DOCSLIB.ORG

Sensory Processing Disorder with Strategies for Learning Behavior

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Sensory Processing Disorder with Strategies for Learning Behavior Sensory Processing Disorder with Strategies for learning Behavior and Social Skills Description: Understanding and learning to recognize the sensory needs of the children who have spectrum processing disorder. Bonnie Vos, MS, O.T.R./L History of Diagnosis Autism criterion Autism not it’s better defined, # Subtype own diagnostic of diagnosis s are category increased rapidly DSM I DSM II DSM II DSM DSM IV DSM V 1952 1968 1980 III-R 1992 2013 1987 Autism not it’s Autism New subtypes are own diagnostic becomes its added, now 16 category own diagnostic behaviors are category characteristic (must have 6 to qualify) History of Diagnosis 1. New name (Autism Spectrum Disorder) 2. One diagnosis-no subcategories 3. Now 2 domains (social and repetitive) 4. Symptom list is consolidated 5. Severity rating added 6. Co-morbid diagnosis is now permitted 7. Age onset criterion removed 8. New diagnosis: Social (pragmatic) Communication disorder What is Autism • http://www.parents.com/health/autism/histo ry-of-autism/ Coding of the brain • One theory of how the brain codes is using a library metaphor. • Books=experiences • Subjects areas are representations of the main neuro- cognitive domains: • The subjects are divided into 3 sections: 1. Sensory: visual, auditory, ect. 2. Integrated skills: motor planning (praxis), language 3. Abilities: social and cognitive • Designed as a model for ideal development The Brain Library • Each new experience creates a book associated with the subject area that are active during the experience • Books are symbolic of whole or parts of experiences • The librarian in our brain – Analyzes – Organizes – Stores – Retrieves Brain Library • The earliest experiences or sensory inputs begin writing the books that will eventually fill the foundational sections of our brain Libraries – Sensory integration begins in-utero – Example: vestibular=14 weeks in-utero – Example: Auditory=20 weeks in-utero Brain Library 1. All information is taken in through the sensory-nervous system receptors 2. The librarian in your brain cross-references new experiences against past experience (stored books) to give context 3. A response is formulated based on current information woven with past experience Capabilities Integrated Skills Section Foundation Section The Brain Library Learning • While performing higher level integrated skills the nervous system must continuously reference the foundation books – Higher level skills rely on foundation shelves to be sufficiently stacked Our successful navigation of modern life is dependent on our capabilities (cognitive and social intelligence) Brain Library Exposure Delay • Gaps in the brain library--lack of exposure to sensory-motor & language experiences – Can be mistaken for a dysfunction or disorder – Common in children who are in orphanages – A developmental delay may be compounded by a lack of exposure to crucial experiences (Language) Sensory Integration • SI issues can be more debilitating to children with ASD since they may not have effective verbal communication skills – SI issues are compounded by lack of communication – Reactions are often over exaggerated by lack of communication abilities Sensory Processing Model Sensory Processing Model Sensory Integration Happens here smelling Central Nervous System Tasting hearing Processing Perception Brain Seeing Library Balance Body awareness touch Action Parts of the Sensory System 1. Vestibular 2. Tactile 3. Proprioceptive 4. Auditory 5. Visual 6. Gustatory 7. Olfactory Vestibular System • Provides the dominate input abut our movement and orientation in space – Acts to fuse together information from all the sense organs, inner ear, eyes muscles and joints palms and fingertips, sole of feet and jaw • Effects heart rate and blood pressure, muscle tone and arousal levels Vestibular Auditory and Visual work together give you the sense of space and tell you what fills the space (you are here marker) Vestibular System Difficulties Dysfunctions in the vestibular system: Abnormal muscle tone (speech) Difficulty with bowel movements Excessive movement: need for self stimulation Academic problems (visual/auditory) Increased anxiety/panic attacks Difficulty with coordinated movement (especially slow controlled) Vestibular Processing