sped 417/517 course objective:

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

Course Objective:

Westling & Fox Chapter 13

Increased incidence of sensory and motor impairmentsThe sensory and motor systems form a definitive network through which individuals experience and act on the environmentMotor System

Muscle tonePrimitive reflexesPosture and movement

Positioning and handlingBody mechanicsPosture and movementPositioning

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

Piaget’s stages of development is based on a sensory-motor foundationTypical sensorimotor skill acquisition combines stimuli and responses from the sensory systems and the motor systemsIn 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

Birth to 2 monthsPhysiological flexionLift head and turn

Two monthsLess flexed due to gravity pullPelvis and shoulders more retractedATNR on back

Three monthsSymmetrical posture, less ATNRBears weight on forearms and turns headFeet come together in play while supine

Four monthsHands come together while supineBetter head control prone

Five monthsBody-righting reactions beginShift weight onto one elbow while reaching proneBring feet to hands or mouth

Motor Development

Six monthsTransfers objects from one hand to otherControlled rolling back-stomachSitting, can use arms for reaching

Seven monthsCrawl on stomach or pivot in circleCan rock on hands-and-knees positionPull up to standing

Eight monthsGood equilibrium reactionsSitting to hands-and-knees positionCreeping is possible (crawling)Falls to sit down

Nine monthsLong-sitting; tailor-sitting; W-sittingHalf-kneeling to transition from sitting to standing

Motor Development

Ten monthsCruisesCan lower self from standing

Eleven monthsSquattingCruise between pieces of furniture

Twelve monthsNo support needed to standMay take first steps

Twelve to eighteen monthsWalking begins

Motor Development

abduction, away from bodyaccommodation, adjustmentadduction, towards bodyaerobic, with oxygenakinesia, lack of movement anoxia, total lack of oxygenantecedent, forerunnerasymmetrical, unequal sidesataxia, lack of coordinationathetosis, cerebral palsy

Terminology

atrophy, wastingatony, lack of muscle tonebilateral, both sidesdegenerative, worseningdistal, farthest, further away from any point of referencedyskinesia, jerky movementsdysphagia, difficulty in swallowingdystonia, muscle disordersdystrophy, growth failure in tissueextremity, a limb; an arm or leg

Terminology

extension, lengthening of muscle to move extremity away from one’s bodyexternal rotation, turning of joint away from bodyfibrosis, the formation of fibrous tissueflaccid, weak, lax and softflexion, shortening of muscle to pull extremity towards one’s bodyhemiplegia, paralysis of one side of the bodyhydrocephalus, accumulation of cerebrospinal fluid within the skullhypertonia, increased rigidity, tension and spasticity of the muscleshypotonia, a condition of diminished tone of the skeletal musclesinternal rotation, turning of joint towards body

Terminology

lateral, denoting a position farther from the midline of the body or of a structuremedial, inward towards midline of bodymobility, capability of movement, of being moved, or of flowing freelymotor, a muscle, nerve, or center that effects or produces movementmyalgia, pain in a muscle or musclesmyopathy, any disease of a muscleneuromuscular, pertaining to muscles and nervesobligatory, expected responseparalysis, loss or impairment of motor function in a part due to lesion of the neural or muscular mechanismparaplegia, paralysis of the legs and lower part of the body

Terminology

paresis, slight or incomplete paralysisperception, the conscious mental registration of a sensory stimulusposterior, situated in back or dorsal surface of the bodypostural, pertaining to posture or positionprosthesis , an artificial substitute for a missing body part, such as an arm or leg, eye or tooth, used for functional or cosmetic reasons, or bothproximal, nearest; closer to any point of referenceprone, the state of being positioned on the stomach or front surfacequadriplegia, paralysis of all four extremitiesreflex, involuntary movementrigidity, stiffness or inflexibilitysensory, pertaining to or subserving sensation

Terminology

spasm, a sudden, violent, involuntary contraction of a muscle or a group of musclesspastic, hypertonic, so that the muscles are stiff and the movements awkwardspasticity, a state of hypertonicitystability, resistance to changesupine, the state of being positioned on the back or back surfacesymmetrical, equal sidessyndrome, a set of symptoms which occur togethertonic, producing and restoring the normal toneunilateral, one side onlyvestibular, pertaining to or toward a vestibule

Terminology

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

EnvironmentLots of bright light, large open gym area, many pieces of equipmentSounds of other children talking/using the equipment

Positioningstanding on narrow baseupper body supportedarms bent for balance

Quality of movementslow, steady steppingrigid upper body

Movement componentshead slightly flexedshoulders raisedelbows benthands/wrist extendedlegs extended/adductedhips flexing with each step

Motor Analysis

Purposes for movementTo 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

Component parts of movementReaching, 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 controlMobility

Motor Systems

Development of general motor control

Cephalo-caudalProximal-to-distalGross-to-fine movementsPhysiological flexion to antigravity controlStability to mobility to skilled movement

Motor Systems

Characteristics of movement - relationship between stability and mobility

Muscle TonePhysical capacityPostural controlMovement characteristicsEssential skills

Motor Systems

Consider picture for sensory/motor analysis assignment - example at rightAnalyze sensory and motor characteristics

