Assignment: The Collection of Items that Our Brain Picks up From Ours Senses Case Study

Assignment: The Collection of Items that Our Brain Picks up From Ours Senses Case Study

Case Study Pediatrics Sensory Diet Mai is a seven year-old girl who was referred to Occupational Therapy because the teacher reports the child is “a little behind in the class”. Mai is unable to ride a bike, in fact she cannot even balance on the bike. Mai, cannot complete a simple obstacle course in physical education class. The crawling and pulling on her stomach appear to frighten her. She cannot identify right and left sides of the body. She is unable to don doff her clothing when needing to use the restroom at school. She cannot does not sit in midline at the desk and often leans into her arm. She does seem distracted during classroom activities, but does not seem eager to participate in other activities. She walks in the classroom with a difficulty in timing and sequencing often watching her feet as she walks. During coloring and drawing she cannot make a line within the boundaries of the paper. Writes to one side only and does not attempt to draw objects in midline 1. 2. 3. 4. 5. 6. List the problems List the systems you will address List the activities to address the problems and how the sensory diet will also be incorporated State how evidence supports your use of sensory integration in treatment Present your findings and activities to the class.

Assignment: The Collection of Items that Our Brain Picks up From Ours Senses Case Study

Type your report and attach your evidence Sensory Diet Activity Guide Book Cindy Chuan Occupational Therapist yourkidsot.com A Sensory Diet… A “sensory diet” is a planned and scheduled activity program designed to meet a child’s individual sensory needs (Wilbarger, and Wilbarger, 1991). It is related to activities that a child performs through their day to help them to “modulate” their bodies – It is not food related at all! Think about some of the activities you do to relax – Do you go for a jog? soak in a hot bath? go for a massage? drink a warm drink? Think of the activities that give you energy. The activities that might relax some people may actually energize others. We live in a world full of sensory information and some kids have difficulty coping with the sensory information they receive in their daily lives (visual, auditory, vestibular, proprioceptive, tactile, taste, etc). Some kids can be seek sensory information and others will avoid it. This can change for a child depending on their environment or time of day. A “sensory diet” aims to help a child level it all out and cope. It aims to prevent sensory and emotional overload by satisfying the child’s nervous system. If you are concerned that your child may have sensory processing difficulties, contact an Occupational Therapist for an assessment.

The assessment typically involves an interview and questionnaire completed by parents and teachers as well as observation of your child. This guide book is provided for those whose child’s sensory needs have already been identified and is not a diagnostic tool. This guide book is also written for occupational therapists looking for additional suggestions to help with the formulation of a sensory diet for their clients.This guide book provides examples of activities that may be included in a “sensory diet” in a home or school environment where specialized equipment may not be available. These activities are generally suitable for all children, however, professional advice should be obtained if you are uncertain (particularly with the vestibular system) about which activities or combination of activities to try. Consideration should also be made regarding your child’s age and cognitive abilities. Whilst the activities in this guide book have been categorized, all the sensory systems are connected so one system may affect another. After trialling the activities with your child, make note of the affect of the activities.

Does it calm your child, arouse them, over-arouse them? It should be noted that whilst some activities may be calming for one child, it may alerting for another child. When creating a “sensory diet”; you will need to consider which activities are appropriate, when they should be carried out, for how long and how often. There are over 100 activities that I have put together here so if you are overwhelmed don’t feel like you need to try them all in one day. Not all the suggestions will be suited to your child. It is best to look over this list with your occupational therapist. Cindy Chuan is a registered Occupational Therapist practising in Sydney Australia. She has two young children who are a constant source of inspiration and learning. Cindy loves working creatively to help children to reach their potential, finding opportunities in everyday living and making learning fun. Cindy is the author of the Occupational Therapy blog Your Kids OT (https://www.yourkidsot.com). © 2018 Your Kids OT. Sensory Diet Activity Guide Book PROPRIOCEPTION Proprioception tells us about the movement and position of our bodies. Proprioception is sometimes called “position sense” or “muscle sense” as information from receptors in our muscles and skin help to inform us of where are body parts are in space, how they relate to each other, how much and how quickly they are stretching, the speed and timing of movement as well as the amount of force exerted. Proprioception helps us to be aware of our bodies and directs our motor control and planning. Proprioception can be both subconscious (automatic) and conscious awareness of joint position we use in learning. This conscious awareness is also described as “kinesthesia”.

