The assessment findings above indicate an underlying sensory integrative dysfunction. Kianah’s functional difficulties and presenting problems referred to throughout this protocol are an end result of inefficient and irregular sensory processing of specific sensory information by the brain. Ayres (2005:54) believed that, although the integration of sensory input develops together, some functions lead up to others and that there are many processes involved in integrating sensory information.
The first level of integration occurs when the five major sensory systems are stimulated adequately and their impulses travel from the receptors to the brain. Integration primarily occurs within the vestibular, proprioceptive and tactile systems at this level because the organisation of a child’s CNS depends upon these more basic sensations, rather than visual and auditory sensations (Ayres, 2005:54). Kianah’s vestibular system seems to be registering, modulating and discriminating sensory input efficiently, and integrating this stimuli to generate an appropriate adaptive response. Functionally, this is observed in her well-developed postural control such as well-organised eye movements, posture, balance and postural reactions, postural adjustments, and muscle tone. She also responds appropriately to vestibular input and is not overly sensitive to movement or disorganised by it. Kianah’s efficient vestibular system is an area of strength for her and she utilises this when needing to employ self-regulatory strategies to try maintain a calm-alert state in the classroom.
However, Kianah does not appear to register tactile input adequately, which in turn impacts on her ability to accurately discriminate tactile input. If she cannot register th...
... middle of paper ...
...culty, rather than a sensory integrative dysfunction. Functionally, this contributes to her poor fine motor skills and endurance when writing.
In conclusion, Kianah has a sensory integrative dysfunction in her somatosensory system which impacts on her somatopraxis, bilateral integration and sequencing, and haptic form and space perception. In addition, her poor visual spatial perception leads to problems in visuopraxia. These areas of dysfunction negatively affect her gross and fine motor skills, and result in functional difficulties in her self-care, school and play occupations. Kianah presents with additional difficulties in attention and concentration, which may be a result of her sensory integrative dysfunction or as a result of other neurological conditions such as ADHD. She also presents with residual weakness in the proximal stability of her upper limbs.
Two ideas about the nervous system that can be better understood from these observations are the concepts of having and locating the I-function. It seems that the I-function here is very often affected in terms of voluntary movement. A person with Arnold-Chiari malformation who has lost the feeling in and control of his arm for example will not be able to move it even upon someone's request and his or her own desire to do so. Some use of the I-function is definitely impaired. However, these observations do not seem to necessarily imply that some part of the I-function was damaged, because it may very well be located elsewhere- connections may have simply been lost. A person with Arnold-Chiari can still think and have a sense of self, but somehow can not connect with the various body parts that can be affected. Some uses and pathways of the I-function can be understood, but the exact location of it remains vague.
It is evident that the capacity to visually recognize things or objects is far much superior in comparison to the recognition by the use of the sense of touch (Saal, Vijayakumar & Johansson, 2009). Moreover, in comparison the ability of a human being to recognize objects visually is considered to be much accurate as well as faster than the case of tactile recognition. However, in the case of human beings visual recognition requires some brief palpations on an object in order to properly mark the identify of that object (Tonkonogiĭ & Puente, 2009). The sense of touch for any human being or species provides immense data regarding the surrounding world. Tactile recognition or the sense of touch is usually the first to develop and lasts even after the two other cognition senses fade away; visual and auditory recognition (Warren, Santello & Tillery, 2011). Though, Verrillo (1966) suggest this may due to the fact that ones are more aware the loss of visual and auditory senses as they are more salient and the deterioration of tactile senses are less noticeable. The sense of touch is considered to be an informative, active as well as perceptual system in any species. However, it is essential to point that the aspect and practice of tactile recognition plays a frequent role in an individual’s daily life. Therefore, it can be stated that tactile recognition is important and central to a human being as substantial amount of the human activities relate to touch. For instance, in the case of preparing this essay, a sense of touch is present in either the case of typing the keys on a computer or touching the pen when writing on a note pad. The need to identify the objects that one wants to use at a particular time plays a pivotal...
The purpose of this assignment is to answer the three posed questions in regards to my Virtual Child, who I will refer to as Kieran throughout my assignment. I will be describing changes in his exploratory and problem solving behaviors as well as analyzing his temperament. I will also summarize his developmental assessment at nineteen months old that may differ from my perception of what was assessed through his developmental examiner. Kieran was at the age of eight months when I first used the object permanence test developed by Jean Piaget, in the aspect of sensorimotor development in both stage 3 and 4 of the Six Substages of Sensorimotor Development (Table 6-2, pg 154). At stage 3, infants begin to show greater interest in their world with objects becoming incorporated into what is called the secondary circular reaction where they start to learn about the actions associated with objects.
