SpEd 417/517 Course Objective:

1. 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

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. Sensory-Motor Continuum • 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

4. Motor Development • 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

5. Motor Development • 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

6. Motor Development • 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

7. Motor Development • 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

8. Terminology • 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

9. Terminology • 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

10. Terminology • 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

11. Terminology • 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

12. Terminology • 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

13. Terminology • 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

14. Motor Analysis • 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?

15. Motor Analysis • 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

16. Motor Systems • 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

17. Motor Systems • 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

18. Motor Systems • 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

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

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

21. Sensory Imagery • 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?

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. Mapping • 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

25. Sensory-Motor Connection • 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

26. Sensory-Motor Mapping Map of environment Interpretation of sensory input Map of self Plan and organize a motor response Sensory input Execute motor response Environment

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

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

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

30. Proprioceptive System • Responds to repositioning of body parts through receptors which are housed in the muscles, joints, and surrounding tissues. • Arousing/alerting stimuli • Discriminating/mapping stimuli

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

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

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

34. Auditory System • 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

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

36. 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

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

40. Sensory Lab

41. 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

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