Difficulties of the tactile sensory system sensory integration of children with autism

Sensory integration represents the organization of the senses for their use. It is a neuro-biological activity that allows the reception and processing of sensory information, which in arrive from the senses in huge quantities into the brain, at any time. The ability of the brain to successfully process tactile information allows the child to feel safe and develop a connection with those around it. An autistic child is not able to register many stimuli from their environment, so insufficient or poor sensory processing can contribute to the image of autism. Children with autism spectrum difficulties have specific difficulties in touch perception. The aim of the study was to examine the prevalence of sensory integration difficulties of the tactile sensory system of children with autism spectrum disorders, and to establish the statistical significance of differences in relation to children without developmental difficulties. The total sample of subjects (N=30) consisted of two subsamples. The first subsample of subjects (N=15) consisted of children with difficulties from the autism spectrum, and the second subsample of subjects (N=15) consisted of children without developmental difficulties. The measurement instrument was the „Questionnaire for testing tactile sensory sensitivity“ with 11 variables and the offered answers of possible sensory response was applied. The Mann-Whitney U test and the Wilcoxon W test at the level of statistical significance of p<0.05 were used to examine the statistical significance of the differences between the subsamples of the subjects. The results of the study showed that 86.67 % of children with autism have difficulties in sensory integration of the tactile sensory system. The hypersensitive type of sensory response has 26.67 %, and the hyposensitive sensory response 20 % of children with autism. 40.00 % of children with autism have a mixed type of tactile sensory. There is a statistically significant difference between children with autism and children without developmental difficulties on 4 variables.

Preparing Advanced Clinicians and Practitioners: A Model for Mentorship in Occupational Therapy Practice

Mentoring is essential at all stages of a professional career. However, little has been written about the effectiveness of programs for practicing clinicians. This study was designed to address the need for evidence about the effectiveness of formal mentorship programs by describing the impact of the STAR mentorship program on a group of clinicians specializing in sensory integration and processing challenges. This study utilized an exploratory, retrospective, survey research design. Course evaluations were examined from 240 subjects following participation in a one-week, small group mentorship training program. Qualitative methods were adapted for use in this study. Sixteen codes, with operational definitions, were developed to analyze the surveys. Ninety-six percent indicated that the program met or exceeded their expectations; only 12.5% had a negative comment. Impact on psychosocial function was reflected by 22% of the participants. Comments related to impact on career function were indicated by 45% of the participants. Ninety-four percent provided positive comments about the program structure, and 74% responded with positive comments regarding content of the program. Positive outcomes were associated with this one mentorship program, suggesting a need for more in-person, structured mentored learning experiences. Mentorship is recommended as a method to address the growing need within the profession to support career development, build knowledge, skill and attitudes, and aspirations/commitment as well as enhance professionalism/professional development.

Multimodal Interventions Are More Effective in Improving Core Symptoms in Children With ADHD

Objective: To investigate the effect of sensory integration training combined with EEG biofeedback on core symptoms in children with ADHD.Methods: Fifty-two children with attention-deficit, hyperactive-impulsive and combined ADHD were selected. They were randomly divided into control group, sensory integration training group, EEG biofeedback group, and sensory integration training + EEG biofeedback group, and after 4 months of intervention, concentration time and impulsive- hyperactivity and hyperactivity index scores on the PSQ scale were assessed.Results: Compared with that before the intervention, the attention time was significantly increased (P &lt; 0.01), and the impulsive-hyperactivity and hyperactivity index scores were significantly decreased (P &lt; 0.05, P &lt; 0.01). After the intervention, the attention time was significantly higher than that of the control group (P &lt; 0.05, P &lt; 0.01), the attention time of the multimodal intervention group was significantly higher than that of the single intervention group (P &lt; 0.01), and the impulsive-hyperactivity and hyperactivity index scores were significantly lower than those of the single intervention group (P &lt; 0.05).Conclusion: Multimodal intervention can significantly improve the concentration level of children with ADHD, and significantly improve the behavioral symptoms of impulsive-hyperactivity and hyperactivity. Multimodal interventions were more effective than single interventions in improving core symptoms in children with ADHD. The results of this study provide a reference for related research and practical application.

insomniac links the development and function of a sleep regulatory circuit

Although many genes are known to influence sleep, when and how they impact sleep-regulatory circuits remain ill-defined. Here we show that Insomniac (Inc), a conserved adaptor for the autism-associated Cul3 ubiquitin ligase, acts in a restricted period of neuronal development to impact sleep in adult Drosophila. The loss of inc causes structural and functional alterations within the mushroom body, a center for sensory integration, associative learning, and sleep regulation. In inc mutants, mushroom body neurons are produced in excess, develop anatomical defects that impede circuit assembly, and are unable to promote sleep when activated in adulthood. Our findings link neurogenesis and postmitotic development of sleep-regulatory neurons to their adult function and suggest that developmental perturbations of circuits that couple sensory inputs and sleep may underlie sleep dysfunction in neurodevelopmental disorders.

