sensory integrative theory. These problems included inappropriate application of sensory integrative theory and unrealistic claims of treatment efficacy. She lamented the theory was either accepted with absolute enthusiasm or rejected entirely. "It is believed to be either omnipotent or no good at all," Dr. Ayres said, "and knowledge simply does not develop that way." Dr. Ayres dedicated her life to the ongoing development of sensory integration theory and practice and the children whom it benefited. http://home.earthlink.net/~sensoryint/ja.html

3. Sensory Integration Sensory integration occurs in the central nervous system Occurs in the mid-brain and brainstem levels And has interactions with parts of the brain responsible for such things as: coordination, attention, arousal levels, autonomic functioning, emotions, memory, and higher level cognitive functions. The senses: Auditory (Hearing) Vestibular (Gravity and Movement) Proprioceptive (Muscles and Joints) Tactile (Touch) Visual (seeing) Integration of their inputs Effects Motor Output

4. Sensory Integration OT�s provide a "sensory diet" to a child involves a planned and scheduled activity program designed and developed to meet the needs of the child's nervous system. A sensory diet stimulates the "near" senses (tactile, vestibular, and proprioceptive) with a combination of alerting, organizing, and calming techniques. The sensory integrative approach is guided by the child's motivation in selection of the activities. By allowing them to be actively involved, and explore activities that provide sensory experiences most beneficial to them, children become more mature and efficient at organizing sensory information. http://www.healthatoz.com/healthatoz/Atoz/ency/sensory_integration_disorder.html

5. Lela Llorens, PhD, OTR, FAOTA Lela A. Llorens holds her BS in Occupational Therapy from Western Michigan University, her Master's Degree in Vocational Rehabilitation from Wayne State University and her Ph.D. in Education and Occupational Therapy from Walden University. She is a Professor Emeritus from San Jose State who has consulted extensively for Maternal and Child Health Services, demonstrating how occupational therapy can make a difference in community health. She was on the faculty at the University of Florida for 11 years, six of them as chair of the Occupational Therapy department. She received the AOTA/AOTF Presidential Commendation in Honor of Wilma L. West in 1997. At San Jose State, she coordinated the graduate program, was elected department chair for two terms until she became Associate Academic Vice President of Faculty Affairs and served for three years.

6. Lela Llorens, PhD, OTR, FAOTA As a CORE faculty member at Stanford University's Geriatric Education Center, she participated for 12 years in an ethnogeriatric grant project, which serves in part as a clearinghouse for ethnogeriatric literature and curricula she helped write and develop. Since retiring in 1996, she has continued contributing to the field of occupational therapy as a USC guest lecturer and consultant to the Department Chair. At USC, she participates in graduate seminars in occupational therapy and helps create a developmental cross-cultural therapy perspective. Since 1969, when she delivered a groundbreaking Eleanor Clarke Slagle Lecture concerning developmental theory and adaptation over the life span, her work has expanded and was ultimately adopted as part of the theoretical aspect of the doctoral program at Texas Women's University. Today her publications as well as biographical sketches about her are housed in the Special Collection of the Blagg-Huey Library at TWU. (http://www.usc.edu/assets/ot/faculty/LelaLlorens.html)

7. Lloren�s Developmental Theory Llorens organized the developmental expectations, behaviors, and needs for each age group for illustrative purposes from theorists of the day into one chart. Neurophysiological-Sensorimotor (Ayres) Physical-Motor (Gesell) Psychosocial (Erikson) Psychodynamic ( Hall, Grant, Freud) Socio-Cultural (Gesell) Social-Language (Gesell) Activity of Daily Living (Gesell)

8. Lloren�s Developmental Theory Llorens also organized the Facilitating Activities for evaluation purposes for each age group into one chart. Sensorimotor Developmental Symbolic Daily Life Tasks Interpersonal Relationships

9. Lloren�s Developmental Theory Llorens also organized the Behavior Expectations and Adaptive Skills for each age group into one chart (Desired Outcomes). Developmental (Havighurst) Ego-Adaptive Skills (Mosey, Pearce, Newton) Intellectual Development (Piaget)

10. Lloren�s Developmental Theory Three Steps in OT Process: Screening/Evaluation Intervention Outcomes

11. Lloren�s Developmental Theory Three Categories of Practice Technology: Prevention Treatment Therapy (habilitative) Rehabilitation and Health Maintenance

12. Lloren�s Developmental Theory Screening/Evaluation Universal techniques plus age appropriate tests To address prevention: Identify Risks for dysfunction in occupational performance and occupational performance components

13. Lloren�s Developmental Theory Intervention Activity prescription and administration, rehabilitation aids, adaptive equipment, counseling specific to developmental stage of child To address prevention: Prevent dysfunction in occupational performance and occupational performance components specific to developmental stage of person (child)

14. Lloren�s Developmental Theory Outcomes Functioning at highest potential To address prevention: Prevent dysfunction in occupational performance and occupational performance components

15. Misunderstood Minds ****

19. Questions and Answers ?