sped 417517 course objective:

1. 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

2. Westling & Fox Chapter 13 Increased incidence of sensory and motor impairments The sensory and motor systems form a definitive network through which individuals experience and act on the environment Motor System Muscle tone Primitive reflexes Posture and movement Positioning and handling Body mechanics Posture and movement Positioning

3. 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

4. Piaget�s stages of development is based on a sensory-motor foundation Typical sensorimotor skill acquisition combines stimuli and responses from the sensory systems and the motor systems In 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

5. Birth to 2 months Physiological flexion Lift head and turn Two months Less flexed due to gravity pull Pelvis and shoulders more retracted ATNR on back Three months Symmetrical posture, less ATNR Bears weight on forearms and turns head Feet come together in play while supine Four months Hands come together while supine Better head control prone Five months Body-righting reactions begin Shift weight onto one elbow while reaching prone Bring feet to hands or mouth Motor Development

6. Six months Transfers objects from one hand to other Controlled rolling back-stomach Sitting, can use arms for reaching Seven months Crawl on stomach or pivot in circle Can rock on hands-and-knees position Pull up to standing Eight months Good equilibrium reactions Sitting to hands-and-knees position Creeping is possible (crawling) Falls to sit down Nine months Long-sitting; tailor-sitting; W-sitting Half-kneeling to transition from sitting to standing Motor Development

7. Ten months Cruises Can lower self from standing Eleven months Squatting Cruise between pieces of furniture Twelve months No support needed to stand May take first steps Twelve to eighteen months Walking begins Motor Development

8. abduction, away from body accommodation, adjustment adduction, towards body aerobic, with oxygen akinesia, lack of movement anoxia, total lack of oxygen antecedent, forerunner asymmetrical, unequal sides ataxia, lack of coordination athetosis, cerebral palsy Terminology

9. atrophy, wasting atony, lack of muscle tone bilateral, both sides degenerative, worsening distal, farthest, further away from any point of reference dyskinesia, jerky movements dysphagia, difficulty in swallowing dystonia, muscle disorders dystrophy, growth failure in tissue extremity, a limb; an arm or leg Terminology

10. extension, lengthening of muscle to move extremity away from one�s body external rotation, turning of joint away from body fibrosis, the formation of fibrous tissue flaccid, weak, lax and soft flexion, shortening of muscle to pull extremity towards one�s body hemiplegia, paralysis of one side of the body hydrocephalus, accumulation of cerebrospinal fluid within the skull hypertonia, increased rigidity, tension and spasticity of the muscles hypotonia, a condition of diminished tone of the skeletal muscles internal rotation, turning of joint towards body Terminology

11. lateral, denoting a position farther from the midline of the body or of a structure medial, inward towards midline of body mobility, capability of movement, of being moved, or of flowing freely motor, a muscle, nerve, or center that effects or produces movement myalgia, pain in a muscle or muscles myopathy, any disease of a muscle neuromuscular, pertaining to muscles and nerves obligatory, expected response paralysis, loss or impairment of motor function in a part due to lesion of the neural or muscular mechanism paraplegia, paralysis of the legs and lower part of the body Terminology

12. paresis, slight or incomplete paralysis perception, the conscious mental registration of a sensory stimulus posterior, situated in back or dorsal surface of the body postural, pertaining to posture or position prosthesis , an artificial substitute for a missing body part, such as an arm or leg, eye or tooth, used for functional or cosmetic reasons, or both proximal, nearest; closer to any point of reference prone, the state of being positioned on the stomach or front surface quadriplegia, paralysis of all four extremities reflex, involuntary movement rigidity, stiffness or inflexibility sensory, pertaining to or subserving sensation Terminology

13. spasm, a sudden, violent, involuntary contraction of a muscle or a group of muscles spastic, hypertonic, so that the muscles are stiff and the movements awkward spasticity, a state of hypertonicity stability, resistance to change supine, the state of being positioned on the back or back surface symmetrical, equal sides syndrome, a set of symptoms which occur together tonic, producing and restoring the normal tone unilateral, one side only vestibular, pertaining to or toward a vestibule Terminology

14. 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

15. Environment Lots of bright light, large open gym area, many pieces of equipment Sounds of other children talking/using the equipment Positioning standing on narrow base upper body supported arms bent for balance Quality of movement slow, steady stepping rigid upper body Movement components head slightly flexed shoulders raised elbows bent hands/wrist extended legs extended/adducted hips flexing with each step Motor Analysis

16. Purposes for movement To 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

17. Component parts of movement Reaching, 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 control Mobility Motor Systems

18. Development of general motor control Cephalo-caudal Proximal-to-distal Gross-to-fine movements Physiological flexion to antigravity control Stability to mobility to skilled movement Motor Systems

19. Characteristics of movement - relationship between stability and mobility Muscle Tone Physical capacity Postural control Movement characteristics Essential skills Motor Systems

