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Academic literature on the topic 'Multi-sensory responses in children'

Author: Grafiati

Published: 4 June 2021

Last updated: 3 February 2022

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Journal articles on the topic "Multi-sensory responses in children"

Dulnev, V. V., and Т. A. Slyusar. "Multi-modal (visual, acoustic, cognitive) evoked potentials in children with cerebral palsy." Medical alphabet, no. 22 (October 20, 2020): 52–55. http://dx.doi.org/10.33667/2078-5631-2020-22-52-55.

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The objective. To assess and compare the multi-modal evoked potentials (EP) (flash visual [fVEP], brainstem acoustic [BAEP] and cognitive evoked responses [CER]) parameters in children with cerebral palsy (CP) and healthy ones.Materials and methods. There are 100 children aged 3–17 years were examined. Experimental group included 55 children with CP, diagnosed according to International cerebral palsy criteria (P. Rosenbaum et al., 2006), and mild motor deficit (levels I–II of Gross Motor Function Classification Scale), undergoing rehabilitation course. Control group was presented by 45 healthy children aged 3–17 years with no neurological signs. Registration of the fVEP, BAEP and CER and their comparative analysis with non-parametric tests was performed. Neurophysiological recording performed on EMG-VP4 system (MBN Scientific Company, Moscow, Russia).Results. Slowing of maturation and significant delaying of main EP components were observed in experimental group.Conclusion. Findings in this investigation indicate the retardation of cortical sensory processing in children with CP. Analyzing multi-modal EP may be helpful in early detecting sensory abnormalities as complications of CP.

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Donkers, Franc CL, Mike Carlson, Sarah E. Schipul, Aysenil Belger, and Grace T. Baranek. "Auditory event-related potentials and associations with sensory patterns in children with autism spectrum disorder, developmental delay, and typical development." Autism 24, no. 5 (December 17, 2019): 1093–110. http://dx.doi.org/10.1177/1362361319893196.

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Atypical sensory response patterns are common in children with autism and developmental delay. Expanding on previous work, this observational electroencephalogram study assessed auditory event-related potentials and their associations with clinically evaluated sensory response patterns in children with autism spectrum disorder ( n = 28), developmental delay ( n = 17), and typical development ( n = 39). Attention-orienting P3a responses were attenuated in autism spectrum disorder relative to both developmental delay and typical development, but early sensory N2 responses were attenuated in both autism spectrum disorder and developmental delay relative to typical development. Attenuated event-related potentials involving N2 or P3a components, or a P1 × N2 interaction, were related to more severe hyporesponsive or sensory-seeking response patterns across children with autism spectrum disorder and developmental delay. Thus, although attentional disruptions may be unique to autism spectrum disorder, sensory disruptions appear across developmental delay and are associated with atypical sensory behaviors.

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Harrop, Clare, Nicole Tu, Rebecca Landa, Ann Kasier, and Connie Kasari. "Sensory Behaviors in Minimally Verbal Children With Autism Spectrum Disorder: How and When Do Caregivers Respond?" American Journal on Intellectual and Developmental Disabilities 123, no. 1 (January 1, 2018): 1–16. http://dx.doi.org/10.1352/1944-7558-123.1.1.

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Abstract Sensory behaviors are widely reported in autism spectrum disorder (ASD). However, the impact of these behaviors on families remains largely unknown. This study explored how caregivers of minimally verbal children with ASD responded to their child's sensory behaviors. Using a mixed-methods approach, we examined two variables for each endorsed child behavior: (1) Did the caregiver respond/try to change the behavior? and (2) What response did they employ? Caregivers did not differ in the frequency of responses to hypo- or hyper-responsive behaviors but employed different responses. Caregivers responded to more social sensory behaviors and predominately changed their own behavior in response to their child's. Our findings demonstrate how extensively caregivers adapt to their child's behaviors and vary their response dependent on behavior exhibited.

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Gentil-Gutiérrez, Ana, José Luis Cuesta-Gómez, Paula Rodríguez-Fernández, and Jerónimo Javier González-Bernal. "Implication of the Sensory Environment in Children with Autism Spectrum Disorder: Perspectives from School." International Journal of Environmental Research and Public Health 18, no. 14 (July 19, 2021): 7670. http://dx.doi.org/10.3390/ijerph18147670.

