Definitions

– A string of Balance/Auditory/Vision eXercises, that vary in their complexity. The exercises are all acutely rooted in rhythm. BAL-A-VIS-X includes some 300 exercises. Most of these are performed using racquetballs and/or sand-filled bags, often standing on a Bal-A-Vis-X balance board throughout. The exercises are “steadily rhythmic, with a pronounced auditory foundation, executed at a pace that naturally results from proper physical techniques” and they “enable the whole mind-body system to experience the symmetrical flow of a pendulum.” Bal-A-Vis-X assists in oculomotor skills, eye hand coordination, bilateral coordination, speed, timing and rhythm.

Reference: Bal-A-Vis-X, Inc. (2019). About Bal-A-Vis-X. Retrieved from: https://www.bal-a-vis-x.com/about.htm

Forbrain® – An audio-vocal loop that provides auditory feedback, enhancing auditory processing. Its purpose is to improve attention, speech/language and memory.[*]     Children below the age of 10 are advised to wear the Forbrain 15-20 minutes once a day for 4-6 weeks, followed by a 4-6 week period when it is not worn at all. Those aged 10 and above are advised to wear the Forbrain for 15-20 minutes twice a day, for 4-6 weeks, followed by a 4-6 week period when it is not worn at all.   Whilst a child is wearing the Forbrain, you can converse or play with them, they can read aloud, talk to someone on speaker phone, socialize, and complete homework. It is optimal for the Forbrain to be worn while seated in a 90-90-90 degree body position. If this is not the case, the Forbrain still works, though not as effectively.

Reference: *Forbrain. (n.d.). Why use Forbrain? Retrieved from: https://www.forbrain.com/discover

A brain-training program which is multi-sensory, utilising physical movements and balance to integrate visual, auditory, balance, motor planning, body positioning, tactile and neurofeedback systems. This is intended to enhance neurotransmission and fine tune brain function, assisting in speed and timing, oculomotor skills, and eye-hand coordination.   This program is effective in helping academically. It entails the use of specified equipment. Children should be given the opportunity to complete as much of the program as possible, on their own.

Reference: Learning Breakthrough. (2014). What is the Brain Training Learning Breakthrough Program? Retrieved from: https://learningbreakthrough.com/program-overview/what-is-learning-breakthrough-program/

Lymphatic drainage therapy is a gentle massage technique that stimulates the lymphatic system, promotes detoxification, and reduces swelling.

A simple technique for increasing awareness of the present moment, moving away from the past or future to pay attention to thoughts, feelings and sensations as they unfold in the present moment.

Reference: Mathew, R. (n.d.). Mindfulness. Retrieved from http://occupational-therapy.advanceweb.com/Article/Mindfulness-2.aspx

Neuro-Developmental Treatment (NDT) is a therapeutic approach that focuses on improving movement and functional skills for individuals with neurological impairments, including brain injuries or developmental disorders.

– A therapeutic method that facilitates the natural tendency of the psyche to heal itself. It involves the use of sand, water and small objects, and allows a person to form a tangible manifestation of their imagination, in a free and safe environment provided by the sandplay therapist. Sanitary precautions should be taken.

Reference: Sandplay Therapists of America. (2020). What is Sandplay Therapy? Retrieved from: https://www.sandplay.org/about-sandplay/what-is-sandplay/

Sensory integration is the process by which the brain organizes and interprets information from the senses (e.g., touch, sound, sight, taste, and smell) to help an individual function more effectively in daily life.   See my blog post on Sensory Integration.

Reference: Manela, M. (2013). Sensory integration & your child [Blog post]. Retrieved from https://thethrivegroup.co/sensory-integration-your-child/

SOUNDSORY® – A home-based, 40-day multi-sensory program, that assists in enhancing motor and cognitive abilities.   What’s involved?  

