Language: English

ISSN: 0519-0959

Language: English

ISSN: 0519-0959

Abstract/Notes: An interview with Darlene M. Atkins

Language: English

ISSN: 1071-6246

Language: English

ISSN: 1522-9734

Abstract/Notes: In other words, observers must look at the sensory stimuli in a given environment at the time a behavior occurs (Williamson & Anzalone, 2001). [...]diagnosis requires extensive observation of a child across multiple environments over time. Over time and with frequent reinforcement, a child can demonstrate growth in a range of areas and behaviors as a result of a successful course of therapy; for example, a child experiencing numerous hypersensitivities might show improvements in motor planning, more participation in activities with peers, more flexibility in eating a variety of foods, and/or less fear related to gross-motor activities (Schaaf & Nightlinger, 2007). If these techniques are utilized consistently, OTs believe student behaviors and performance can improve in many concrete, measurable areas, ranging from general attention, focus, and behavior to self-calming, quality of academic work, fine-motor skills (including handwriting), and memory retention. [...]OTs also emphasize the importance of consistent, ongoing communication between therapists, parents, and teachers of children who are receiving SI therapy, in order to maximize the benefit of therapy and provide reinforcement of therapy techniques across a child's daily environments.

Language: English

ISSN: 1054-0040

Abstract/Notes: Multisensory perception has been the focus of intense investigation in recent years. It is now well-established that crossmodal interactions are ubiquitous in perceptual processing and endow the system with improved precision, accuracy, processing speed, etc. While these findings have shed much light on principles and mechanisms of perception, ultimately it is not very surprising that multiple sources of information provides benefits in performance compared to a single source of information. Here, we argue that the more surprising recent findings are those showing that multisensory experience also influences the subsequent unisensory processing. For example, exposure to auditory-visual stimuli can change the way that auditory or visual stimuli are processed subsequently even in isolation. We review three sets of findings that represent three different types of learning ranging from perceptual learning, to sensory recalibration, to associative learning. In all these cases exposure to multisensory stimuli profoundly influences the subsequent unisensory processing. This diversity of phenomena may suggest that continuous modification of unisensory representations by multisensory relationships may be a general learning strategy employed by the brain.

Language: English

DOI: 10.3389/fpsyg.2011.00264

ISSN: 1664-1078

Language: Korean

ISSN: 1226-8836

Abstract/Notes: For American children with educational challenges, the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (or DSM-5) (American Psychiatric Association, 2013), is critically important because inclusion of a disorder in the DSM-5 allows for treatment and support to be paid for by the child's public school district if it interferes with his or her educational achievement. Early parent observation of sensory differences is often a child's first reported sign of autism, occurring as early as 9-12 months of age (Murray-Slutsky & Paris, 2000; Baranek, 2002). * Sensory profiles can distinguish among children with autism, children with ADHD, and children without those diagnoses (Tomchek & Dunn, 2007; Yochman, Parush, & Ornoy, 2004). * Well-developed sensory integration has strong correlation with academic achievement and cognitive processing. Early detection and management of sensory challenges can tie to predicting later academic performance deficits (Parham, 1998; Koenig & Rudney, 2010). * In a review of studies examining links between SI and ADHD, sensory-motor abilities of children with ADHD were lower than those of a control group. Other literature examines connections with disorders ranging from fragile X syndrome, mood disorders, behavioral disorders, and nonverbal learning disabilities (NVLD) to physically based conditions, such as premature birth, prenatal drug exposure, cerebral palsy/spina bifida/ Down syndrome, language delay, and other learning disabilities, as well as environmentally caused deficits, including abuse, neglect, or trauma.

Language: English

ISSN: 1054-0040

Abstract/Notes: "The children who demand more attention than others, who are disruptive, unmotivated, oppositional, aggressive, or do not give us the positive feedback we get from others…This is where we dig in and find compassion, and understanding, and the knowledge that no child wants to be disruptive, oppositional, or aggressive. They do this because they are hurt, and we are here to help." Sarah Werner Andrews provides an approach to the children who pose a challenge because they themselves are facing challenges. She offers practical tools and approaches that are first based on positive relationships, then on the relationship with the environment, and finally on positive, collaborative interventions. [This talk was presented at the NAMTA conference titled "Children on the Edge: Creating a Path for Happy, Healthy Development," January 12-15, 2017 in New Orleans, LA.]

Language: English

ISSN: 1522-9734

Abstract/Notes: In order to know general awareness for children's song among preschoolers, their teachers and parents the questionary paper survey was performed against 212 of kindergarteners, 63 of their teachers and 197 of their parents. At the sametime their favorite children's songs were collected among the prepared lists of children's songs and selected about 10 children's songs for each group, in order. Also, those selected children's songs were analyzed their musical elements, too. The under 4 year old and female children more favorited the singing children's songs everyday than the 5 year old and male. Thachers replied that they selected the proper children's songs in the basic of the topics of usual daily life and children's interests. Also, parents believed that children's songs is very important to develop their children's musicality. Finally, the favorite children's songs were analyzed as followings the major beat was 4/4, the major tonality was C major, the major form and leongth were 8-34 measures, and the major rhythm was the replicated, symcopated and nimbled one. / 본 연구에서는 유아·교사·학부모의 동요에 관한 인지수준과 선호하는 동요의 유형은 어떠한지 또한 유아들이 선호하는 동요의 음악적 구성요소는 어떠한지에 대해 알아보았다. 연구의 대상은 국·공·사립유치원의 유아 212명, 교사 63명 및 학부모 197명이다. 본 연구의 결과는 다음과 같다. 첫째, 유아·교사·학부모의 동요에 관한 인지수준은 유아·교사·학부모 모두가 동요를 좋아하고 동요부르기가 음악성 발달에 매우 중요한 것으로 인식하고 있는 것으로 나타났다. 둘째, 유아·교사·학부모가 선호하는 동요의 유형은 유아는 동물 또는 가족과 관련된 창작동요를 교사는 동물과 식물에 관련된 창작동요제곡과 인터넷동요를 학부모는 식물과 사랑, 기본생활습관에 관련된 창작동요와 인터넷동요를 선호하였다. 결과적으로 유아·교사·학부모의 선호하는 동요는 크게 차이는 없지만 유아들이 선호하는 동요는 학부모의 선호도 보다는 교사가 선호하는 동요와 일치도가 높아 학부모보다는 교사의 영향을 더 받는 것으로 판단되었다. 셋째, 유아들이 선호하는 동요의 악곡의 특징은 노래 마지막 부분에 강세가 있거나 반복적인 리듬과 노랫말에 엄마, 아빠, 아기로 표현된 가족과 연관된 노래와 동물을 의인화한 노래 또는 동물의 의성어를 표현한 노래를 좋아하는 것으로 나타났다.

Language: Korean

ISSN: 1226-9417