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, self- help, 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  Discrepancy Analysis (example page 233)  Task analysis  Student performance  Student error  Performance discrepancy  Adaptations

Sensorimotor Development Evaluations and Interventions  b7lm7E b7lm7E  cRSd5Sw cRSd5Sw  NK2Ml0U NK2Ml0U

Always Involve  General/Special Education Teacher  Parents  Occupational Therapist  Physical Therapist  Plus many more!

Strategies and Interventions Sensory  Example Figure 6.6 page 238  Vestibular – dizzy when bending over  Have student kneel down to get items Environmental  Example Figure 6.7 page 239  Tactile – items slide on table  Add nonslip material

Long-term Effects Table pages 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.