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(1) Background: Children with Autism Spectrum Disorder (ASD) frequently have difficulties in processing sensory information, which is a limitation when participating in different contexts, such as school. The objective of the present study was to compare the sensory processing characteristics of children with ASD in the natural context of school through the perception of professionals in the field of education, in comparison with neurodevelopmental children (2) Methods: A cross-sectional descriptive study as conducted with study population consisting of children between three and ten years old, 36 of whom were diagnosed with ASD and attended the Autismo Burgos association; the remaining 24 had neurotypical development. The degree of response of the children to sensory stimuli at school was evaluated using the Sensory Profile-2 (SP-2) questionnaire in its school version, answered by the teachers. (3) Results: Statistically significant differences were found in sensory processing patterns (p = 0.001), in sensory systems (p = 0.001) and in school factors (p = 0.001). Children with ASD who obtained worse results. (4) Conclusions: Children with ASD are prone to present sensory alterations in different contexts, giving nonadapted behavioral and learning responses.

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Nissan, Sagit, Aviva Yochman, Sigalit Blumer, Johnny Kharouba, and Benjamin Peretz. "Children's Responses to Sensory Stimuli and their Behavior in the Dental Office." Journal of Clinical Pediatric Dentistry 41, no. 1 (January 1, 2017): 10–17. http://dx.doi.org/10.17796/1053-4628-41.1.10.

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Objectives: To evaluate children's behavior during dental examinations, their reactions to various selected sensory stimuli and the association between them. Study design: Sixty-three children (28 boys and 35 girls) aged 5–12 years (mean age 7.9 ± 1.6 years) participated in the study. Their parents were asked to complete a questionnaire while in the dentist's waiting room. The dentists evaluated the children's behavior in the dental office using Frankl's behavioral scale and noted the children's reactions to the sensory stimuli of touch, noise, smell and backward tilting of the examination chair. Results: Most of the children cooperated during the dental examination. Lack of cooperation was associated with adverse reactions to all selected sensory stimuli. There was also an association between resistance to brushing teeth and adverse reaction to touch. Children who reacted negatively to sensory stimuli during dental examinations were more likely to have needed advanced management techniques during past dental treatment. Conclusions: Children's behavior during dental examinations is known to be affected by many factors, including age, previous experiences, anxiety and fear and others. This investigation demonstrates that it is also associated with their reactions to various sensory stimuli.

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Manning, Catherine, Gaia Scerif, and Anthony Norcia. "Coherent motion evoked responses in school-aged children." Journal of Vision 18, no. 10 (September 1, 2018): 541. http://dx.doi.org/10.1167/18.10.541.

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Ghanizadeh, Ahmad. "Tactile Sensory Dysfunction in Children with ADHD." Behavioural Neurology 20, no. 3-4 (2008): 107–12. http://dx.doi.org/10.1155/2008/786905.

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Objectives:While a group of children with ADHD may have normal behavioral responses to sensory stimuli, another group may be hyperreactive. The aim of this survey was studying association of tactile sensory responsivity with co-morbidity of oppositional defiant disorder (ODD) symptoms, subtypes of ADHD, and gender in children with ADHD.Methods:The subjects were 81 children with ADHD from a child psychiatry clinic. The diagnoses were made according to DSM-IV diagnostic criteria. Tactile dysfunction Checklist was used to assess the three types of tactile sensory dysfunction including Hypersensitivity, hyposensitivity, and poor tactile perception and discrimination (PTPD).Results:Their mean age was 8.4 (SD = 1.9) years. None of the gender, number of symptoms of ODD co-morbidity, and ADHD subtypes was as a predictor of scores of Hyposensitivity and PTPD subscales. Tactile defensiveness was not different between genders and different subtypes of ADHD.Conclusions:Number of ODD symptoms in children with ADHD is a predictor in association with hypersensitivity score of tactile sensory function. Girls are no more than the boys impaired in Hypersensitivity aspect. Different subtypes of ADHD are not distinct disorders regarding to tactile sensory function.

