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7. Perception
The process of receiving information about and making
sense of the world around us.
It involves deciding which information to notice, how
to categorize this information and how to interpret it
within the framework of existing knowledge.
Perception can also be influenced by an individual's
expectations, motives, and interests.
دکترابراهیمپیشیاره اوتیسم کودکان در حسی یکپارچگی مداخالت آموزشی کارگاه 7
8. 8Organizational Behavior / Perception
The Perceptual Process
1.Sensation
An individual’s ability to
detect stimuli in the
immediate environment.
2.Selection
The process a person
uses to eliminate some of
the stimuli that have been
sensed and to retain
others for further
processing.
3.Organization
The process of placing
selected perceptual stimuli
into a framework for
“storage.”
4.Translation
The stage of the perceptual
process at which stimuli are
interpreted and given
meaning.
11. PERCEPTION-3 STEP PROCESS
• B. Organization
• C. Interpretation
– Past experience
– Expectations
– Knowledge
– Self concept
12. Our perceptual
systems transform relatively linear sensory signals
into relatively nonlinear internal representations:
A step function by which increases to a sensory signal
have no effect on perception until the signal reaches
a certain threshold.
At that threshold, perception changes qualitatively and
suddenly.
16. دکترابراهیمپیشیاره اوتیسم کودکان در حسی یکپارچگی مداخالت آموزشی کارگاه 16
Sensation as an active component of intervention
SI fosters the child active participation in social,
physical, and functional activities using active,
individually tailored, sensory-rich environment.
Sensation flows into the brain like streams flowing into
the lake(Ayres,1979).
17. دکترابراهیمپیشیاره اوتیسم کودکان در حسی یکپارچگی مداخالت آموزشی کارگاه 17
The presence of sensory differences is part of DSM-V(2013) basis
for diagnosis of ASD under the restricted and repetitive behavior .
Sensory differences : core features of ASD.
Unusual sensory differences : severe symptom autism
symptom(2014): predictive maladaptive behavior(2013): affected
participation.
Difficulty in processing of sensory integration: self regulation,
arousal regulation, regulation of activity level, sleep.
18. Sensory integration is a part of milestones of development
دکترابراهیمپیشیاره اوتیسم کودکان در حسی یکپارچگی مداخالت آموزشی کارگاه 18
Sensory systems as information sources.
All of sensory systems contribute to behavior and learning.
عنوان به مغزسامانه«منظم ناهمگون»:Heterarchic system
19. دکترابراهیمپیشیاره اوتیسم کودکان در حسی یکپارچگی مداخالت آموزشی کارگاه 19
Sensory differences : inefficient sensory feedback: motor planning
Drawing, painting, cutting and folding a paper, which require
them to coordinate both side of their bodies.
Sensory-motor functions form foundation for eye hand
coordination, visual perceptual skills and then plus auditory
processing: Language and speech
20. دکترابراهیمپیشیاره اوتیسم کودکان در حسی یکپارچگی مداخالت آموزشی کارگاه 20
Body related senses: Tactile, Proprioceptive,
Vestibular
Body sensory map: body awareness
Information about position and location of the body
Plan and execution of movement
24. Sensory Integration: Key Principles
of Therapy
Principle Description
Just Right
Challenge
Therapist creates playful activities with achievable
challenges
The Adaptive
Response
In response to challenge, the child adapts his or her
behavior with new and useful strategies, furthering
development
Active
Engagement
The methods of play incorporate new and advanced
abilities that increase the child’s repertoire of skills
and processing
Child Directed Therapist constantly observes the child’s behavior
and reads behavioral cues, follows the child’s lead or
suggestions, and uses these cues to create enticing,
sensory rich activities
77. Vestibular-Proprioceptive Activities
Goal: provide stimulation of receptors that provide information about
the position of the head in space, and the body through movement.
Consider various receptor types to determine method of input.
Three aspects of vestibular-proprioceptive (VP) sensory input:
type of movement (linear or angular)
speed (fast or slow)
presence of resistance to active movement and pressure
دکترابراهیمپیشیاره حسی یکپارچگی اختالل کارگاه 77
80. VP Activities
Swing slowly in a hammock in prone position
stimulates otolith organs and facilitate tonic postural responses
Swing in fast circles in a hammock
stimulates semicircular canals and faciliates phasic postural responses
Incorporate an elastic pull on a swing to allow the child
stimulation of all receptor types
allows movement in all directions, at various speeds
دکترابراهیمپیشیاره حسی یکپارچگی اختالل کارگاه 80
81. Tactile Activities
Must consider types of input: light touch, deep touch, pressure,
discriminative touch as they stimulate various receptors
Use Ax results to direct intervention to inappropriate sensory responses
(hypo or hyper)
Tactile defensiveness activities:
Cover equipment with materials of different textures (ex: sheepskin)
Brushing skin with paint brushes, textured mittens, powder, cream to rub onto skin, boxes of dried
beans, rice to hide objects in, vibrating equipment.
دکترابراهیمپیشیاره حسی یکپارچگی اختالل کارگاه 81
83. •Unpredictable
•Touch
Light Touch
Pain
Temperature
Variable
Short duration
Small surface contact
•Vestibular
Head position change
Speed change
Direction Change
Rotary Head Movement
•Proprioceptive
Quick stretch
•Visual
High intensity
High contrast
Variable
•Auditory
Variable
High intensity
•Taste/Smell
Strong intensity
Alerting Sensations
Dunn W. (1997). Implementing neuroscience principles to support habilitation and recovery. In: Christiansen C,
Baum C, eds., Occupational Therapy: Enabling Function and Well-Being. 2nd ed. Thorofare, NJ: SLACK Incorporated,
186-232.دکترابراهیمپیشیاره حسی یکپارچگی اختالل کارگاه 83
84. Calming Sensations
•Predictible
•Touch
Pressure
Long duration
Large surface contact
•Vestibular
Linear head movement
Repetitive movement
•Proprioception
Sustained tension
Shifting tension
Resistance
•Visual
low intensity
high simiarity
•Auditory
Rhythmic
Constant
Noncompetitive
Low intensity
•Touch/Smell
Mild intensiry
Dunn W. (1997). Implementing neuroscience principles to support habilitation and recovery. In: Christiansen C, Baum C, eds
Occupational Therapy: Enabling Function and Well-Being. 2nd ed. Thorofare, NJ: SLACK Incorporated, 186-232.
دکترابراهیمپیشیاره حسی یکپارچگی اختالل کارگاه 84