Demonstrate knowledge of definitions, characteristics, and sequence of motor development
Demonstrate an understanding of sensory processing, the effect on development, and intervention techniques to use with students with sensory impairments
Demonstrate a knowledge of the characteristics of movement dysfunction in tone, quality, and quantity

Increased incidence of sensory and motor impairments
The sensory and motor systems form a definitive network through which individuals experience and act on the environment
Motor System
Muscle tone
Primitive reflexes
Posture and movement
Positioning and handling
Body mechanics
Posture and movement
Positioning

Tactile (touch) - Vestibular - (movement/balance) -
Proprioception (joint/muscle sense; position of body) - Smell
- Taste-Vision-Hearing
Body scheme - Reflex maturation - Screening sensory input
Postural security - Awareness of 2 sides of body - Ocular motor control
Eye-hand coordination - Motor planning - Postural adjustments Visual - Spatial Perception - Attention Center
Functions
Academic learning - Activities of Daily Living - Behavior

Piaget’s stages of development is based on a sensory-motor foundation
Typical sensorimotor skill acquisition combines stimuli and responses from the sensory systems and the motor systems
In the first two years, motor development is based initially on reflex control, is modified over time by more mature postural reactions and by movement experiences, is refined by constant repetition, and leads ultimately to automatic movement

Birth to 2 months
Physiological flexion
Lift head and turn
Two months
Less flexed due to gravity pull
Pelvis and shoulders more retracted
ATNR on back
Three months
Symmetrical posture, less ATNR
Bears weight on forearms and turns head
Feet come together in play while supine
Four months
Hands come together while supine
Better head control prone
Five months
Body-righting reactions begin
Shift weight onto one elbow while reaching prone
Bring feet to hands or mouth

Six months
Transfers objects from one hand to other
Controlled rolling back-stomach
Sitting, can use arms for reaching
Seven months
Crawl on stomach or pivot in circle
Can rock on hands-and-knees position
Pull up to standing
Eight months
Good equilibrium reactions
Sitting to hands-and-knees position
Creeping is possible (crawling)
Falls to sit down
Nine months
Long-sitting; tailor-sitting; W-sitting
Half-kneeling to transition from sitting to standing

Ten months
Cruises
Can lower self from standing
Eleven months
Squatting
Cruise between pieces of furniture
Twelve months
No support needed to stand
May take first steps
Twelve to eighteen months
Walking begins

abduction, away from body
accommodation, adjustment
adduction, towards body
aerobic, with oxygen
akinesia, lack of movement
anoxia, total lack of oxygen
antecedent, forerunner
asymmetrical, unequal sides
ataxia, lack of coordination
athetosis, cerebral palsy

atrophy, wasting
atony, lack of muscle tone
bilateral, both sides
degenerative, worsening
distal, farthest, further away from any point of reference
dyskinesia, jerky movements
dysphagia, difficulty in swallowing
dystonia, muscle disorders
dystrophy, growth failure in tissue
extremity, a limb; an arm or leg

extension, lengthening of muscle to move extremity away from one’s body
external rotation, turning of joint away from body
fibrosis, the formation of fibrous tissue
flaccid, weak, lax and soft
flexion, shortening of muscle to pull extremity towards one’s body
hemiplegia, paralysis of one side of the body
hydrocephalus, accumulation of cerebrospinal fluid within the skull
hypertonia, increased rigidity, tension and spasticity of the muscles
hypotonia, a condition of diminished tone of the skeletal muscles
internal rotation, turning of joint towards body

lateral, denoting a position farther from the midline of the body or of a structure
medial, inward towards midline of body
mobility, capability of movement, of being moved, or of flowing freely
motor, a muscle, nerve, or center that effects or produces movement
myalgia, pain in a muscle or muscles
myopathy, any disease of a muscle
neuromuscular, pertaining to muscles and nerves
obligatory, expected response
paralysis, loss or impairment of motor function in a part due to lesion of the neural or muscular mechanism
paraplegia, paralysis of the legs and lower part of the body

paresis, slight or incomplete paralysis
perception, the conscious mental registration of a sensory stimulus
posterior, situated in back or dorsal surface of the body
postural, pertaining to posture or position
prosthesis , an artificial substitute for a missing body part, such as an arm or leg, eye or tooth, used for functional or cosmetic reasons, or both
proximal, nearest; closer to any point of reference
prone, the state of being positioned on the stomach or front surface
quadriplegia, paralysis of all four extremities
reflex, involuntary movement
rigidity, stiffness or inflexibility
sensory, pertaining to or subserving sensation

spasm, a sudden, violent, involuntary contraction of a muscle or a group of muscles
spastic, hypertonic, so that the muscles are stiff and the movements awkward
spasticity, a state of hypertonicity
stability, resistance to change
supine, the state of being positioned on the back or back surface
symmetrical, equal sides
syndrome, a set of symptoms which occur together
tonic, producing and restoring the normal tone
unilateral, one side only
vestibular, pertaining to or toward a vestibule

Describe environment - as detailed as Environmental
Analysis assignment
Describe positioning -
How is the individual positioned (sitting, standing, upright, slouched, balanced, etc.)?
Describe quality of movement - How would you describe the movement quality? Is is smooth, jerky, controlled, rigid, etc.?
Analyze movement components - describe what you see. Is neck straight, are arms flexed, are legs extended?