Integration of proprioceptive and visual feedback during online control of reaching

Visual and proprioceptive feedback both contribute to perceptual decisions, but it remains unknown how these feedback signals are integrated together or consider factors such as delays and variance during online control. We investigated this question by having participants reach to a target with randomly applied mechanical and/or visual disturbances. We observed that the presence of visual feedback during a mechanical disturbance did not increase the size of the muscle response significantly but did decrease variance, consistent with a dynamic Bayesian integration model. In a control experiment we verified that vision had a potent influence when mechanical and visual disturbances were both present but opposite in sign. These results highlight a complex process for multi-sensory integration, where visual feedback has a relatively modest influence when the limb is mechanically disturbed, but a substantial influence when visual feedback becomes misaligned with the limb.

Physiotherapy management of children with cerebral palsy

Cerebral palsy (CP) is a non-progressive developmental movement and posture disorder that occurs during fetal or infant development. It results from an insult to the developing brain before birth, during delivery, or after birth. CP is regarded as the leading cause of childhood disability in all parts of the world. The hallmark of CP is a motor disability, thus, physiotherapy has long been central to the clinical management of children with this disorders. Physiotherapy intervention in the management of this condition focuses on function, movement, and optimizing the child’s potential. Some of the approaches used are neurodevelopmental technique, neuromuscular electrical stimulation, exercise therapy, hydrotherapy, body weight support tread mill training, sensory integration training, and constraints induced therapy. Although, physiotherapy is generally recommended by all members of the health-care team. However, the effectiveness of physiotherapy is inconsistent. The objective of this review was to summarize the proven effectiveness of the most commonly used physiotherapy intervention in the management of children with CP.

LOGOPEDIA SENSORYCZNA JAKO WSPARCIE ROZWOJU MOWY DZIECKA. STUDIUM INDYWIDUALNEGO PRZYPADKU

The aim of this study is to present the connections between speech disorders and sensory integration processing and disorders in children’s functioning and suggestions of therapeutic activities. Sensory processing dysfunctions may affect the development of cognitive functions and speech. In this study I would like to emphasize the effectiveness of elements of the sensory integration therapy. Multisensory methods influence the sense of balance. They also shape the child's motor skills, coordination, the ability to plan, and communicate at the same time, stimulating communication and general speech development.

The Bouba-Kiki Effect in Children With Childhood Apraxia of Speech

Purpose: The bouba-kiki (BK) effect refers to associations between visual shapes and auditory pseudonames. Thus, when tested, people tend to associate the pseudowords bouba and kiki with round or spiky shapes, respectively. This association requires cross-modal sensory integration. The ability to integrate information from different sensory modalities is crucial for speech development. A clinical population that may be impaired in cross-modal sensory integration is children with childhood apraxia of speech (CAS). The purpose of this study was to examine the involvement of cross-modal sensory integration in children with (CAS). Method: The BK effect was assessed in participants with CAS ( n = 18) and two control groups: One control group was composed of children with developmental language disorder (DLD), also termed specific language impairment ( n = 15), and a second group included typically developing (TD) children ( n = 22). The children were presented with 14 pairs of novel visual displays and nonwords. All the children were asked to state which shape and nonword correspond to one another. In addition, background cognitive (Leiter-3) and language measures (Hebrew PLS-4) were determined for all children. Results: Children in the CAS group were less successful in associating between visual shapes and corresponding auditory pseudonames (e.g., associating the spoken word “bouba” with a round shape; the spoken word “kiki” with a spiky shape). Thus, children with CAS demonstrated a statistically significant reduced BK effect compared with participants with TD and participants with DLD. No significant difference was found between the TD group and the DLD group. Conclusions: The reduced BK effect in children with CAS supports the notion that cross-modal sensory integration may be altered in these children. Cross-modal sensory integration is the basis for speech production. Thus, difficulties in sensory integration may contribute to speech difficulties in CAS.