Strategies • Physical activities that stimulate the vestibular system • Think recess games – Hopscotch games (vestibular and visual) – Ball games (four square, dodge ball) – Swinging: playground, on hammock swing, rotary swings – Set up Recess: into obstacle courses to encourage movement – Olympic lesson (pick an event that last several weeks) – Animal lesson (practice moving like them) Vestibular Processing Strategies • Provide Controlled sensory input – Bouncing large balls – Spinning: swivel chair, sit-n-spin (slow in one direction/change) – Rocking: rocking chair – Scooter board: bungee cord, races Vestibular Processing Strategies • Rotary input – Increase tone and arousal – Infuse language activities 93-5 rotations) Walk forward and backward, rolling a large ball Walk to the beat of a drum Get kids on stomach and extending arms/legs like a bird or plane Vestibular Processing Strategies • Arm/leg press off teacher (or parent) or wall • Jump over moving rope • Crawl on colored tape • Gross motor movement linked with rhymes • Music – Listening programs – Transition Indicators Top 10 Vestibular Processing Activities 1. Throw a bean bag or medicine ball at a target while swinging. For the hypo registering child, have them get on and off the swing to get the ball or missed bean bag, this will increase the stop and start input, which is the strongest input. 2. Popping bubbles while swinging! This simple activity can be a great way to get head turns and swings, finger isolation 3. Crossing midline and position in space awareness while swinging Top 10 Vestibular Processing Activities 4. Visual tracking: do visual tracking activities while swinging using flashlights in a dark room, bright colored toys 5. laterality and directionality skills: have them look up at a distance such as 5-10 feet away at an arrow chart and then have them hold a medicine ball and do movements with arms only to arrow charts while swinging. 6. b,d,p,q,a,m,w, ball: have them read a ball with all different letters Top 10 Vestibular Processing Activities 7. Body Awareness on the swing: have the child do activities with eyes open or closed is best such as, "flex or bend your right wrist", "touch your right knee with your left thumb 8. Balance code charts on the swing! 9. Prone work: laying on belly to climb rope while on swing, picking up medicine ball 10. Try them on their backs while swinging. Try reaching, rope climbing, and medicine ball activities Touch Tactile System • Receives sensations through receptors in the skin and hair on the surface of the skin • Protective system: alert us to threats (light touch) and fast emotional response • Discriminative System: allows us to investigate the properties of object and slower response allowing time to process information Tactile Processing Difficulties • Touch Sensitive (defensive) – Touch perceived as threatening – Unusual irritation to certain clothing – Aggressive toward situations that include touch experiences – Picky eater-refusing to eat certain textured foods Touch Craver (discrimination) Seeks out touch Touches everything Does not register pain or extreme temperature Licking people and objects Tactile Processing Difficulties • Lack of exposure • Touch issues • Body Awareness • Visual perception Tactile Processing Strategies • Information Discrimination (crucial for learning) – Rice bag – Treasure hunt (find small things in putty) – Feely Bag: collect small items of different textures to match/sort – Shaving cream on mirror/cookie sheet – Blindfold games: pin the tail on the donkey – Matching stickers on body – Build a sensory fort –box and sensory strings Tactile Processing Strategies • Link Tactile with proprioceptive strategies (decrease defensiveness) • Think tactile input for lesson plans – Include a tactile portion to lessons Fidgets-something to move around in your hand or mouth Body Position Proprioceptive System • Body Position Sense-This system tells us about movement in relation to our own bodies • Proprioceptive receptors are located in the muscles, joints ligaments tendons and connective tissue Proprioceptive Processing • Poor sense of body awareness/body position • Sensory Seeking – Squeezing other – Pushing or pulling objects or others – Self injuries behaviors (biting self, hitting self) Motor Planning Difficulties with self help skills such as dressing Bumping into things Proprioceptive Processing • Poor sense of body awareness/body position • Motor