chapter 6: sensorimotor development implications for the educational team paula e. forney and...
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Chapter 6: Sensorimotor DevelopmentImplications for the Educational TeamPaula E. Forney and Kathryn Wolff Heller
By: Amanda Gestl
Central Nervous System
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• Sensory Input regulates motor output
• Sensory Input – five senses
• Motor output – “functional movement response that addresses the environmental demand” (Orelove, Sobsey, & Silberman, 2006, p. 194; Forney & Wolff Heller, 2006, p. 194).
Sensory Input All sensory
experiences are different
Sensory thresholds are different
Arousal/Alerting vs. Discriminating/ Organizing
Children interact with their environment through sensory and motor exploration and, thereby, learn about their world, which results in perceptual, language, social, and cognitive development as well as advancement in sensorimotor skills.
(Campbell, Vander Linden, & Palisano, 2000; Forney, 2001: Larin, 2000; Orelove, Sobsey, & Silberman, 2005, p. 193; Forney & Wolff Heller, 2005, p. 193)
Sensory Systems Tactile
(Somatosensory) System
Proprioceptive System
Vestibular System
System of Taste (Gustatory)
System of Smell (Olfactory)
Visual System Auditory System
“These multiple sensory experiences provide the groundwork for the future development of motor, perceptual, self-help, social, cognitive, and language skills” (Campbell, 2000; Colson & Dworkin, 1997; Dunn, 1996; Inamura, 1998; Orelove,
Sobsey, & Silverman, 2006, p. 196; Forney & Wolff Heller, 2006, p. 196).
Motor Acquisition Head-to-tail Proximal to distal Reflex to volitional Gross to fine
movements
Movements toward the body to movements away from the body
Stability to mobility to skill
“…children with severe and multiple disabilities frequently do not follow a typical sequence of motor skill development, nor do they have typical sensorimotor experiences when they do move independently” (Orelove, Sobsey, & Silberman, 2006, p. 217; Forney & Wolff Heller, 2006, p. 217).
Implications for TeachersInfants/Young Children Environmental
deprivation Developmental
delay Physical disability
Children and Adults
Unable to accomplish tasks
Need adaptations Need
interventions
Atypical Sensorimotor Skill Development Characteristics
Atypical Muscle Tone Persistence of
Reflexes Atypical Postural
Control or Movement Feeding,
Gastrointestinal, and Respiratory Problems
Secondary Orthopedic Changes
Difficulty with Development of Functional Skills
Specific Motor Problems Associated with Hearing Loss
Specific Motor Problems Associated with Vision Loss
Collecting Data Document sensory
input and motor response to stimuli Observable
behaviors Table 6.7 pages
228-230
Discrepancy Analysis (example page 233) Task analysis Student
performance Student error Performance
discrepancy Adaptations
Sensorimotor Development Evaluations and Interventions http://
www.youtube.com/watch?v=sIGtub7lm7E
http://www.youtube.com/watch?v=HqPHcRSd5Sw
http://www.youtube.com/watch?v=3Xv9NK2Ml0U
Always Involve General/Special Education Teacher Parents Occupational Therapist Physical Therapist Plus many more!
Strategies and Interventions
Sensory Example Figure
6.6 page 238 Vestibular – dizzy
when bending over Have student kneel
down to get items
Environmental Example Figure
6.7 page 239 Tactile – items
slide on table Add nonslip
material
Long-term Effects Table 6.1-6.3 pages 197-200
Negative Social isolation Aggressive
behavior Apprehension Feelings of
inadequacy
Positive Self-esteem Ability to
concentrate Organization of
behavior Language
How to Help Keep the
experiences authentic
Work on functional skills (especially those in the IEP)
Minimize undesired sensory and motor input
Remember one observation is never enough
Works Cited Orelove, F. P., Sobsey, R., Sobsey, D., &
Silberman, R. K. (2005). Educating children with multiple disabilities, a collaborative approach. (4 ed.). Baltimore: Paul H Brookes Pub Co.