• 25 minutes of the Rhythmic Music Program. This captures attention, emphasizes rhythm, and through bone conduction, stimulates the auditory system.
• 5 minutes of Body Movement Exercises. This includes primitive reflexes and repetitive complex movement, improving coordination and body awareness.

Equipment required for the program can be rented or bought.   Soundsory® is used to improve rhythm, bilateral integration, focus and attention.

Reference: Sound For Life Ltd. (2018). In Short. Retrieved from: https://soundsory.com/learn-more/inshort/

A listening therapy aimed at improving communication and cognitive skills by using sound to stimulate and reorganize brain activity.

Reference: Tomatis. (2020). The Tomatis Method. Retrieved from: https://www.tomatis.com/en

Attention-deficit/hyperactivity disorder (ADHD) is a disorder marked by an ongoing pattern of inattention and/or hyperactivity-impulsivity that interferes with functioning or development.

Reference: National Institute of Health. (2016). Attention Deficit Hyperactivity Disorder. Retrieved from https://www.nimh.nih.gov/health/topics/attention-deficit-hyperactivity-disorder-adhd/index.shtml

Auditory processing disorder (APD) refers to difficulties in processing and interpreting sounds, especially speech, despite normal hearing ability. APD can make it challenging to understand language and follow instructions.

Autism spectrum disorder (ASD) is the name for a group of developmental disorders. ASD includes a wide range, “a spectrum,” of symptoms, skills, and levels of function. People with ASD often have these characteristics: Ongoing social problems that include difficulty communicating and interacting with others Repetitive behaviors as well as limited interests or activities Symptoms that typically are recognized in the first two years of life.

Reference: National Institute of Health. (2016). Autism Spectrum Disorder. Retrieved from https://www.nimh.nih.gov/health/topics/autism-spectrum-disorders-asd/index.shtml?utm_source=rss_readersutm_medium=rssutm_campaign=rss_full

Reacting to a stimulus similar to reacting to pain.

Reference: Manela, M. (2016). An in depth view of the nervous system [Powerpoint slides].

Hyperactivity causes a person to move about constantly, excessively fidget, tap on objects, or talk constantly.

Reference: National Institute of Health. (2016). Attention Deficit Hyperactivity Disorder. Retrieved from https://www.nimh.nih.gov/health/topics/attention-deficit-hyperactivity-disorder-adhd/index.shtml

A person that wanders off task, lacks persistence, has difficulty sustaining focus, and is disorganized; and these problems are not due to defiance or lack of comprehension.

Reference: National Institute of Health. (2016). Attention Deficit Hyperactivity Disorder. Retrieved from https://www.nimh.nih.gov/health/topics/attention-deficit-hyperactivity-disorder-adhd/index.shtml

Learning disorders consist of several factors which may affect the acquisition, organization, retention, understanding or use of verbal or nonverbal information.

Reference: Learning Disabilities Association of Canada. (2015). Official Definition of Learning Disabilities. Retrieved from http://www.ldac-acta.ca/learn-more/ld-defined/official-definition-of-l Learning-disabilities

Normal muscle tone allows us to keep our bodies erect when sitting or standing.  The lack of supportive muscle tone, usually with increased mobility at the joints; the person with low tone has limbs that are floppy, muscles may feel doughy, and have awkward movement patterns. This results in poor ability to act in a sustained state of alert performance.

Reference: Whitney, R. V. (n.d.). Definition of sensory terms. Retrieved from http://www.spdbayarea.org/definition_of_sensory_terms.htm

Using sensation to sleep, listen, etc.

Reference: Manela, M. (2016). An in depth view of the nervous system [Powerpoint slides].

The act or process of planning and arranging the different parts of an event or activity.

Reference: The definition of organization (n.d.). Retrieved October 28, 2016, from http://www.merriam- webster.com/dictionary/organization

The ability to interact successfully with the physical environment; to plan, organize, and carry out a sequence of unfamiliar actions; and to do what one intends, wants, and needs to do in an efficient, satisfying manner.