Planning-sequencing and planning movement Proprioceptive Processing Strategies • Focus on feeling different body positions without movement • Crawling activities = joint compression • Add different colored stickers, balloon or yarn on each arm or leg (yellow up = 3 points) • Jump through pattern on the floor (colored tape, hula hoops, twister with colored hoops) Proprioceptive Processing Strategies • Imitate hand movements-fingers to thumb, fingers walking on desk • Adding weights and sounds to limbs • Cobra position while making sounds • Tummy on ball, reaching for objects • Change body positions=call out body parts • Body parts directionality (red circle over heart) Proprioceptive Processing Strategies • Increase body awareness and body positions – Stairs – Playing pulling or pushing games – Weighted ball – Arm/upper body games • Provide
Load more

Recommended publications
  • The Visual System: Higher Visual Processing
    The Visual System: Higher Visual Processing Primary visual cortex The primary visual cortex is located in the occipital cortex. It receives visual information exclusively from the contralateral hemifield, which is topographically represented and wherein the fovea is granted an extended representation. Like most cortical areas, primary visual cortex consists of six layers. It also contains, however, a prominent stripe of white matter in its layer 4 - the stripe of Gennari - consisting of the myelinated axons of the lateral geniculate nucleus neurons. For this reason, the primary visual cortex is also referred to as the striate cortex. The LGN projections to the primary visual cortex are segregated. The axons of the cells from the magnocellular layers terminate principally within sublamina 4Ca, and those from the parvocellular layers terminate principally within sublamina 4Cb. Ocular dominance columns The inputs from the two eyes also are segregated within layer 4 of primary visual cortex and form alternating ocular dominance columns. Alternating ocular dominance columns can be visualized with autoradiography after injecting radiolabeled amino acids into one eye that are transported transynaptically from the retina. Although the neurons in layer 4 are monocular, neurons in the other layers of the same column combine signals from the two eyes, but their activation has the same ocular preference. Bringing together the inputs from the two eyes at the level of the striate cortex provide a basis for stereopsis, the sensation of depth perception provided by binocular disparity, i.e., when an image falls on non-corresponding parts of the two retinas. Some neurons respond to disparities beyond the plane of fixation (far cells), while others respond to disparities in front of the plane of the fixation (near cells).
    [Show full text]
  • Visual Perceptual Skills
    Super Duper® Handy Handouts!® Number 168 Guidelines for Identifying Visual Perceptual Problems in School-Age Children by Ann Stensaas, M.S., OTR/L We use our sense of sight to help us function in the world around us. It helps us figure out if something is near or far away, safe or threatening. Eyesight, also know as visual perception, refers to our ability to accurately identify and locate objects in our environment. Visual perception is an important component of vision that contributes to the way we see and interpret the world. What Is Visual Perception? Visual perception is our ability to process and organize visual information from the environment. This requires the integration of all of the body’s sensory experiences including sight, sound, touch, smell, balance, and movement. Most children are able to integrate these senses by the time they start school. This is important because approximately 75% of all classroom learning is visual. A child with even mild visual-perceptual difficulties will struggle with learning in the classroom and often in other areas of life. How Are Visual Perceptual Problems Diagnosed? A child with visual perceptual problems may be diagnosed with a visual processing disorder. He/she may be able to easily read an eye chart (acuity) but have difficulty organizing and making sense of visual information. In fact, many children with visual processing disorders have good acuity (i.e., 20/20 vision). A child with a visual-processing disorder may demonstrate difficulty discriminating between certain letters or numbers, putting together age-appropriate puzzles, or finding matching socks in a drawer.
