Individual Differences
Threshold Community Program
Sarah Champ
Overview
● Define individual differences
● Demonstration, assessment, intervention
● Understand the “I”: development and relationships
The “I” in DIR
How an individual experiences the world through their senses, how
we take in, organize, interpret, and respond to sensory information
Information processing
Sensory Modulation and Reactivity
●
Visual (sight)
●
Auditory (sound)
Visual Processing: the way we understand and
manipulate what we see
●
Tactile (touch)
●
Gustatory (taste)
●
Motor Planning and Sequencing: how we act on
our ideas in response to sensory input
●
Olfactory (smell)
●
Visual-Spatial Processing: body awareness,
location of body in space, relationship of objects
to self and others, conservation of space,
visual-logical reasoning, representational thought
●
Vestibular (balance/spatial organization)
●
Proprioceptive (relative body position/effort
in movement)
●
●
Auditory Processing: the way we hear and
comprehend information
Visual Processing: Ocular control
Understanding and visually manipulating what one sees
●
Track and Focus
●
Scan
●
Convergence
●
Discrimination
●
Memory and Recall
●
Match
●
Negative space
●
Transposition
Focus, Track, Convergence
WAIS Symbol Search
WAIS-Symbol Search
WAIS-Symbol Search
WAIS-Symbol Search
Symbol Search: full assessment
1.
Yes
2.
No
3.
Yes
4.
Yes
5.
No
6.
Yes
7.
Yes
8.
Yes
9.
No
Targeted Intervention Activities
Auditory Processing
Discriminate, sequence, and interpret the sounds one hears
●
Pitch
●
Duration and Pause
●
Intensity
●
Memory and Recall
●
Location
●
Discrimation
●
Rhythm and Patterns
Location
SCAN
Compound words
Filter
Distortion
Four sets of words
which create two
compound words. For
example:
Bike, End, Dead, Rack
Bikerack, Deadend
Ten one syllable
words competing
with background
noise
Four one syllable
words with
increasing distortion
How’d you do?
Compound
1.
Upstairs, rainbow
2.
Blackberries, basketball
3.
Boardwalk, airline
Filter
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Why
Cow
Of
Dog
Who
Rock
Fair
Rude
Void
Talk
Distortion
1.
Eye
2.
Slight
3.
Clay
4.
Loom
Targeted Intervention
BO
BA
BI
Motor Planning
The ability to control and coordinate the body, involved with balance and rhythm, visual-spatial awareness.
General Movement
(Gross Motor)
Discriminative Movement
(Fine Motor)
●
Reflexes
●
Pincher
●
Mental map
●
Mental Map
●
Integration/Coordination
●
Grip
●
Balance
●
Graphic Thinking
●
Rhythm and Timing
Motor Sequencing
●
Imitation
●
Ideation
●
Initiation
●
Sequencing
●
Execution
Integration
WISC-adult
Targeted Intervention Activities
Processing: Intervention Framework
1. Understand sensory and processing profile
2. Tailor interactions
3. Modulate sensory reactivity
4. Strengthen sensory channels
5. Support sensory channels working together as a team
Processing
Begins with sensory & motor exploration, reasoning and
planning, finally sequencing and implementation
“I know I do”
“I plan to do”
Resources
TCP
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○
○
○
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Processing Folder: Education Shared Drive
Thinking Goes to School, Wachs and Furth
Visual/Spatial Portals to Thinking, Feeling, and Movement, Wachs and Wieder
The Learning Tree and Engaging Autism Greenspan
Winnie-Dunn Sensory Profile: assessment
Participant files: neuropsychological evaluations
Online
www.understood.org
Sensory Learning
http://circlestretch.com/category/resources/
http://childrensvisionwichita.com/
https://21andsensory.wordpress.com/
http://www.spdlife.org/
http://perception.yale.edu/