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Brown, Paula. "Finding ways to build children's sensory skills." Early Years Educator 21, no. 10 (February 2, 2020): 24–28. http://dx.doi.org/10.12968/eyed.2020.21.10.24.

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Zagaykan, Yulia, Oleksandr Spryn, and Nikolay Zagaykan. "RESEARCH OF SENSOMOTOR REACTION, MEMORY AND ATTENTION INDICIES UNDER SENSORY DEPRIVATION." EUREKA: Life Sciences 5 (September 17, 2019): 3–12. http://dx.doi.org/10.21303/2504-5695.2019.00977.

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The article considers the influence of sensory (visual and auditory) deprivation on a sensorimotor response, memory, and attention among 8-11 years old children. The literature review concludes that sensory deprivation causes discomfort and problems in perceiving of reality. Also, under the influence of various factors that damage body structures, compensatory reactions are launched to compensate for impaired functions. The processes that provide the body with the restoration of lost structures and impaired functions of the pathology are called «compensatory-adaptive processes». Having conducted statistical analysis of the obtained data of latent periods of different sensomotor responses among children with sensory deprivation and the control group, it is seen, that the level of stimuli in the form of figures was higher among children with hearing impairments, and in the form of sounds – in the group of children with visual impairments. According to the results of our study, we can assume that in groups of children with sensory deprivation the process of compensating the impaired function of a particular analyzer takes place at the expense of another one.

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Willerslev-Olsen, Maria, Jacob Buus Andersen, Thomas Sinkjaer, and Jens Bo Nielsen. "Sensory feedback to ankle plantar flexors is not exaggerated during gait in spastic hemiplegic children with cerebral palsy." Journal of Neurophysiology 111, no. 4 (February 15, 2014): 746–54. http://dx.doi.org/10.1152/jn.00372.2013.

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It is still widely believed that exaggerated stretch reflexes and increased muscle tone in ankle plantar flexors contribute to reduced ankle joint movement during gait in children with cerebral palsy (CP). However, no study has directly measured stretch reflex activity during gait in these children. We investigated sensory feedback mechanisms during walking in 20 CP children and 41 control children. Stretch responses in plantar flexor muscles evoked in stance showed an age-related decline in control but not CP children. In swing the responses were abolished in control children, but significant responses were observed in 14 CP children. This was related to reduced activation of dorsiflexors in swing. Removal of sensory feedback in stance produced a drop in soleus activity of a similar size in control and CP children. Soleus activity was observed in swing to the same extent in control and CP children. Removal of sensory feedback in swing caused a larger drop in soleus activity in control children than in CP children. The lack of age-related decline in stretch reflexes and the inability to suppress reflexes in swing is likely related to lack of maturation of corticospinal control in CP children. Since soleus activity was not seen more frequently than in control children in swing and since sensory feedback did not contribute more to their soleus activity, spasticity is unlikely to contribute to foot drop and toe walking. We propose that altered central drive to the ankle muscles and increased passive muscle stiffness are the main causes of foot drop and toe walking.

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Dissertations / Theses on the topic "Multi-sensory responses in children"

Jasmin, Emmanuelle. "Impact of sensory responses and motor skills on functional skills in activities of daily living of pre-school children with autism spectrum disorders." Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=101853.

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Background. In children with autism spectrum disorders (ASD), sensori-motor development and functional skills in activities of daily living (ADL) remain little explored in comparison to the other domains of development. Objectives. To determine the impact of sensori-motor skills on functional skills in ADL of preschool children with ASD, and to examine their type of sensory responses, their motor skills and their functional skills in ADL. Methods. This project is a pilot and cross-sectional study. Thirty-five children with ASD, three to four years of age, have been recruited and assessed. Control groups are also included: eight children with developmental delay (DD) and five children with typical development (TD). A battery of diagnostic and clinical tests was used. Results. ASD and DD groups have significantly more atypical sensory responses than the TD group as measured by the Sensory Profile. The ASD group has significantly poorer motor skills than controls (TD and DD) based on the Peabody Developmental Motor Scales --2nd edition (PDMS-2). Self-care skills of the ASD group fall below 2 standard deviations (SD) on the Functional Independence Measure for Children (WeeFIM). Daily living skills (DLS) of the ASD group are significantly poorer than controls on the Vineland Adaptive Behavior Scales -- Second Edition (VABS-II). The largest percentage of variability in self-care skills, as measured by the WeeFIM, is explained by cognitive functioning and auditory processing, while personal skills, as measured by the VABS-II, are predicted by fine motor skills and sensory avoiding. Conclusion. Pre-school children with ASD, but also children with DD, react differently to sensory stimuli than typically developing children. Also, children with ASD have significantly poorer motor skills than DD and TD children. These sensory and motor difficulties affect the functional skills in ADL. Therefore, it will be important clinically to individually assess and consider sensori-motor and functional skills in ADL of children with ASD. Future interventions may then aim at improving and supporting the development and autonomy of these children. In turn this may assist caregivers by reducing their care load.
Keywords: autism spectrum disorders, sensory responses, motor skills, functional skills, activities of daily living