Reference: Whitney, R. V. (n.d.). Definition of sensory terms. Retrieved from http://www.spdbayarea.org/definition_of_sensory_terms.htm

When one or more of the body’s senses experiences over-stimulation from the environment. There are many environmental elements that impact an individual. Examples are urbanization, crowding, noise, mass media, technology, and the explosive growth of information.

Reference: Manela, M. (2016). An in depth view of the nervous system [Powerpoint slides].

Sensory processing disorder (SPD) is when the brain has trouble receiving and responding to information from the senses. Individuals with SPD may either over-respond or under-respond to sensory stimuli.

Reference: Manela, M. (2016). An in depth view of the nervous system [Powerpoint slides].

An unusual or increased sensitivity to touch that makes the person feel peculiar, noxious, or even in pain. Tactile sensitivity can run from mild to severe. It is caused by the way the brain processes tactile input.

Reference: Dentremont, L. (2013). Tactile Sensitivity – What It Is? TEN Common Signs. Retrieved from http://kidcompanions.com/tactile-sensitivity-what-it-is-and-the-common-signs/

When an infant turns his/her face to one side, the arm and leg that he/she faces is extended or held straight out, and the arm and leg on the opposite side are flexed or bent at the joint.

Asymmetrical Tonic Neck Reflex (ATNR)

This occurs when an infant’s head drops backwards and he/she has the sensation of the head not being supported, he/she responds with inhaling and spreading out his/her arms and legs. Afterwards, he/she should recover by exhaling (often with a cry) and pulling his/her arms and legs towards his/her body.

Moro Reflex

When an infant’s fingers close around an object when it is placed in their hand or strokes their palm.

Reflex integration is the process by which primitive reflexes, which are automatic movements that occur in infancy, are integrated into voluntary motor control. If these reflexes remain active, they can interfere with learning and development.

Reference: Story, S. (n.d.). What is reflex integration? Retrieved from http://www.moveplaythrive.com/articles-by-move-play-thrive/what-is-reflex-integration

Reflexes are an integral part of growth and development. They are automatic and involuntary responses to stimulation, and their purpose is for protection and survival. Their integration is essential for a child to develop higher level skills and explore the environment. When they persist, the body goes into a stage of protection and survival, which can cause a number of delays in children such as maintaining and upright posture, learning, attention, coordination, fine motor skills, and challenging behaviors.

When an infant curves their hip away from the side that is being stroked, which shortens their waist on the side being stroked.

Spinal Galant Reflex

When an infant flexes the head forward, the arms will flex, and the legs will straighten. In contrast, when you extend the infant’s head backwards, their arms will extend, and the legs will bend.

Symmetrical Tonic Neck Reflex (STNR)

 

When an infant’s head is tilted back while lying on the back, their backs will arch, and the legs and arms will straighten and become stiff. In contrast, when the head is tilted forward, the arms and legs will flex or come together towards the body.

Tonic Labyrinthine Reflex (TLR)

Occupational therapists help people across the lifespan participate in the things they want and need to do through the therapeutic use of everyday activities (occupations).

Reference: AOTA. (n.d.). What is Occupational Therapy?. Retrieved from http://www.aota.org/Conference-Events/OTMonth/what-is-OT.aspx

Physical therapists (PT)uses physical examinations to diagnose the source of the child’s movement difficulties. PTs work to improve children’s motor development, strength, range of motion, endurance, balance, coordination, gait difficulties, heart and lung endurance, and delayed motor development.

Reference: APTA. (n.d.).Who are Physical Therapists?.Retrieved from http://www.apta.org/AboutPTs/

Speech therapists work to prevent, assess, diagnose, and treat speech, language, social communication, cognitive-communication, and swallowing disorders in children and adults.

Reference: ASHA. (n.d.). The Profession of Speech-Language Pathologists. Retrieved from http://www.asha.org/Students/Speech-Language-Pathology/

These are also called self-help or self-care activities. These activities include everyday tasks such as dressing, self-feeding, bathing, laundry, and/or meal preparation.