EnvironmentPositioningQuality of movementMovement components

Analyzing Sensory & Motor Characteristics

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

Westling & Fox

Chapter 13

Instructional programming

Sensory Integration

Neurodevelopmental Treatment

Behavioral Programming Intervention

Integrated Programming

Classroom Support Strategies

Westling & Fox

Chapter 13

Sensory ImpairmentsHearingConductiveSensorineuralMixedCentral auditory disorderVisionFunctional visionOrientation and mobilityDual sensory impairments

Sensory and motor processing forms basis for sensory-motor “mapping”Sensory systems provide the

information needed to determine our response to the environmentArousing /alerting stimulation

generates noticing behaviorsDiscriminating/mapping stimulation are

organizing for the nervous system

Mapping

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

Sensory-Motor Mapping

Plan and organize a

motor response

Interpretation of sensory input

Execute motor

responseEnvironment

Sensory input

Map of selfMap of environment

Analyzing systemsSomatosensory systemProprioceptive systemVestibular systemTaste or GustatorySmell or OlfactoryHearingVision

Sensory Systems

Measurement of stimuliStimulus thresholds, rangesArousal, alerting, unpredictable

stimuliDiscriminating, mapping, calming,

predictable stimuli

Sensory Systems

Responds to touch input through receptors on the surface of the skin

Arousing/alerting stimuli

Discriminating/mapping stimuli

Somatosensory System

Responds to repositioning of body parts through receptors which are housed in the muscles, joints, and surrounding tissues.



Proprioceptive System

Responds to any head position or movement through receptors located in the inner ear.



Vestibular System

Responds to tastes through chemical receptors in the mouth, especially in taste buds on the tongue.



Gustatory System

Responds to smells through chemical receptors in the nasal cavity



Olfactory System

Responds to movement of sound waves in the middle and inner ear through receptors housed in the inner ear.



Auditory System

Respond to light, dark, and color stimuli through receptors located in the eyeball.



Visual System

Sensory Awareness Activity

Consider the following activity:Climbing up the stairs while eating popcorn,

going to the top of the Statue of Liberty on a breezy fall day

ActionClimbingObjectup the stairs while eating popcornEnvironmentgoing to the top of the Statue of LibertyConditionon a breezy fall day

Tactileholding on the the railing, stepping on cementfeel of breeze while people pass and when outsideVestibularcontinuous stepping, gradual rise of body on stairwellresponse to being at a high elevation, dizzynessProprioceptivepressure on feet, knees, hipsforce of stepping on spineVisualgray walls rotating with each level of stairs, people

movinglooking down from the top of the structureAuditorysounds of stepping, people visitingwind blowing at the top of the structureOlfactorysmells of people passing and interior of stairwellsmell of foodGustatoryincrease breathing leading to swallowingtaste of food

Consider one case

Select routine activity

Complete sensory characteristics form

Sensory Characteristics

Sensory Lab

Sensory Awareness Activity

Consider the following activity:Climbing up the stairs while eating popcorn, going to

the top of the Statue of Liberty on a breezy fall day

ActionClimbingObjectup the stairs while eating popcornEnvironmentgoing to the top of the Statue of LibertyConditionon a breezy fall day

Tactileholding on the the railing, stepping on cementfeel of breeze while people pass and when outsideVestibularcontinuous stepping, gradual rise of body on stairwellresponse to being at a high elevation, dizzynessProprioceptivepressure on feet, knees, hipsforce of stepping on spineVisualgray walls rotating with each level of stairs, people movinglooking down from the top of the structureAuditorysounds of stepping, people visitingwind blowing at the top of the structureOlfactorysmells of people passing and interior of stairwellsmell of foodGustatoryincrease breathing leading to swallowingtaste of food

Sensory CharacteristicsSomatosensorylight touchpaintemperaturetouchvariableduration of stimulusbody surface contactpredictablenon-predictable

Sensory CharacteristicsVestibularhead position changespeed changedirection changerotary head movementlinear head movementrepetitive head movement -

rhythmicpredictablenon-predictable

Sensory CharacteristicsProprioceptivequick stretch stimulussustained tension

stimulusshifting muscle tension

Sensory CharacteristicsVisualhigh intensitylow intensityhigh contrasthigh similaritycompetitivevariablepredictablenon-predictable

Sensory CharacteristicsAuditoryrhythmicvariableconstantcompetitivenon-competitiveloudsoftpredictablenon-predictable

Sensory CharacteristicsOlfactory/Gustatorymildstrongpredictablenon-predictable

Motor CharacteristicsMuscle toneHypertonicHypotonicOther patternReflexive patterns

Motor CharacteristicsPhysical capacityStrengthEnduranceRange of motionStructural limitations

Motor CharacteristicsPostural controlAccomplishes

alignmentMaintains alignmentAdaptability

Motor CharacteristicsMovement characteristicsEfficientEffortful but functionalIneffectiveUse of compensatory actions

Motor CharacteristicsEssential skillsLookingVocalizingReachingManipulating

Sensory/Motor AnalysisPicture of yourself doing an

activityDescribe the sensory

characteristics of the environmentDescribe the motor

characteristics of the individual performing the activity

sped 417/517 course objective:

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