    [Show full text]
  • AN OT's Toolbox : Making the Most out of Visual Processing and Motor Processing Skills
    AN OT’s Toolbox : Making the Most out of Visual Processing and Motor Processing Skills Presented by Beth Kelley, OTR/L, MIMC FOTA 2012 By Definition Visual Processing Motor Processing is is the sequence of steps synonymous with Motor that information takes as Skills Disorder which is it flows from visual any disorder characterized sensors to cognitive by inadequate development processing.1 of motor coordination severe enough to restrict locomotion or the ability to perform tasks, schoolwork, or other activities.2 1. http://en.wikipedia.org/wiki/Visual_ processing 2. http://medical-dictionary.thefreedictionary.com/Motor+skills+disorder Visual Processing What is Visual Processing? What are systems involved with Visual Processing? Is Visual Processing the same thing as vision? Review general anatomy of the eye. Review general functions of the eye. -Visual perception and the OT’s role. -Visual-Motor skills and why they are needed in OT treatment. What is Visual Processing “Visual processing is the sequence of steps that information takes as it flows from visual sensors to cognitive processing1” 1. http://en.wikipedia.org/wiki/Visual_Processing What are the systems involved with Visual Processing? 12 Basic Processes are as follows: 1. Vision 2. Visual Motor Processing 3. Visual Discrimination 4. Visual Memory 5. Visual Sequential Memory 6. Visual Spatial Processing 7. Visual Figure Ground 8. Visual Form Constancy 9. Visual Closure 10. Binocularity 11.Visual Accommodation 12.Visual Saccades 12 Basic Processes are: 1. Vision The faculty or state of being able to see. The act or power of sensing with the eyes; sight. The Anatomy of Vision 6 stages in Development of the Vision system Birth to 4 months 4-6 months 6-8 months 8-12 months 1-2 years 2-3 years At birth babies can see patterns of light and dark.
    [Show full text]
  • Identification & Intervention with Sensory Processing
    An Introduction to Identification & Intervention for Children with Sensory Processing Difficulties EARLY CHILDHOOD MENTAL HEALTH INSTITUTE Location: University of Alaska Anchorage Date: May 13, 2009 Time: 8:30am to 12:00pm Jackie Brown, OTR/L Occupational Therapist Registered, Licensed Sensory Integration Certified Therapist #1602 Modulated and Advanced Therapeutic Listening Training All For Kids Pediatric Therapy Occupational Therapy/Physical Therapy Supervisor 8200 Homer Drive, Unit F Anchorage, AK 99518 Phone: (907) 345-0050 Email: [email protected] Website: www.allforkidsalaska.com Presentation Objectives WHAT IS IT? Define terms related to Sensory Processing Disorder (SPD). WHY IS IT IMPORTANT? Identify behaviors (signs and symptoms) associated with sensory processing difficulties. WHO DISCOVERED IT? WHERE HAVE WE BEEN? WHERE ARE WE GOING? Understand a brief history and look into current research. HOW DOES IT WORK? Identify the various sensory systems and their functions. WHAT DOES IT LOOK LIKE? Identify model of understand and describing Sensory Processing Disorders. WHEN DO I ACT and WHERE DO I GO FROM HERE? Identify when to refer a client to a specialist for a screening or evaluation. WHAT DO I DO NOW? Become familiar with simple intervention techniques to put into practice. What is Occupational Therapy? Occupational therapy is the scientifically based use of purposeful activity (or occupation) with individuals who are affected by physical injury or illness, psychosocial dysfunction, developmental or learning disabilities, or the aging process, in order to maximize independence, prevent disability, and promote health. WHAT IS SPD? What is Sensory Processing or Sensory Integration (SI)? Definitions The neurological process that organizes sensation form ones body and the environment and makes it possible to use the body effectively within the environment.
    [Show full text]
  • Anatomy and Physiology of the Afferent Visual System
    Handbook of Clinical Neurology, Vol. 102 (3rd series) Neuro-ophthalmology C. Kennard and R.J. Leigh, Editors # 2011 Elsevier B.V. All rights reserved Chapter 1 Anatomy and physiology of the afferent visual system SASHANK PRASAD 1* AND STEVEN L. GALETTA 2 1Division of Neuro-ophthalmology, Department of Neurology, Brigham and Womens Hospital, Harvard Medical School, Boston, MA, USA 2Neuro-ophthalmology Division, Department of Neurology, Hospital of the University of Pennsylvania, Philadelphia, PA, USA INTRODUCTION light without distortion (Maurice, 1970). The tear–air interface and cornea contribute more to the focusing Visual processing poses an enormous computational of light than the lens does; unlike the lens, however, the challenge for the brain, which has evolved highly focusing power of the cornea is fixed. The ciliary mus- organized and efficient neural systems to meet these cles dynamically adjust the shape of the lens in order demands. In primates, approximately 55% of the cortex to focus light optimally from varying distances upon is specialized for visual processing (compared to 3% for the retina (accommodation). The total amount of light auditory processing and 11% for somatosensory pro- reaching the retina is controlled by regulation of the cessing) (Felleman and Van Essen, 1991). Over the past pupil aperture. Ultimately, the visual image becomes several decades there has been an explosion in scientific projected upside-down and backwards on to the retina understanding of these complex pathways and net- (Fishman, 1973). works. Detailed knowledge of the anatomy of the visual The majority of the blood supply to structures of the system, in combination with skilled examination, allows eye arrives via the ophthalmic artery, which is the first precise localization of neuropathological processes.
