Chapter 6:
Sensorimotor
Development
Implications for the
Educational Team
Paula E. Forney and Kathryn Wolff Heller
By: Amanda Gestl
Central Nervous
System
•
•
•
Sensory Input regulates
motor output
Sensory Input – five senses
Motor output – “functional
movement response that
addresses the
environmental demand”
(Orelove, Sobsey, &
Silberman, 2006, p. 194;
Forney & Wolff Heller, 2006,
p. 194).
Sensory Input
 All
sensory
experiences are
different
 Sensory thresholds
are different
 Arousal/Alerting vs.
Discriminating/
Organizing
Children interact with
their environment
through sensory and
motor exploration
and, thereby, learn
about their world,
which results in
perceptual,
language, social, and
cognitive
development as well
as advancement in
sensorimotor skills.
(Campbell, Vander Linden, &
Palisano, 2000; Forney, 2001:
Larin, 2000; Orelove, Sobsey, &
Silberman, 2005, p. 193; Forney
& Wolff Heller, 2005, p. 193)
Sensory Systems
 Tactile
(Somatosensory)
System
 Proprioceptive
System
 Vestibular System
 System
of Taste
(Gustatory)
 System of Smell
(Olfactory)
 Visual System
 Auditory System
“These multiple sensory experiences
provide the groundwork for the future
development of motor, perceptual, selfhelp, social, cognitive, and language
skills” (Campbell, 2000; Colson & Dworkin, 1997; Dunn, 1996; Inamura, 1998; Orelove, Sobsey, &
Silverman, 2006, p. 196; Forney & Wolff Heller, 2006, p. 196).
Motor Acquisition
 Head-to-tail
 Proximal
to distal
 Reflex to volitional
 Gross to fine
movements
 Movements
toward
the body to
movements away
from the body
 Stability to mobility
to skill
“…children with severe and multiple disabilities
frequently do not follow a typical sequence of motor
skill development, nor do they have typical
sensorimotor experiences when they do move
independently” (Orelove, Sobsey, & Silberman, 2006, p. 217; Forney & Wolff Heller,
2006, p. 217).
Implications for Teachers
Infants/Young
Children
 Environmental
deprivation
 Developmental
delay
 Physical disability
Children and Adults
 Unable
to
accomplish tasks
 Need adaptations
 Need interventions
Atypical Sensorimotor Skill
Development Characteristics




Atypical Muscle Tone
Persistence of
Reflexes
Atypical Postural
Control or
Movement
Feeding,
Gastrointestinal, and
Respiratory Problems




Secondary
Orthopedic Changes
Difficulty with
Development of
Functional Skills
Specific Motor
Problems Associated
with Hearing Loss
Specific Motor
Problems Associated
with Vision Loss
Collecting Data
 Document
sensory
input and motor
response to stimuli


Observable
behaviors
Table 6.7 pages
228-230

Discrepancy Analysis
(example page 233)





Task analysis
Student
performance
Student error
Performance
discrepancy
Adaptations
Sensorimotor Development
Evaluations and Interventions
 http://www.youtube.com/watch?v=sIGtu
b7lm7E
 http://www.youtube.com/watch?v=HqPH
cRSd5Sw
 http://www.youtube.com/watch?v=3Xv9
NK2Ml0U
Always Involve
 General/Special
Education Teacher
 Parents
 Occupational
Therapist
 Physical Therapist
 Plus many more!
Strategies and Interventions
Sensory
Environmental
 Example Figure 6.6  Example Figure 6.7
page 239
page 238
 Tactile – items slide
 Vestibular – dizzy
on table
when bending
 Add nonslip material
over

Have student kneel
down to get items
Long-term Effects
Table 6.1-6.3 pages 197-200
Negative
 Social isolation
 Aggressive
behavior
 Apprehension
 Feelings of
inadequacy
Positive
 Self-esteem
 Ability to
concentrate
 Organization of
behavior
 Language
How to Help
 Keep
the
experiences
authentic
 Work on functional
skills (especially
those in the IEP)
 Minimize
undesired
sensory and motor
input
 Remember one
observation is
never enough
Works Cited
 Orelove,
F. P., Sobsey, R., Sobsey, D., &
Silberman, R. K. (2005). Educating children
with multiple disabilities, a collaborative
approach. (4 ed.). Baltimore: Paul H
Brookes Pub Co.