by Andrea Santaman Wiener, Toby Long, Georgia DeGangi, Britta Battaile
page 1-17
The purpose of this study was to determine the differences in sensory processing among normal full-term infants, full term infants with a regulatory disorder, and prematurely born infants. The Test of Sensory Functions in Infants (TSFI), a 24 -term test designed to measure sensory processing and reactivity in infants, was administered to 329 infants, aged 7 to 18 months. The subjects included 228 infants considered normal, 45 infants with regulatory disorders, and 56 infants born prematurely. The infants with regulatory disorders had problems with sleep and eating, high irritability, and severe separation anxiety. Prematurely born infants or those with a regulatory disorder scored lower than the normal infants on the TSFI. Sensory processing disorders were seen at each age for infants with regulatory disorders scored lower than the prematurely born infants at 7 to 9 months in adaptive motor skills, at 7 to 9 months and 10 to 12 months in visual-tactile integration, and at 7 to 9 months in overall sensory processing. In contrast, the infants born prematurely scored lower than infants with regulatory disorders at 10 to 12 months in ocular-motor control and at 13 to 18 months in response to movement in space. The results suggest that differences in sensory processing of infants with regulatory disorders are evident when compared to children born prematurely.
by Elizabeth D. Pimentel
page 19-37
The objectives of this article are to examine theoretical views regarding the appearance and disappearance of primitive reflexes and to discuss their implications for therapeutic intervention. According to the traditional views, primitive reflexes are inhibited of integrated by higher central nervous systems centers. After central nervous system (CNS) damage, these primitive reflexes are released from inhibition by higher centers. This view implies a model of CNS organization for motor control that is hierarchically organized. Alternatively, according to the more contemporary systems view, the development of reflexive and volitional behavior is the result of an interaction of central and external environmental influences. Research on primitive stepping indicates that such factors as a decreased body mass and practice can contribute to the prolonged retention of this reflex. The systems view implies a distribution control model of CNS motor control in which peripheral and CNS factors participate in the control of movement. If environmental demands can alter reflexive as well as volitional movement, then the traditional view of the relationship between primitive and pathological reflexes is challenged. The systems view and implied distributed control model of the CNS should lead therapists to reassess their treatment rationales.
by Denise T. Reid
page 43-45
by Kathryn Steyer David
page 47-75
Measurement of a student's goals and objectives is a required component of an individualized education program (IEP). Progress monitoring is a measurement process used by collaborative educational teams involving frequent and systematic data collection related to a student's functional outcome goal. This article describes the use of progress monitoring techniques by physical therapists (PT's) and occupational therapists (OT's) in Iowa and demonstrates it's implementation with a case study. Reference is made to a future research study to explore the development of standard tasks for typical outcomes for students receiving physical therapy and occupational therapy.
by Kari Jeanne Couch
page 77-84
Assessment of play skills in pediatrics is a critical aspect of development evaluation, yet therapists are challenged to find tools to reach this aim. In this review published studies are summarized in which the investigators used one play assessment tool, the Preschool Play Scale, as an outcome measure in research. Studies of reliability and validity of the tool, comparison studies of children with and without disabilities, and studies addressing the development of conceptual practice frameworks are reviewed. Finally, implications for future use of the scale in research and practice are presented.
page 85-92
page 93-94
Transcribed by Angelina Novani
17 December 1996