20. Consider picture for sensory/motor analysis assignment - example at right Analyze sensory and motor characteristics Environment Positioning Quality of movement Movement components Analyzing Sensory & Motor Characteristics

21. 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

22. Westling & FoxChapter 13 Instructional programming Sensory Integration Neurodevelopmental Treatment Behavioral Programming Intervention Integrated Programming Classroom Support Strategies

23. Westling & FoxChapter 13 Sensory Impairments Hearing Conductive Sensorineural Mixed Central auditory disorder Vision Functional vision Orientation and mobility Dual sensory impairments

24. Sensory and motor processing forms basis for sensory-motor �mapping� Sensory systems provide the information needed to determine our response to the environment Arousing /alerting stimulation generates noticing behaviors Discriminating/mapping stimulation are organizing for the nervous system Mapping

25. 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

26. Sensory-Motor Mapping

27. Analyzing systems Somatosensory system Proprioceptive system Vestibular system Taste or Gustatory Smell or Olfactory Hearing Vision Sensory Systems

28. Measurement of stimuli Stimulus thresholds, ranges Arousal, alerting, unpredictable stimuli Discriminating, mapping, calming, predictable stimuli Sensory Systems

29. Responds to touch input through receptors on the surface of the skin Arousing/alerting stimuli Discriminating/mapping stimuli Somatosensory System

30. 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

31. Responds to any head position or movement through receptors located in the inner ear. Arousing/alerting stimuli Discriminating/mapping stimuli Vestibular System

32. Responds to tastes through chemical receptors in the mouth, especially in taste buds on the tongue. Arousing/alerting stimuli Discriminating/mapping stimuli Gustatory System

33. Responds to smells through chemical receptors in the nasal cavity Arousing/alerting stimuli Discriminating/mapping stimuli Olfactory System

34. 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

35. Respond to light, dark, and color stimuli through receptors located in the eyeball. Arousing/alerting stimuli Discriminating/mapping stimuli Visual System

36. Sensory Awareness Activity

37. Action Climbing Object up the stairs while eating popcorn Environment going to the top of the Statue of Liberty Condition on a breezy fall day

38. Tactile holding on the the railing, stepping on cement feel of breeze while people pass and when outside Vestibular continuous stepping, gradual rise of body on stairwell response to being at a high elevation, dizzyness Proprioceptive pressure on feet, knees, hips force of stepping on spine Visual gray walls rotating with each level of stairs, people moving looking down from the top of the structure Auditory sounds of stepping, people visiting wind blowing at the top of the structure Olfactory smells of people passing and interior of stairwell smell of food Gustatory increase breathing leading to swallowing taste of food

39. Consider one case Select routine activity Complete sensory characteristics form Sensory Characteristics

40. Sensory Lab

41. Sensory Awareness Activity

42. Action Climbing Object up the stairs while eating popcorn Environment going to the top of the Statue of Liberty Condition on a breezy fall day

43. Tactile holding on the the railing, stepping on cement feel of breeze while people pass and when outside Vestibular continuous stepping, gradual rise of body on stairwell response to being at a high elevation, dizzyness Proprioceptive pressure on feet, knees, hips force of stepping on spine Visual gray walls rotating with each level of stairs, people moving looking down from the top of the structure Auditory sounds of stepping, people visiting wind blowing at the top of the structure Olfactory smells of people passing and interior of stairwell smell of food Gustatory increase breathing leading to swallowing taste of food

44. Sensory Characteristics Somatosensory light touch pain temperature touch variable duration of stimulus body surface contact predictable non-predictable

45. Sensory Characteristics Vestibular head position change speed change direction change rotary head movement linear head movement repetitive head movement - rhythmic predictable non-predictable

46. Sensory Characteristics Proprioceptive quick stretch stimulus sustained tension stimulus shifting muscle tension

47. Sensory Characteristics Visual high intensity low intensity high contrast high similarity competitive variable predictable non-predictable

48. Sensory Characteristics Auditory rhythmic variable constant competitive non-competitive loud soft predictable non-predictable

49. Sensory Characteristics Olfactory/Gustatory mild strong predictable non-predictable

50. Motor Characteristics Muscle tone Hypertonic Hypotonic Other pattern Reflexive patterns

51. Motor Characteristics Physical capacity Strength Endurance Range of motion Structural limitations

52. Motor Characteristics Postural control Accomplishes alignment Maintains alignment Adaptability

53. Motor Characteristics Movement characteristics Efficient Effortful but functional Ineffective Use of compensatory actions

54. Motor Characteristics Essential skills Looking Vocalizing Reaching Manipulating

55. Sensory/Motor Analysis Picture of yourself doing an activity Describe the sensory characteristics of the environment Describe the motor characteristics of the individual performing the activity