Environment
Lots of bright light, large open gym area, many pieces of equipment
Sounds of other children talking/using the equipment
Positioning standing on narrow base upper body supported arms bent for balance
Quality of movement slow, steady stepping rigid upper body
Movement components head slightly flexed shoulders raised elbows bent hands/wrist extended legs extended/adducted hips flexing with each step

Purposes for movement
To restore equilibrium when the body has been displaced in relation to gravity.
These skills typically become automatic during the first years of life.
Persons combine movement with ideas to create desired actions - motor planning or “praxis” (the ability to organize or conceptualize a new motor act).
Increasing and refining skills

Motor Systems
Component parts of movement
Reaching, grasping, manipulating, and releasing objects with the hand are significant components of the exploration process.
Most functional tasks require a combination of arm and hand movement to achieve the desired outcome.
Developing postural control
Mobility

Motor Systems
Development of general motor control
Cephalo-caudal
Proximal-to-distal
Gross-to-fine movements
Physiological flexion to antigravity control
Stability to mobility to skilled movement

Motor Systems
Characteristics of movement - relationship between stability and mobility
Muscle Tone
Physical capacity
Postural control
Movement characteristics
Essential skills

Close your eyes and relax your body.
Think back upon a time in your past that holds the strongest, most vivid memories - it may be an event, an interaction with someone, or a simple occurance of little significance.
Consider the areas of your senses that you remember - the smells, the looks, the sounds, etc.
What were the strongest senses that you recalled?

Instructional programming
Sensory Integration
Neurodevelopmental Treatment
Behavioral Programming Intervention
Integrated Programming
Classroom Support Strategies

Sensory Impairments
Hearing
Conductive
Sensorineural
Mixed
Central auditory disorder
Vision
Functional vision
Orientation and mobility
Dual sensory impairments

Sensory and motor processing forms basis for sensorymotor “mapping”
Sensory systems provide the information needed to determine our response to the environment
Arousing /alerting stimulation generates noticing behaviors
Discriminating/mapping stimulation are organizing for the nervous system

Motor systems allow the opportunity to interact with the environment
Several characteristics of atypical sensory-motor skills acquisition are commonly observed in children with multiple disabilities
Multiplicity of needs requires creative intervention strategies and services
Learning situations can be analyzed from a sensory-motor perspective

Map of environment
Map of self
Interpretation of sensory input
Sensory input
Environment
Execute motor response
Plan and organize a motor response

Analyzing systems
Somatosensory system
Proprioceptive system
Vestibular system
Taste or Gustatory
Smell or Olfactory
Hearing
Vision

Measurement of stimuli
Stimulus thresholds, ranges
Arousal, alerting, unpredictable stimuli
Discriminating, mapping, calming, predictable stimuli

Responds to touch input through receptors on the surface of the skin
Arousing/alerting stimuli
Discriminating/mapping stimuli

Responds to repositioning of body parts through receptors which are housed in the muscles, joints, and surrounding tissues.
Arousing/alerting stimuli
Discriminating/mapping stimuli

Responds to any head position or movement through receptors located in the inner ear.
Arousing/alerting stimuli
Discriminating/mapping stimuli

Responds to tastes through chemical receptors in the mouth, especially in taste buds on the tongue.
Arousing/alerting stimuli
Discriminating/mapping stimuli

Responds to smells through chemical receptors in the nasal cavity
Arousing/alerting stimuli
Discriminating/mapping stimuli

Responds to movement of sound waves in the middle and inner ear through receptors housed in the inner ear.
Arousing/alerting stimuli
Discriminating/mapping stimuli

Respond to light, dark, and color stimuli through receptors located in the eyeball.
Arousing/alerting stimuli
Discriminating/mapping stimuli

Consider the following activity:
Climbing up the stairs while eating popcorn, going to the top of the Statue of Liberty on a breezy fall day

Action
Climbing
Object up the stairs while eating popcorn
Environment going to the top of the Statue of Liberty
Condition on a breezy fall day

Tactile holding on the the railing, stepping on cement feel of breeze while people pass and when outside
Vestibular continuous stepping, gradual rise of body on stairwell response to being at a high elevation, dizzyness
Proprioceptive pressure on feet, knees, hips force of stepping on spine
Visual gray walls rotating with each level of stairs, people moving looking down from the top of the structure
Auditory sounds of stepping, people visiting wind blowing at the top of the structure
Olfactory smells of people passing and interior of stairwell smell of food
Gustatory increase breathing leading to swallowing taste of food

Consider one case
Select routine activity
Complete sensory characteristics form

Consider the following activity:
Climbing up the stairs while eating popcorn, going to the top of the Statue of Liberty on a breezy fall day

Action
Climbing
Object up the stairs while eating popcorn
Environment going to the top of the Statue of Liberty
Condition on a breezy fall day

Tactile holding on the the railing, stepping on cement feel of breeze while people pass and when outside
Vestibular continuous stepping, gradual rise of body on stairwell response to being at a high elevation, dizzyness
Proprioceptive pressure on feet, knees, hips force of stepping on spine
Visual gray walls rotating with each level of stairs, people moving looking down from the top of the structure
Auditory sounds of stepping, people visiting wind blowing at the top of the structure
Olfactory smells of people passing and interior of stairwell smell of food
Gustatory increase breathing leading to swallowing taste of food

Somatosensory light touch pain temperature touch variable duration of stimulus body surface contact predictable non-predictable

Sensory Characteristics
Vestibular head position change speed change direction change rotary head movement linear head movement repetitive head movement - rhythmic predictable non-predictable

Sensory Characteristics

Sensory Characteristics
Visual high intensity low intensity high contrast high similarity competitive variable predictable non-predictable

Sensory Characteristics
Auditory rhythmic variable constant competitive non-competitive loud soft predictable non-predictable

Sensory Characteristics

Motor Characteristics

Motor Characteristics

Motor Characteristics

Motor Characteristics

Motor Characteristics

Picture of yourself doing an activity
Describe the sensory characteristics of the environment
Describe the motor characteristics of the individual performing the activity