Note: Supplemental materials are not guaranteed with Rental or Used book purchases.
- ISBN: 9780803605459 | 0803605455
- Cover: Hardcover
- Copyright: 5/1/2002
Renowned scholars and practitioners in this field explore the theory, assessment, intervention, and research related to sensory integrative dysfunction. "Compared to other SI books, this is the most thorough description I have read. I highly recommend this book as a complete guide to Sensory Integration theory, assessment, and treatment to those clinicians currently involved in SI, or those who are just beginning to explore this very exciting aspect of occupational therapy." -- Beverly Franchuk, Volume 70, Number 1, Canadian Journal of Occupational Therapy, February 2003
Theoretical Constructs | |
Sensory Integration: A. Jean Ayres' Theory Revisited | p. 3 |
An Example | p. 3 |
Introduction to Sensory Integration Theory | p. 4 |
Sensory Integration Theory | p. 4 |
Boundaries of Sensory Integration Theory and Practice | p. 12 |
The Spiraling Process of Self-Actualization | p. 14 |
The Mind-Brain-Body Process | p. 16 |
Development of Sensory Integration Theory: History and Research | p. 17 |
Current View of Sensory Integration Theory Revisited | p. 21 |
Efficacy of Intervention Based on Sensory Integration Theory | p. 21 |
New Perspectives on Intervention | p. 24 |
Putting It All Together: A Proposed Model of Intervention Incorporating the Principles of Sensory Integration Theory | p. 26 |
Summary and Conclusions | p. 29 |
Structure and Function of the Sensory Systems | p. 35 |
Purpose and Scope | p. 35 |
Reference Materials | p. 36 |
A Quick Review of the Basic Structure and Function | p. 36 |
The Somatosensory System | p. 43 |
The Vestibular System | p. 53 |
The Auditory System | p. 59 |
The Visual System | p. 61 |
Summary and Conclusion | p. 67 |
References | p. 67 |
System Highlights | p. 69 |
Disorders of Praxis | p. 71 |
Purpose and Scope | p. 72 |
Case Studies | p. 72 |
Related Diagnoses and Terminology | p. 73 |
Development and Performance of Children with Praxis Difficulties | p. 75 |
Dysfunction in Sensory Integration and Disorders of Praxis | p. 78 |
Neuroanatomical Bases of Praxis and Dyspraxia | p. 82 |
The Role of Sensation in Movement and Praxis | p. 85 |
The Intervention Process | p. 87 |
Conclusion | p. 95 |
References | p. 95 |
Sensory Modulation | p. 101 |
Michael | p. 101 |
Terminology | p. 102 |
Modulation | p. 104 |
Sensory Modulation Dysfunction | p. 107 |
Summary and Conclusion | p. 119 |
References | p. 120 |
Visual-Spatial Abilities | |
Purpose and Scope | p. 124 |
Dual Neural Processing of Vision | p. 124 |
Visual Control of Movement and Space | p. 126 |
Visual-Spatial Abilities and Cognition | p. 131 |
Summary and Conclusion | p. 136 |
References | p. 137 |
Central Auditory Processing Disorders | p. 141 |
Purpose and Scope | p. 141 |
Definitions | p. 142 |
Behavioral Manifestations | p. 142 |
Incidence and Maturation | p. 144 |
Auditory System | p. 145 |
Central Auditory Processing Tests | p. 149 |
Management | p. 151 |
Summary and Conclusion | p. 156 |
References | p. 157 |
Behavioral Measures | p. 163 |
Assessment and Intervention | |
Assessing Sensory Integrative Dysfunction | p. 169 |
Sensory Integration and Functional Assessment | p. 169 |
Sensory Integration and Praxis Tests | p. 170 |
A Complete Assessment: Complementing the SIPT | p. 175 |
Assessing Sensory Integrative Dysfunction without the SIPT | p. 183 |
Summary and Conclusion | p. 188 |
References | p. 188 |
Clinical Observations of Neuromotor Performance, Evaluation of Sensory Processing, and Touch Inventory of Elementary School Children | p. 191 |
Interpreting Test Scores and Observations: A Case Example | |
Purpose and Scope | p. 199 |
The Referal and Developmental History | p. 200 |
The Evaluation | p. 201 |
Classroom Observation | p. 201 |
Interpreting the Results | p. 203 |
Reporting the Results | p. 206 |
Summary and Conclusion | p. 208 |
The Process of Planning and Implementing Intervention | |
Purpose and Scope | p. 212 |
Kyle Revisited | p. 212 |
Setting Goals and Developing Objectives | p. 213 |
Determining Types of Service Delivery | p. 216 |
Developing Preliminary Ideas for Use in Intervention | p. 216 |
Providing Intervention | p. 219 |
Summary and Conclusion | p. 225 |
References | p. 225 |
Play Theory and Sensory Integration | |
In Celebration of Play | p. 228 |
Purpose and Scope | p. 228 |
Defining Play for Playful Intervention | p. 228 |
Setting up the Environment to Support Play | p. 233 |
The Potential of Play in Therapy | p. 233 |
The Contribution of Sensory Integration to Play | p. 235 |
Principles for Assessing Play and Treating Play Deficits in Clients with Sensory Integrative Dysfunction | p. 237 |