    [Show full text]
  • How Does Psychological Trauma Affect the Body and the Brain the Cortex the Limbic System
    How Does Psychological Trauma Affect the Body and the Brain It would take many volumes to thoroughly discuss the brain in total. In this book I will stick to an overview discussion of the parts of the brain that are most relevant to the essential understanding of trauma: the cortex (the thinking center of the brain) and the Iimbic system (the emotional and survival center of the brain). The Cortex Among other functions, the cortex is the site of conscious thought and awareness. Maintaining attention to our external environment (what we see, hear, smell, etc.) as well as our internal environment (thoughts, body sensations, and emotions) requires activity in the cortex. Thinking, including the recall of facts, description of procedures, recognition of time, understanding, and so on, also takes place in the cortex. Though it varies from individual to individual, low levels of increased stress with the accompanying increase in adrenaline levels will actually improve awareness, clear thinking, and memory.1 That is why coffee is such a popular beverage at work and among university students: a jolt of caffeine makes our memory, observations, and thinking processes sharper. However, past a certain (individually determined) level, increased adrenaline will degrade, that is, have the opposite effect on, those same processes. A most recognizable example is seen on television quiz programs. More often than not, contestants eliminated by a wrong answer will assert that when watching the program at home, they never missed an answer. Why then were they stumped when on TV? Most likely, their stress levels rose beyond the helpful low-adrenaline kick and succumbed to overload that dampened their ability to access information that was easily available under calmer circumstances.
    [Show full text]
  • Technische Universität München
    TECHNISCHE UNIVERSITÄT MÜNCHEN Lehrstuhl für Entwicklungsgenetik Molecular mechanisms that govern the establishment of sensory-motor networks Rosa-Eva Hüttl Vollständiger Abdruck der von der Fakultät Wissenschaftszentrum Weihenstephan für Ernährung, Landnutzung und Umwelt der Technischen Universität München zur Erlangung des akademischen Grades eines Doktors der Naturwissenschaften genehmigten Dissertation. Vorsitzender: Univ.-Prof. Dr. E. Grill Prüfer der Dissertation: 1. Univ.-Prof. Dr. W. Wurst 2. Univ.-Prof. Dr. H. Luksch Die Dissertation wurde am 08.12.2011 bei der Technischen Universität München eingereicht und durch die Fakultät Wissenschaftszentrum Weihenstephan für Ernährung, Landnutzung und Umwelt am 27.02.2012 angenommen. Erklärung Hiermit erkläre ich an Eides statt, dass ich die der Fakultät Wissenschaftszentrum Weihenstephan für Ernährung, Landnutzung und Umwelt der Technischen Universität München zur Promotionsprüfung vorgelegte Arbeit mit dem Titel „Molecular mechanisms that govern the establishment of sensory-motor networks“ am Lehrstuhl für Entwicklungsgenetik unter der Anleitung und Betreuung durch Univ.-Prof. Dr. Wolfgang Wurst ohne sonstige Hilfe erstellt und bei der Abfassung nur die gemäß § 6 Abs. 5 angegebenen Hilfsmittel benutzt habe. Ich habe keine Organisation eingeschaltet, die gegen Entgelt Betreuerinnen und Betreuer für die Anfertigung von Dissertationen sucht, oder die mir obliegenden Pflichten hinsichtlich der Prüfungsleistung für mich ganz oder teilweise erledigt. Ich habe die Dissertation in dieser oder
    [Show full text]
  • Phillips 2012 an Examination of the Efficacy of Sensory Integration in Occupational Therapy.Pdf
    A Senior Honors Thesis February 2012 An Examination of the Efficacy of Sensory Integration in Occupational Therapy Shannon Phillips If an individual with sensory processing disorder undergoes occupational therapy treatment with the incorporation of sensory integration techniques, he or she will show measurable improvements in overall functioning, i.e., tactile sensitivity, taste/smell sensitivity, movement sensitivity, seeking sensation or under-responsiveness, and visual/auditory sensitivity. ACKNOWLEDGMENTS I would like to thank and acknowledge the many people who have helped make this Thesis of An Examination of the Efficacy of Sensory Integration in Occupational Therapy a success. First of all, to my advisor Mrs. Betty Marko, thank you for all the time