Assignment: The Collection of Items that Our Brain Picks up From Ours Senses Case Study

Proprioceptive input can help to modulate arousal levels (ie. may help to increase arousal or may help to calm and organize sensory systems). Heavy work activities can provide proprioceptive input to the muscles and joints of the body. This may involve lifting, pushing, pulling objects and a child’s own body weight. Proprioception helps integrate touch and movement sensations (tactile and vestibular). The following activities are categorized into those that involve the whole body, hands and fingers or oral proprioception. PROPRIOCEPTION: Whole Body Jumping on the trampoline Jumping from one stepping stone to another Jumping off the stairs onto the floor Jumping from a bench onto the grass Leapfrog over another child Swinging on the monkey bars Swinging on an overhead flying fox (zipline) Pulling wet clothes from the washing machine Pulling dry clothes from the dryer Tug-of-war pulling on a rope Pulling against a towel (someone else pulling back) Pulling rubbish bins to and from the kerb Pulling a garden hose Pulling toys (eg. wagon, sled, etc) Animal walks (crab, bear, snake, etc) forward or backwards) Wheelbarrow on hands with someone else holding legs Commando crawling Crawling on knees Stamping feet Hopscotch Marching Vacuuming Rolling over a ball Wiping the table Wiping a whiteboard Running (forward, backward, sideways) Log rolling (body stretched out) Clean the windows Digging in dirt or sand with spade, hands or feet © 2018 Your Kids OT. Sensory Diet Activity Guide Book. PROPRIOCEPTION: Whole Body Carrying heavy shopping bags Carrying heavy books Carrying a backpack with heavy contents Carrying beanbags on head Carrying sand/water in a bucket Carrying furniture around the house or classroom (appropriate size) Carrying pot plants Carrying watering can Carrying small pets Lifting furniture at home or school (eg. chair onto a table) Climbing up a slide Climbing over furniture or pillows Climbing up a ladder (suitable for child) Climbing on nets or frames at a playground Indoor rock climbing Chin ups on a horizontal bar Being wrapped in a blanket or towel and being squeezed (standing or lying on the floor) Being squeezed between pillows or mattresses (standing or lying on the floor) Using a weighted product (eg. blanket, vest, bag, toy) Being massaged by someone else Being squashed under a therapy ball or foam roller Giving or receiving a bear hug Hiding under heavy blankets on bed On the floor, pushing feet against a grownup pushing their feet back (straight or cycle motion) On the floor, pushing feet against a therapy ball, wall, theraband, etc Chair push-ups (lift whole body up from a chair with arms straight) Pushing a therapy ball up and down a wall Pushing a wheelbarrow (real or toy wheelbarrow depending on age) Pushing toys (eg. toy lawnmower, shopping cart, stroller, etc) Pushing hands against a grown-up who pushes back Pushing furniture Pushing a box of toys Pushing against a wall Push ups on the floor Pushing a shopping trolley Pushing arms and legs in a plank position Pushing arms and legs whilst lying on a scooter (prone) board. Pushing a laundry basket of washing Pushing a sibling in a stroller/pram Hanging washing on a line to dry Many sports allow your child to receive whole body proprioceptive and vestibular input.

Here are a few examples: Soccer Football Gymnastics Swimming Hockey Track and field Dance Horseback riding Martial arts Golf © 2018 Your Kids OT. Sensory Diet Activity Guide Book. Basketball Netball Table tennis Skiing Snowboarding Surfing Paddleboarding Canoeing/kayaking Cycling Scootering Tennis PROPRIOCEPTION: Hands and Fingers Cooking in the kitchen (eg. rolling, sifting, stirring, shaking, pushing, rolling, etc) Wringing a wet towel Squeezing a wet sponge Squeezing a soft toy Squeezing a squirting bath toy Squeezing a water pistol Squeezing a water spray Playing with a hand fidget Pinching pegs (clothespins) Playdough and theraputty play (squeezing, pinching, pulling, etc) Pulling theraband Pulling elastic bands (eg. loom bands) Playing “thumb wars” and other finger games Push pin poke drawing Usng tongs and tweezers to grasp and release Finger play nursery rhymes and songs Finger puppets Finger push-ups on the table Finger painting Catch, throw and bounce a ball Clapping games Sharpening a pencil Punching a pillow or mattress Feeling “Mermaid” cushions Messy play with rice, cloud dough, kinetic sand, sand, etc Popping with fingers Q-tip painting Many of these activities will also help with the development of fine motor and bilateral coordination skills. PROPRIOCEPTION: Oral Chewing on bubble or chewing gum Chewing on commercial silicon grade “chewy” products (eg. pendant, chewlery) Eating crunchy food (apple, carrot sticks, corn on the cob, rice crackers, celery sticks, dry cereal, pretzels, ice, froze ice blocks, etc) Eating chewy food (steak, fruit roll ups, etc). Chewing on bubble or chewing gum Poking out tongue Pushing tongue into cheeks Puffing up cheeks and squeezing out air Using a vibrating toothbrush (to brush teeth or for massaging mouth) Sucking water from a sports drink bottle Blowing popper toys Blowing bubbles Blowing a harmonica Blowing a party blower Blowing a whistle Blowing up a balloon Blowing bubbles in water (eg. with a straw) Blowing a straw to push along a items (eg. pom pom, cotton wool ball, ping pong ball) Blowing a feather and keeping it up in the air Breathing in/out of brown paper bag Make silly faces Sucking a frozen ice block (popsicle) © 2018 Your Kids OT.

