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09. A 27-Month Old Who Presents with Motor Delays Secondary to Sensory Processing Deficits (DVD)
A 27-Month Old Who Presents with Motor Delays Secondary to Sensory Processing Deficits
This child was seen as a therapy demonstration during a course on treating children who have hypotonia. His diagnosis is hypotonia and developmental delay but as we watch this session it is hoped the viewer will clearly understand that the child's major challenge is his impaired ability to process and interpret the information he receives from his sensory systems. His way of dealing with the confusion is to shut down and avoid input, especially when someone else structures it. Here the challenge for the therapist is to communicate into the child's system and at the same time not overwhelm him triggering his fight or flight response.
Mother accompanied her child to the session and consented to videotaping the event. The footage was provided to the treating therapist for us in educating others about intervention strategies for children similar to this boy.
From a session that begins with almost immediate crying and avoidance behavior this child was able to work for sixty minutes in therapy. Watching this session we see that even though the child and therapist don’t know each other, they are able to build a bond of trust and work together on the edge or new and established control. And, mother and therapist don’t know each other but they communicate verbally and non-verbally complimenting each other’s actions to assist the child to work toward greater skill development. The child progresses from fighting and avoiding to interacting with the therapist and the group and exploring his body’s movement potential. It becomes apparent that although this child has some low tone, his major obstacle to developing skills higher off the floor is his delayed integration of the information he is getting from all parts of his body and environment. He is therefore a child with motor delays secondary to sensory system organization and integration. He isn’t moving because he can’t, but because his movement doesn’t make sense and is therefore something he limits. Therapists and caregivers must interpret his actions of crying and avoidance as a request for understanding and help rather than bad behavior. When we can modify the input to allow him to make it meaningful this child not only cooperates, he has fun and learns new skills.
Recognized by the NY State Education Department's State Board for Physical Therapy as an approved provider of physical therapy and physical therapy assistant continuing education. Approved for .125 CEUs.
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PLEASE NOTE: Certificates of completion will only be issued upon completion and return of post-test to TSI.
Therapeutic Services, Inc.