Summary and Conclusion | p. 238 |
References | p. 239 |
Orchestrating Intervention: The Art of Practice | |
Purpose and Scope | p. 242 |
Deciding What to Target First | p. 242 |
Therapist-Client Relationships | p. 245 |
Establishing A Safe Environment | p. 246 |
Incorporating Competition | p. 247 |
Assuming Pretend Roles | p. 248 |
Voicing Praise, Feedback, and Instructions | p. 248 |
Creating the Just-Right Challenge | p. 249 |
Balancing Freedom with Structure | p. 249 |
Striving to Find Inner Drive | p. 250 |
To Modify or Discontinue: When the Practitioner Wants A Change | p. 251 |
Helping Clients Understand Sensory Integrative Dysfunction | p. 254 |
Making Everyday Life Easier | p. 255 |
Discontinuing Intervention | p. 257 |
Becoming an Artist | p. 258 |
Summary and Conclusion | p. 259 |
References | p. 259 |
Creating Direct Intervention from Theory | |
Purpose and Scope | p. 261 |
Activities That Offer Enhanced Sensation | p. 262 |
Sensory Modulation Dysfunction | p. 263 |
Intervention for Gravitational Insecurity | p. 272 |
Intervention for Aversion Responses to Movement | p. 275 |
Intervention for Poor Sensory Discrimination | p. 276 |
Intervention for Improving Posture | p. 280 |
Intervention for Practic Disorders | p. 286 |
Intervention with Clients Who Have Autism | p. 294 |
Practical Considerations for Providing Safe and Effective Intervention | p. 296 |
Establishing Intervention Programs Based on Sensory Integration Theory | p. 298 |
Third-Party Reimbursement for Services | p. 299 |
Continuing Education | p. 300 |
Summary and Conclusion | p. 300 |
References | p. 301 |
Appendix 12-A | p. 303 |
Appendix 12-B | p. 306 |
Using Sensory Integration Theory in Schools: Sensory Integration and Consultation | |
Purpose and Scope | p. 310 |
Determining Educational Relevance | p. 310 |
Determining Appropriate Service Delivery | p. 310 |
Consultation in Schools | p. 311 |
Stages in Consultation | p. 315 |
Resources Required for Consultation | p. 321 |
Summary and Conclusion | p. 321 |
References | p. 322 |
Appendix 13-A | p. 323 |
Alternative and Complementary Programs for Intervention | p. 333 |
The Wilbarger Approach to Treating Sensory Defensiveness | p. 335 |
Clinical Application of the Sensory Diet | p. 339 |
"How Does Your Engine Run?": The Alert Program for Self-Regulation | p. 342 |
Water-Based Intervention | p. 345 |
Hippotherapy | p. 350 |
Oculomotor Control: An Integral Part of Sensory Integration | p. 353 |
Therapeutic Listening: An Overview | p. 358 |
Craniosacral Therapy and Myofascial Release | p. 361 |
Environment as a Milieu for Intervention: The Farm | p. 364 |
Summary and Conclusions | p. 367 |
References | p. 368 |
Integrating Sensory Integration with Other Approaches to Intervention | p. 371 |
Purpose and Scope | p. 373 |
Other Approaches to Intervention | p. 373 |
A Comprehensive Plan: Integrating Approaches to Intervention | p. 382 |
Case Studies | p. 382 |
Summary and Conclusions | p. 391 |
References | p. 391 |
Focus on Research and Occupation | |
Advances in Sensory Integration Research | p. 397 |
Purpose and Scope | p. 397 |
Research Examining the Validity of Sensory Integration | p. 397 |
Research Examining Sensory Integrative Dysfunction | p. 401 |
Research Evaluating Intervention Based on Sensory Integration Theory | p. 403 |
Directions for Further Research | p. 406 |
Summary and Conclusions | p. 408 |
References | p. 408 |
Sensory Integration and Occupation | p. 413 |
Purpose and Scope | p. 413 |
A Brief Introduction to Occupational Science | p. 414 |
Defining Occupation | p. 414 |
Multidimensionality of Occupation | p. 414 |
Linking Sensory Integration to Occupation | p. 416 |
Can Engagement in Occupation Influence Sensory Integration? | p. 424 |
Implications for Clinical Practice | p. 427 |
Summary Conclusions | p. 431 |
References | p. 432 |
Use of Clinical Reasoning in Occupational Therapy: The STEP-SI Model of Intervention of Sensory Modulation Dysfunction | p. 435 |
Critical Reasoning in Intervention Based on Sensory Integration Theory | p. 435 |
Dilineation of the STEP-SI Clinical Reasoning Model | p. 436 |
STEP-SI Clinical Reasoning Model: General Principles | p. 437 |
Summary and Conclusions | p. 450 |
Acknowledgments | p. 450 |
References | p. 451 |
Sensory Integration and Praxis Tests | p. 453 |
Description of the Tests | p. 453 |
Test Development and Standardization | p. 455 |
Validity of the SIPT | p. 456 |
Construct-Related Validity | p. 458 |
Reliability | p. 469 |
Interpretation of SIPT Results | p. 471 |
Validity of Individual SIPT | p. 472 |
References | p. 475 |
Glossary | p. 477 |
Index | p. 481 |
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