Reference: Dentremont, L. (2013). Tactile Sensitivity – What It Is? TEN Common Signs. Retrieved from http://kidcompanions.com/tactile-sensitivity-what-it-is-and-the-common-signs/

Refers to the deep emotional bond that develops between a child and their caregiver, which is vital for emotional and social development.

Reference: The definition of bonding. (n.d.). Retrieved from http://www.dictionary.com/browse/bonding

This refers to one’s ability to visually discriminate, recognize, and identify labels for body parts, including their location, how they move, and how they relate to one another. The emergence of body awareness typically precedes spatial awareness.

Reference: O’Brien, J. (2015). Application of Motor Control/Motor Learning to Practice. In Case-Smith, J. & Clifford O’Brien, J. (7th ed.), Occupational therapy for Children and Adolescents (193-219). St. Louis, MO: Elsevier Mosby.

Deep pressure is firm touch on the skin that is exerted in most types of holding, stroking, hugging, or swaddling. When applying deep pressure, it provides proprioceptive input.

Reference: Grandin, Temple.(1992).Calming Effects of Deep Touch Pressure in Patients with Autistic Disorder, College Students, and Animals. Journal of Child and Adolescent Psychopharmacology. Volume 2, Inc. Publisher.

Straightening of the joints or moving away from the body.

The ability of both eye muscles to work together as a team. Each eye sees a slightly different image. Your brain, through a process called fusion, blends these two images into one three-dimensional picture.

Reference: American Optometric Association. (n.d.).Eye Coordination. Retrieved from http://www.aoa.org/patients-and-public/eye-and-vision-problems/glossary-of-eye-and-vision-conditions/eye-coordination?sso=y

The skilled use of one’s hands. It is the ability to move the hands and fingers in a smooth, precise and controlled manner. Fine motor control is essential for efficient handling of classroom tools and materials. It may also be referred to as dexterity.

Reference: Alternatives For Children. (n.d.). Glossary of commonly used Occupational Therapy terms. Retrieved from http://www.alternatives4children.org/glossary/occupational-therapy-glossary.pdf

The bending of the joints or coming towards the body.

The unconscious awareness of sensation coming from one’s joints, muscles, tendons, and ligaments. This underlies one’s ability to place body parts in a position in space and to grade movements (i.e. the ability to judge direction of force and pressure).

Reference: Whitney, R. V. (n.d.). Definition of sensory terms. Retrieved from http://www.spdbayarea.org/definition_of_sensory_terms.htm

This refers to being able to locate and understand where one’s body is in space, including in reference to other objects. Key words utilized in describing spatial relations include: above, below, to the right of, and to the left of.

Reference: Kramer, P. & Hinojosa, J. (2010). Frames of References for Pediatric Occupational Therapy (3rd ed.). Baltimore, MD: Lippincott Williams & Wilkins.

Information taken into the body through the sense of touch. Can be through deep pressure receptors or light pressure receptors.

Reference: Whitney, R. V. (n.d.). Definition of sensory terms. Retrieved from http://www.spdbayarea.org/definition_of_sensory_terms.htm

Transitions or movements occur throughout an individual’s life. Each person navigates through different life stages, settings, and situations.

Reference: AOTA. (n.d). Transitions for Children and Youth How Occupational Therapy Can Help. Retrieved from http://www.aota.org/practice/children-youth/transitions.aspx

The vestibular system tells us how our body moves and experiences movement. There are two subtypes: (1) how the head alone experiences sensation and (2) how both the body and head experience sensation together. The vestibular system contributes to the sense of balance, head control, muscle tone, visual perception, how well eyes work together, and level of alertness.

Reference: Manela, M. (2014). The Parent-Child Dance: A guide to help you understand and shape your child’s behavior. Passaic, NJ: OT Thrive Publishing.