Chapter 6: Sensorimotor DevelopmentImplications for the Educational TeamPaula E. Forney and Kathryn Wolff Heller

By: Amanda Gestl

Central Nervous System

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• 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 TeachersInfants/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

228-230

Discrepancy Analysis (example page 233) Task analysis Student

performance Student error Performance

discrepancy Adaptations

Sensorimotor Development Evaluations and Interventions http://

www.youtube.com/watch?v=sIGtub7lm7E

http://www.youtube.com/watch?v=HqPHcRSd5Sw

http://www.youtube.com/watch?v=3Xv9NK2Ml0U

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 6.1-6.3 pages 197-200

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.