DEVELOPMENTAL EXPECTATIONS. Sensory Motor Cognitive Adaptive Behavioral

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Cornelia Sanders
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1 : m oo r e th ss a Cl in g sin ork CP s B ce it w L, / o r e TR P k O ry ma S, o M s n to E, e S S ow LI U H FA D R A SE LI ER G

2 FOUNDATION SKILLS

3 n n di r oo rc ES X ul E L reg io at F or f RE are p e Pr o ot n d an m io at

4 Y D n io at A l E gu e R R lf Se

5 DEVELOPMENTAL EXPECTATIONS Sensory Motor Cognitive Adaptive Behavioral

6 PYRAMID OF LEARNING (WILLIAMS & SHELLENBERGER)

7 DEVELOPMENT THROUGH SENSATION Movement Muscle and joint Tactile Sound Sight Taste Smell

8 THE FIRST YEAR Motor : Pulls to stand and cruises Stands alone and takes steps Moves in and out of various positions to explore environment Maintains balance in sitting when throwing objects Releases objects into container Uses thumb and pointer finger to pick up tiny objects Sensory: Enjoys listening to songs Explores toys with fingers and mouth Crawls to or away from objects seen in the distance

9 THE FIRST YEAR Communication: Responds to simple directions Produces long strings of jargoning in social communication 1-2 words Imitates speech sounds babbling has sounds and rhythms of speech pays attention to where you are looking Responds to no Begins using gestures

10 MOVEMENT ACTIVATES CORE, BALANCE & SELF REGULATION

11 MOVEMENT ORGANIZES SOUND AND VISION FOR PERCEPTION

12 PROTECTIVE AND DISCRIMINATION

13 PROTECTIVE SYSTEM ~ SELF REGULATION AVOID SEEK

14 WHAT WE CAN OBSERVE & MEASURE: IMPACT OF SPD Sensory Motor Language Cognitive Social Emotional Adaptive Behavior

15 E L P M A EX E vel S e A yl r C se r Nu

16 Developmental Milestones 2 YEARS RUNS & JUMPS SPEAKS IN TWO-WORD SENTENCE FOLLOWS SIMPLE INSTRUCTIONS BEGINS PRETEND PLAY 3 Years Climbs well Speaks in multiword sentences Sorts objects by colors and shapes Draws circles

17 Developmental Milestones continued 4 YEARS RIDES A TRICYCLE GETS ALONG WITH PEOPLE OUTSIDE OF THE FAMILY DRAWS A SQUARE ABLE TO CALM AFTER UPSET 5 Years Jumps, hops, skips Gets dressed Tells name and address Counts 10 or more objects

18 WHEN THERE IS A PROBLEM Behaviors ~ Intentional versus by-product Etiology ~ Delay, sensory or behavior Timing of behavior Is behavior limited to specific environments?

19 Treatment

20 MODULATION- SENSORY OVERRESPONSIVITY (SOR)

Calming inputs: Somatosensory (Dum, Levinthal & Strick) Motor, cognitive, and Affective areas of the cerebral cortex influence the adrenal medulla

21 Calming inputs: Somatosensory (Dum, Levinthal & Strick) Motor, cognitive, and Affective areas of the cerebral cortex influence the adrenal medulla doi: /pnas DEEP PRESSURE-TA CTILE *SWADDLING *SQUISHES-MAS SAGE *DPPT-BRUSH Heavy Work Pushing up on hands Pulling Walking up a graded surface

22 Science supporting Calm BREATH: Mindfulness: NASAL RESPIRATION ENTRAINS HUMAN LIMBIC OSCILLATION AND MODULATES COGNITIVE FUNCTION C. ZELANO, ET AL. DECEMBER DOI: /JNEUROSCI Mindfulness practice leads to increases in regional brain gray matter density. Hölzel, B., et al. Psychiatry Research : Neuroimaging. Volume 191, Issue 1, 30 January 2011, MOVEMENT: Music: A RANDOMIZED CONTROL INTERVENTION INVESTIGATING THE EFFECTS OF ACUTE EXERCISE ON EMOTIONAL REGULATION.EDWARDS, MK., ET AL AM JHEALTH BEHAV SEPT 1, 41(5): DOI: /AJHB Neurobiological foundations of neurologic music therapy: rhythmic entrainment and the motor system. Thaut, M; McIntosh, G; Hoemberg, V. Front Psychol. 2014; 5:1185. doi: /fpsyg

23 POSTURAL DISORDER

24 SUPPORTING POSTURE WITH ACTIVATION

25 TREATMENT: MOVEMENT AND SOUND

26 POSTURE BEFORE AFTER

27 ANTI-GRAVITY INPUT: POSTURE AND OCULAR FLEXION > CONVERGENCE EXTENSION > HORIZONTAL TRACKING

29 or ot L nd O a R or t T o m N ular O C oc R TO hole O M ilater, al B w, dy o b e fin m

30 e nc e u eq ior s v, an eha l a p ze b e at ani r e g en d or g o n s t ns a p el pla h ay or w ot d ze es/m i n i ga erg r o yn an e s n h e i ze t c pa ani s ng org i d, an teps t s er he s d Un t E C PA R A E N A P S E C TO R FA S

31 INTEGRATION Sensory Tactile-movement-muscle & joint Motor Reflex integration Antigravity-midline stability Rhythmicity Breath/heart beat Routines Motor control

32 USE SOUND TO ELICIT RESPONSE Orienting, locating, selecting and attending to sound Discriminating and interpreting sounds Sets up connection between people Refinement of pragmatic skills Tuning into details Phonemic awareness Auditory visual integration

33 PRAXIS or DYSPRAXIA PRAXIS: THE ABILITY TO RECOGNIZE THE AFFORDANCES OF OBJECTS, COMBINE INFORMATION WITH KNOWLEDGE OF ONE S BODY TO PLAN, ORGANIZE, AND EXECUTE A SERIES OF ACTIONS. Praxis: The ability to recognize affordances of objects, combine IMPACTS ALL OF ASPECTS OFthe LIFE information with knowledge IMPEDES MOTOR OUTPUT of one s body to plan, organize, and execute a series IN of actions. BASED SENSORY PROCESSING DEFICITS SLOWED MOTOR PERFORMANCE Impacts all ofand aspects of life CLUMSINESS AWKWARD MOVEMENTS Impedes motor output POOR RHYTHM AND TIMING Based in sensory processing deficits DECREASED ORGANIZATION AND SEQUENCING Slowed motoranxiety performance ASSOCIATED AND FRUSTRATION Clumsiness and awkward movements Poor rhythm and timing Decreased organization and sequencing Associated anxiety and frustration

34 Staying calm while trying challenges: Deep touch pressure & heavy work

35 SELF AWARENESS AND ADVOCACY

36 ZONES OF REGULATION

37 JUST RIGHT CHALLENGE

38 RESOURCES Modulation: F%2Fwww.google.com%2F Neurosciencenews.com Spdstar.org Motor control: Learning:

39 PRODUCTS Nylon Lycra

Sensory Needs & Interventions. Understanding Sensory Processing for students with Autism Spectrum Disorder (ASD)

Sensory Needs & Interventions. Understanding Sensory Processing for students with Autism Spectrum Disorder (ASD) Sensory Needs & Interventions Understanding Sensory Processing for students with Autism Spectrum Disorder (ASD) What is Self-Regulation? The ability to attain, maintain, or change how alert we feel, which