spent with me in meetings, reading and revising my project, and giving me such wonderful guidance, advice, and insight. I very much appreciate all you have done and more. To my reader, Dr. Bob Humphries, thank you for your generous suggestions and for taking the time to help read and revise my project. To Dr. Laci Fiala Ades, thank you so much for all your help with my data consolidation. Without you as my statistical liaison, I would not have been able to convey my results in such an informative and intelligent manner. To Dr. Koop Berry and the rest of the Honors Committee, thank you for presenting me with this opportunity to come up with original research regarding my interest in occupational therapy. I know this experience can only help in my journey to graduate school, and it has left me with valuable lessons for life as well.
    [Show full text]
  • Effects of Language on Visual Perception
    Effects of Language on Visual Perception Gary Lupyan1a, Rasha Abdel Rahmanb, Lera Boroditskyc, Andy Clarkd aUniversity of Wisconsin-Madison bHumboldt-Universität zu Berlin cUniversity of California San Diego dUniversity of Sussex Abstract Does language change what we perceive? Does speaking different languages cause us to perceive things differently? We review the behavioral and elec- trophysiological evidence for the influence of language on perception, with an emphasis on the visual modality. Effects of language on perception can be observed both in higher-level processes such as recognition, and in lower-level processes such as discrimination and detection. A consistent finding is that language causes us to perceive in a more categorical way. Rather than being fringe or exotic, as they are sometimes portrayed, we discuss how effects of language on perception naturally arise from the interactive and predictive nature of perception. Keywords: language; perception; vision; categorization; top-down effects; prediction “Even comparatively simple acts of perception are very much more at the mercy of the social patterns called words than we might suppose.” [1]. “No matter how influential language might be, it would seem preposter- ous to a physiologist that it could reach down into the retina and rewire the ganglion cells” [2]. 1Correspondence: [email protected] Preprint submitted to Trends in Cognitive Sciences August 22, 2020 Language as a form of experience that affects perception What factors influence how we perceive the world? For example, what makes it possible to recognize the object in Fig. 1a? Or to locate the ‘target’ in Fig. 1b? Where is the head of the bird in Fig.
    [Show full text]
  • Sensory Processing Disorder
    SENSORY PROCESSING DISORDER Joan Berg Executive Director River Valley Riders Sensory Processing Disorder As PATH Intl. professionals and volunteers it is important to understand why our clients seem to have sensory difficulties. Then learn how to help them adapt in our sensory laden environment. Sensory processing disorder is a condition in which the brain has trouble receiving and responding to information that comes in through the senses. Sensory Processing involves the brains ability to organize and understand an array of incoming sensory information entering the brain at the same time. Sensory Processing Disorder Sensory processing is fundamental to the development of all motor and social skills. This is a filtering system to determine pathways for incoming sensory information. There are the familiar senses of sight, taste, smell, and hearing, but sensory processing involves 3 additional specialized sensory systems, which are very influential with regard to how effectively we recognize and organize incoming sensory information. These are: • Tactile System: how our body perceives touch • Proprioceptive System: how are body perceives where we are in space • Vestibular System: how are body perceives directionality and sense of movement. Some people with sensory processing disorder are oversensitive to things in their environment. This could manifest in: • Being uncoordinated • Bumping into things • Being unable to tell where their limbs are in space • Being hard to engage in conversation or play Sensory Processing Disorder Sensory processing disorder may affect one sense, like hearing, touch, or taste. Or it may affect multiple senses. People can be over or under responsive to the things they have difficulties with.
