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Enhancing Adaptive Responses through Motor Planning and Sensory Integration

Explore the process of adaptive behavior through goal-directed movements like reaching, kicking a ball, and driving a car, focusing on sensory integration and motor planning for optimal performance. Learn about key principles and strategies to support habilitation and recovery in occupational therapy. Discover how sensory input manipulation and motor output processing influence motor learning and performance outcomes.

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Enhancing Adaptive Responses through Motor Planning and Sensory Integration

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  1. Adaptive behavior • Goal directed movement • Observable result of a process Orienting response, reaching, kicking a ball, talking, dressing, handwriting, riding a bike, driving a car

  2. Adaptive Response Motor Planning Sensory Integration “A house will stand if the roof is shaky, but it falls apart if the foundation is not secure.” • Jane Ayres

  3. Motor Planning Adaptive Response Sensory Integration Feedback

  4. Motor Output Sensory Integration Processing • Vestibular • Tactile • proprioceptive • Vision • Auditory • Taste/smell Feedback

  5. Motor Output Sensory Integration Processing Filtering – only essential input is attended to; unessential input is ignored Divergence- input is processed in several parts of the brain to give added meaning Convergence – input is merged before going to higher cortical centers. Feedback

  6. The Inverted U-Principle Good Performance Poor Low Moderate High Arousal Level (Duffy, 1962)

  7. Arousal Level Threshold: Amount of stimulation required for the brain to perceive a particular type of input. • Low threshold/high arousal • Very active • Avoidant • High threshold/low arousal • Passive/inactive • Sensory seeking

  8. Considerations for Treatment • Enhance or minimize sensory input • Manipulate sensory input to maintain a “zone of optimal arousal: • Client must be able to orient, discriminate, attend, explore, interact, and learn • Match activity to level of arousal • Incorporate sensory strategies throughout the day to help maintain appropriate arousal level

  9. Alerting Sensations • Unpredictable • Touch • Light Touch • Pain • Temperature • Variable • Short duration • Small surface contact • Vestibular • Head position change • Speed change • Direction Change • Rotary Head Movement • Proprioceptive • Quick stretch • Visual • High intensity • High contrast • Variable • Auditory • Variable • High intensity • Taste/Smell • Strong intensity Dunn W. (1997). Implementing neuroscience principles to support habilitation and recovery. In: Christiansen C, Baum C, eds., Occupational Therapy: Enabling Function and Well-Being. 2nd ed. Thorofare, NJ: SLACK Incorporated, 186-232.

  10. Calming Sensations • Predictible • Touch • Pressure • Long duration • Large surface contact • Vestibular • Linear head movement • Repetitive movement • Proprioception • Sustained tension • Shifting tension • Resistance • Visual • low intensity • high simiarity • Auditory • Rhythmic • Constant • Noncompetitive • Low intensity • Touch/Smell • Mild intensiry Dunn W. (1997). Implementing neuroscience principles to support habilitation and recovery. In: Christiansen C, Baum C, eds Occupational Therapy: Enabling Function and Well-Being. 2nd ed. Thorofare, NJ: SLACK Incorporated, 186-232.

  11. Motor Planning Motor Output Sensory Input • Ideation • Developed by multitude of experiences • Sensory motor stage • Reflexes • Planning • Problem solving • Timing, sequencing of motor response Feedback Motor Planning Ability to conceptualize, organize, and direct purposeful movement

  12. Motor Output Sensory Input Processing • Intrinsic vs. extrinsic • Feedback compared to plan • Reference of correctness Feedback

  13. Stages of Motor Learning(Fitts and Posner, ) • Cognitive • Associative • Autonomic

  14. Definition: “An abstract structure in memory that is prepared in advance of the movement.” (Schmidt, 1982) Motor programs allow for Decreased conscious effort to a task Ability to do more than one activity at a time Motor programs

  15. Focus of Attention

  16. Closed Activity • Specific motor plan • Typing, playing piano, producing sounds • Feedback less important • Open Activity • Generalized motor plan • Learn variations in different environments • Movement changes based on feedback • Communication

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