Sensory processing disorder (SPD) has many aspects and covers many issues children may have. The child does not have to have all the concerns related to SPD he or she may only have one. Carol Stock Kranowitz, author of The Out of Sync Child, defines it as, “the inability to use information received through the senses in order to function smoothly in daily life.” (2005, p.9) These children struggle with everyday things that may seem simple to any other child or adult. The disorder deals with the senses and can therefore, be a problem with the tactile, vestibular, proprioceptive, visual, or auditory senses. The child’s dysfunction may only be concerned with one of the senses or all of them. The tactile dysfunction deals with the skin and how a child deals with touch. The vestibular dysfunction is concerned with the inner ear which affects the child’s balance and movement. The proprioceptive dysfunction is when a child has problems with their joints and sensations relating to their muscle control. A child with a visual dysfunction does not necessarily have poor vision, but may have poor visual discrimination or poor visual motor skills. ...
The effects of multiple disabilities are often both multiplicative and interactive. Cerebral Palsy is a disability that originates from damage to the central nervous system, but which is often accompanied by sensory, communication, orthopedic, learning and cognitive abilities. The complex nature of cerebral palsy is related to differences in causation and the nature and degree of motor involvement. In this paper, Cerebral Palsy will be defined and described, followed by discussion of conditions that frequently occur with this disability. A description of the impact of cerebral palsy on physical and communication development will also be discussed.
Preoperational stage (ages 2-7) – Concrete physical stimuli are needed in order for a child to develop new concepts.
Her detrimental relationship with her mother turned into a psychosomatic disease, which later affected her life and the people in it.... ... middle of paper ... ... 12 Nov. 2013. http://web.ebscohost.com/ehost/detail?sid=8255d75b-58ea-4383-be87-4f5601606c51%40sessionmgr13&vid=1&hid=26&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=lfh&AN=17088173>.
Patterson, Marilyn Nikimaa. Every Body Can Learn: Engaging the Bodily-Kinesthetic Intelligence in the Everyday Classroom. Tucson, AZ: Zephyr Press, 1997.
Klara’s biosocial development is appropriate for her age. Gross motor development, balance, fine motor skills, personal care routines, and personal safety were reviewed in accordance to the DRDP.
Beginning at birth and lasting for the first 24 months of a child’s life, the sensorimotor stage is a period of rapid cognitive growth. The infant has no concept of the world around him, other than what he sees from his own perspective and experiences through his senses and motor movements. One of the most important developments in
The two developmental neurologic disorders I would like to discuss are Sickle-cell anemia and Down syndrome. Sickle- cell anemia was named for the description of the appearance of the red blood cells of those who suffer from the disease. Johnson (2010) describes sickle as a chronic illness resulting from inadequate blood circulation that causes significant pain and ultimately organ failure and death (p. 132.) According to Feldman (2013) “around 1/10th of people of African descent carry genes that produce sickle-cell anemia, and 1/400 actually has the disease.” Symptoms of the disease include chest and abdominal pain, fever, fatigue, jaundice related to hepatic disease, compromised renal function, stroke and sometimes death. In the past many victims of the disease died in infancy, but due to advances in medicine, life expediency has significantly increased. One of the most difficult consequences of this disease is the lifelong management of pain and resulting isolation during times of a sickle-cell crisis. Cognitive, physical and social development are al...
The neurological disorder is generally diagnosed in children aged between six and twelve years, the condition affecting boys three times more often than girls (Hamilton, 2002; Gardner, 2008). Despite the fact that DCD affects roughly 6.4 percent of children, few individuals are familiar with the condition (Hamilton, 2002). In fact, a study by Kirby, Davies, & Bryant (2005) revealed that only 54.3% of teachers and 26.7% of general practitioners could accurately define DCD (p. 124). In response, the condition will be briefly outlined here.
Many children with varying special needs such as, Down syndrome, Autism, Cerebral Palsy, Muscular Dystrophy, or Asperger’s syndrome, have difficulties interacting with others in a social setting (Greenspan 1998, 5). All of these disorders can either impair a child’s ability to process or convey information, as well as limiting their motor ability. One kind of therapy thought to help and lessen these limitations is Sensory Integration Therapy. Sensory Integration Therapy (SIT) is a form of therapy where the neurological processes in the brain are stimulated through the use of visual and tactile environmental factors; toys that have certain textures and flashing lights are what are commonly used in this type of practice. This in turn contributes
Lastly, formal operation is adolescence all the way through adulthood. Sensorimotor is the early stage of Piaget’s developmental stages. Infants are aware only of what is directly in front of them. They tend to focus more on what they are doing, what they see, and what is going on at that moment. Infants constantly learn new things and experiment, such as throwing things, sticking their hands in their mouth, shaking stuff.
The first month of work with the dyspraxia, is more or less explained above, but there is