    [Show full text]
  • Nociceptor Sensory Neuron–Immune Interactions in Pain and Inflammation
    Feature Review Nociceptor Sensory Neuron–Immune Interactions in Pain and Inflammation 1,2 2 Felipe A. Pinho-Ribeiro, Waldiceu A. Verri Jr., and 1, Isaac M. Chiu * Nociceptor sensory neurons protect organisms from danger by eliciting pain Trends and driving avoidance. Pain also accompanies many types of inflammation and A bidirectional crosstalk between noci- injury. It is increasingly clear that active crosstalk occurs between nociceptor ceptor sensory neurons and immune cells actively regulates pain and neurons and the immune system to regulate pain, host defense, and inflamma- inflammation. tory diseases. Immune cells at peripheral nerve terminals and within the spinal cord release mediators that modulate mechanical and thermal sensitivity. In Immune cells release lipids, cytokines, and growth factors that have a key role turn, nociceptor neurons release neuropeptides and neurotransmitters from in sensitizing nociceptor sensory neu- nerve terminals that regulate vascular, innate, and adaptive immune cell rons by acting in peripheral tissues and responses. Therefore, the dialog between nociceptor neurons and the immune the spinal cord to produce neuronal plasticity and chronic pain. system is a fundamental aspect of inflammation, both acute and chronic. A better understanding of these interactions could produce approaches to treat Nociceptor neurons release neuropep- chronic pain and inflammatory diseases. tides that drive changes in the vascu- lature, lymphatics, and polarization of innate and adaptive immune cell Neuronal Pathways of Pain Sensation function. Pain is one of four cardinal signs of inflammation defined by Celsus during the 1st century AD (De Nociceptor neurons modulate host Medicina). Nociceptors are a specialized subset of sensory neurons that mediate pain and defenses against bacterial and fungal densely innervate peripheral tissues, including the skin, joints, respiratory, and gastrointestinal pathogens, and, in some cases, neural fi tract.
    [Show full text]
  • Assessment and Intervention of Visual Perception and Cognition Following Brain Injury and the Impact on Everyday Functioning
    Assessment and Intervention of Visual Perception and Cognition Following Brain Injury and the Impact on Everyday Functioning. Kara Christy, MS, OTRL, CBIS Natasha Huffine, MS, OTRL, CBIS Vision and the Brain •Occipital Lobe • Temporal Lobe • Primary visual cortex • Combines sensory information • Visual association cortex associated with the recognition and identification of objects such • Analyzing orientation, position, and as people, places, and things. movement. • Initiation of Smooth Pursuit Movements • Parietal Lobe • Visual Field Loss • Locating objects • Eye movements • Drawing/construction of objects •Frontal Lobe • Neglect • Saccades and Attention • Movement through space 2 Definitions Visual Perception is the ability to interpret, understand, and define incoming visual information. Form Constancy is the ability to identify objects despite their variation of size, color, shape, position, or texture. Figure ground Perception is the ability to distinguish foreground from background. Visual Closure is the ability to accurately identify objects that are partially covered or missing. Spatial Orientation is the ability to recognize personal position in relation to opposing positions, directions, movement of objects, and environmental locations. Unilateral Inattention is phenomenon that causes one to experience an inability to orient and respond to contralateral visual information. Depth Perception is the ability to perceive relative distance in environmental objects. Visual Memory is the ability to take in a visual stimulus, retain its details, and store for later retrieval. Visual Motor Integration is accurate and quick communication between the eyes and hands. Visuocognition is the ability to use visual information to solve problems, make decisions, and complete planning and organizational tasks through mental manipulation. Executive Functioning is the ability to reason, plan, problem solve, make inferences, and/or evaluate results of actions and decisions.
    [Show full text]