![]() For students, this is a serious deficit, most often appearing in the areas of sound quality, localization ability and auditory figure ground discrimination. The ABR is an objective test which shows if the ears are coordinated well at the brainstem when they are not, one might as well be listening with one ear. Parents and teachers reported improvements in social skills, language, improved grades in reading and math, with most of the kids showing definite improvement in reading comprehension.Īuditory Brainstem Response (ABR – see graph on following page) is an electrophysiological test, similar to an EEG, which measures neural integrity through the brainstem. By the end of the program, the medications for all 7 had all been discontinued. Seven of 29 children began this therapy on medication for attentional concerns. Post-intervention, 22 of the 29 children had auditory processing skills that were completely within normal limits in every area. Post intervention, 25 of the 29 demonstrated intact ocular motor skills. Pre-testing showed that 28 of the 29 demonstrated ocular-motor deficits in the areas of visual pursuits, saccades and convergence/divergence skills. On post-testing, all 29 were within normal limits. Pre-testing indicated that 0 of the 29 children had intact vestibular processing skills measured by the PrN and functional skills. Pre- and post-assessments were collected by Aimee Weiner, Au.D. sensory motor program developed by Julia Harper, OT, founder of Therapeeds. ![]() The sound component was the receptive and expressive programs of Integrated Listening System (iLs) the movement program was the H.O.P.E. PUBLICATION: Advance OT (Occupational therapy) Magazine – January 4, 2010ĪBSTRACT: 29 children diagnosed with auditory processing disorder (APD) underwent a combined therapy of sound and SI Occupational Therapy at the Therapeeds clinic in Florida. Some include activities that are rich in sensation (especially vestibular, tactile, and proprioceptive sensation) to promote regulation of affect and alertness, etc.INVESTIGATORS: JULIA HARPER, OTR/L, AIMEE LEVIN WEINER, AUD. It has a list of essential principles for intervention using the sensory integration approach. It adapted the principles of motor learning, adaptive response, and purposeful activity. ![]() The intervention addresses the sensory needs for children to make adaptive responses to the environments. The hallmark of sensory integration is that it is done in a safe environment that children play, which the activities are the reward to them. ![]() It documented six types of sensory integration dysfunction they are: developmental dyspraxia, visual perception, form and space perception, and visual-motor functions, tactile defensiveness linked with hyperactive-distractible behaviors, vestibular and postural deficits, deficits in visual figure ground discrimination, and deficits in auditory and language functions. It purposes therapeutic interventions that incorporate sensation to affect multi-sensory perception to influence learning and behavior, as the central nervous system does not process sensory information in isolation. Sensory Integration Theory aims to explain behaviors, plan intervention, and predict behavioral change through intervention, and provide specific intervention strategies to remediate the underlying sensory issues that affect functional performance. ![]()
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