Sensory Diet Activity Guide Book. TACTILE SYSTEM: SENSE OF TOUCH Touch sensations can include light touch, deep pressure, skin stretching,vibration, movement and pain activated receptors.The tactile system may be classified into two components: discriminative touch (what and where touch occurs on the body) and defensive touch (fight or flight response). The tactile system is closely related to the proprioceptive system (through deep pressure input to the skin, muscles and joints). Both the tactile and proprioceptive systems work to help with body awareness and motor control. Many of the activities that are listed in the proprioception section of this reference sheet will also help those with difficulties with the tactile system. Some of these activities will need to be graded for those who are defensive to touch sensation.

Assignment: The Collection of Items that Our Brain Picks up From Ours Senses Case Study

Important information for writing discussion questions and participation

Welcome to class

Hello class and welcome to the class and I will be your instructor for this course. This is a -week course and requires a lot of time commitment, organization, and a high level of dedication. Please use the class syllabus to guide you through all the assignments required for the course. I have also attached the classroom policies to this announcement to know your expectations for this course. Please review this document carefully and ask me any questions if you do. You could email me at any time or send me a message via the “message” icon in halo if you need to contact me. I check my email regularly, so you should get a response within 24 hours. If you have not heard from me within 24 hours and need to contact me urgently, please send a follow up text to

I strongly encourage that you do not wait until the very last minute to complete your assignments. Your assignments in weeks 4 and 5 require early planning as you would need to present a teaching plan and interview a community health provider. I advise you look at the requirements for these assignments at the beginning of the course and plan accordingly. I have posted the YouTube link that explains all the class assignments in detail. It is required that you watch this 32-minute video as the assignments from week 3 through 5 require that you follow the instructions to the letter to succeed. Failure to complete these assignments according to instructions might lead to a zero. After watching the video, please schedule a one-on-one with me to discuss your topic for your project by the second week of class. Use this link to schedule a 15-minute session. Please, call me at the time of your appointment on my number. Please note that I will NOT call you.

Please, be advised I do NOT accept any assignments by email. If you are having technical issues with uploading an assignment, contact the technical department and inform me of the issue. If you have any issues that would prevent you from getting your assignments to me by the deadline, please inform me to request a possible extension. Note that working fulltime or overtime is no excuse for late assignments. There is a 5%-point deduction for every day your assignment is late. This only applies to approved extensions. Late assignments will not be accepted.

If you think you would be needing accommodations due to any reasons, please contact the appropriate department to request accommodations.

Plagiarism is highly prohibited. Please ensure you are citing your sources correctly using APA 7th edition. All assignments including discussion posts should be formatted in APA with the appropriate spacing, font, margin, and indents. Any papers not well formatted would be returned back to you, hence, I advise you review APA formatting style. I have attached a sample paper in APA format and will also post sample discussion responses in subsequent announcements.

Your initial discussion post should be a minimum of 200 words and response posts should be a minimum of 150 words. Be advised that I grade based on quality and not necessarily the number of words you post. A minimum of TWO references should be used for your initial post. For your response post, you do not need references as personal experiences would count as response posts. If you however cite anything from the literature for your response post, it is required that you cite your reference. You should include a minimum of THREE references for papers in this course. Please note that references should be no more than 5 years old except recommended as a resource for the class. Furthermore, for each discussion board question, you need ONE initial substantive response and TWO substantive responses to either your classmates or your instructor for a total of THREE responses. There are TWO discussion questions each week, hence, you need a total minimum of SIX discussion posts for each week. I usually post a discussion question each week. You could also respond to these as it would count towards your required SIX discussion posts for the week.

I understand this is a lot of information to cover in 5 weeks, however, the Bible says in Philippians 4:13 that we can do all things through Christ that strengthens us. Even in times like this, we are encouraged by God’s word that we have that ability in us to succeed with His strength. I pray that each and every one of you receives strength for this course and life generally as we navigate through this pandemic that is shaking our world today. Relax and enjoy the course!

Hi Class,

Please read through the following information on writing a Discussion question response and participation posts.

Contact me if you have any questions.

Important information on Writing a Discussion Question

• Your response needs to be a minimum of 150 words (not including your list of references)
• There needs to be at least TWO references with ONE being a peer reviewed professional journal article.
• Include in-text citations in your response
• Do not include quotes—instead summarize and paraphrase the information
• Follow APA-7th edition
• Points will be deducted if the above is not followed

Participation –replies to your classmates or instructor

• A minimum of 6 responses per week, on at least 3 days of the week.
• Each response needs at least ONE reference with citations—best if it is a peer reviewed journal article
• Each response needs to be at least 75 words in length (does not include your list of references)
• Responses need to be substantive by bringing information to the discussion or further enhance the discussion. Responses of “I agree” or “great post” does not count for the word count.
• Follow APA 7th edition
• Points will be deducted if the above is not followed

• Remember to use and follow APA-7th edition for all weekly assignments, discussion questions, and participation points.
• Here are some helpful links
• The is a great resource