A Clinician`s Guide to Implementing Ayres Sensory Integration
Transcription
A Clinician`s Guide to Implementing Ayres Sensory Integration
A Clinician's Guide to Implementing Ayres Sensory Integration®: Promoting Participation for Children with Autism American Occupational Therapy Association Annual Conference, Nashville, TN April 19, 2015 Roseann Schaaf, PhD., OTR/L, FAOTA and Zoe Mailloux, OTD, OTR/L, FAOTA Thomas Jefferson University, Philadelphia PA 19107 ® Ayres Sensory Integration (ASI) targets the sensory-motor factors that are hypothesized to be impacting participation daily life activities Rich in tactile, vestibular and proprioception Active, individually-tailored sensory motor activities Adaptive response is catalyst for change Designed to improve the ability to process and integrate sensation as a basis for enhancing successful participation in daily occupations. Data Driven Decision Making Identifying the Child’s Conducting a Comprehensive Generating Developing and Identifying Setting the Stage Con ductin Measuring Outcomes Identifying the Child’s Strengths and Participation Challenges Raul is a bright boy who has limited receptivelanguage and poor motor skills. He is very good at puzzles and building and likes to take things apart and put them back together. Participation challenges include difficulty holding and using utensils at school, such as crayons and scissors, and managing his lunch containers. Raul’s play skills are limited, and he does not sustain interaction with peers at school. In addition, his parents and teacher have concerns about Raul’s safety. Conducting the Comprehensive Assessment Generating Hypotheses Developing and Scaling Goals Raul has relative strengths in visual perception as evidenced by Sensory Integration and Praxis Tests (SIPT) scores of visual perception and visual praxis and in motor planning based on receptivelanguage scores. His strength and execution of familiar motor skills are adequate. Raul’s difficulties at school, including his poor ability to hold and use utensils, such as crayons and scissors; his problems managing lunch containers; and safety concerns, noted in his walking into unsafe situations and bumping into objects and people, are likely because of poor sensory perception in the areas of touch (tactile) and position (proprioception) sense and poor motor planning, or somatodyspraxia. Raul will independently and appropriately grasp utensils at school, such as crayons and scissors, and maintain the grasp for at least 10 min during a classroom task. Raul has difficulties in somatodyspraxia, characterized by poor tactile perception, proprioception, and praxis, which are shown by SIPT and Sensory Processing Measure (SPM) scores and observations. Poor somatosensory perception in the tactile and proprioceptive systems and difficulties in praxis are factors underlying Raul’s problems in initiating and sustaining play with peers. Raul will be able to navigate the playground during recess without walking into unsafe situations and bumping into objects and people, with no more than 2 physical cues to reposition him or change his course. Raul will be able to manage the containers by sequencing the actions needed to open lunch-related items Raul’s relative strengths (e.g., milk carton, a zipper-locked bag in visual perception holding crackers and visual praxis supor sandwich, port his ability to read and excel at building packages of cookies Raul has diffitasks, and his adequate or dried fruit) with no more than 2 strength and ability to culties in social execute familiar motor physical or verbal participation, prompts, 4 of 5 actions allow him to which is shown by SPM scores participate in very basic times observed. and observations. play activities at school. Identifying Outcome Measures Proximal measures are as follows: • SIPT tactile perception tests • SIPT proprioceptive tests • SIPT praxis, balance, and bilateral integration tests. Setting the Stage for Intervention Raul’s therapist has 7 years of experience, including advanced training in the SIPT. She plans Raul’s intervention around his identified sensory–motor factors, including his relative strengths in visual perception and visual–motor skills and typical sensory reactivity, as well as his difficulties in tactile and proprioceptive perception and praxis. Distal measures Before initiating his schoolare as follows: based occupational therapy • Goal attainment program, an individual education plan (IEP) meeting scaling was held to determine Raul’s • Data sheets eligibility and service recomrecording the mendations for 60 min/week frequency and of occupational therapy in duration of a setting with specialized the targeted therapy equipment (referred behaviors. to as clinic in the IEP) and These may 30 min/week of one-on-one be taken by classroom-based occupathe teacher, tional therapy until his next a one-to-one behavioral aide, annual IEP meeting. Activities, equipment, and supplies a parent (if that incorporate Raul’s observation is made at home), strengths and address his aror the therapist. eas of difficulty are obtained, planned, and arranged. A formal communication plan was developed to ensure that collaboration with key stakeholders (i.e., teacher, behavioral aide, parents, speech–language pathologist) continues through the school year. Conducting the Intervention For Raul, individually tailored activities that support development of tactile perception, proprioceptive awareness, and praxis are emphasized, along with activities aimed at using his strength in visual perception. Careful considerations of how Raul’s strengths and challenges affect his performance at school are also emphasized in his intervention program. Measuring Outcomes and Monitoring Progress School aides chart Raul’s grasp, safety on the playground, and ability to manage lunch containers. The therapist compares Raul’s SIPT scores at preintervention and at end of the fall semester. Th teacher or an independent evaluator reports Raul’s goal attainment scaling scores.