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Simpson, Tina. "Kärlek, till ett annorlunda barn : En litteraturstudie av bemötande och attityder gentemot familjer med diagnosbärande barn." Thesis, Högskolan Dalarna, Sociologi, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:du-22418.

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The issue of diagnosed children has been heavily debated in the media over the past decade. This study deals with the issue of diagnosis from a family perspective and utilizes a method of thematic analysis trough a literature review of four autobiographies that describes the parents experience of the diagnosis issue regarding attitudes and responses towards their children and family. The purpose is to create a greater understanding of the family situation and to explore new approaches and strategies to counter psychological affliction and exclusion in society. The results show a widespread exclusion based on the main themes, internal and external influences. These themes represent exclusion factors like for example inexperience in dealing with power bearing institutions such as schools and health facilities and creates few opportunities for socialization processes due to the child's disability, stigma. Both of these themes can be seen as a result of sensory deprivation. The attitudes and responses of society towards the stigma bearing child has a great negative impact on the families with diagnosed children.
Diagnosfrågan har varit starkt omdebatterad i media under det senaste decenniet. Dennas studie behandlar diagnosfrågan ur ett familjeperspektiv genom en kvalitativ ansats via en litteraturstudie och tematisk analys av fyra självbiografier. Syftet med studien är att belysa diagnosbärande barns föräldrars erfarenheter kring omgivningens attityder och bemötande samt skapa en ökad förståelse för familjernas livssituation. Vidare menar den kommande analysen till att kunna utröna nya förhållningssätt och strategier för att motverka psykisk ohälsa i dessa familjer. Resultatet visar på ett utbrett utanförskap som redovisas i två huvudteman, inre och yttre påverkan. Dessa teman representerar faktorer som okunskap i bemötande och attityder inom maktbärande institutioner men även i ett fördomsfullt och toleranslöst bemötande från den närmaste omgivningen. Resultatet visar även att utanförskapet skapar få möjligheter till socialiseringsprocesser på grund av de negativa attityderna kring barnets funktionsnedsättning och beteende, detta kan ses som en följd av sensorisk deprivation.

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Wilson, Ashley A. "SENSORY STRESSORS IMPACT SPECIES RESPONSES ACROSS LOCAL AND CONTINENTAL SCALES." DigitalCommons@CalPoly, 2020. https://digitalcommons.calpoly.edu/theses/2224.

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Pervasive growth in industrialization and advances in technology now exposes much of the world to anthropogenic night light and noise (ANLN), which pose a global environmental challenge in terrestrial environments. An estimated one-tenth of the planet’s land area experiences artificial light at night — and that rises to 23% if skyglow is included. Moreover, anthropogenic noise is associated with urban development and transportation networks, as the ecological impact of roads alone is estimated to affect one-fifth of the total land cover of the United States and is increasing in space and intensity. Existing research involving impacts of light or noise has primarily focused on a single sensory stressor and single species; yet, little information is known about how different sources of sensory stressors impact the relationships within tightly-knit and complex systems, such as within plant-pollinator communities. Furthermore, ANLN often co-occur, yet little is known about how co-exposure to these stressors influences wildlife, nor the extent and scale of how these stressors impact ecological processes and patterns. In Chapter 1, we had two aims: to investigate species-specific responses to artificial night light, anthropogenic noise, and the interaction between the two by using spatially-explicit models to model changes in abundance of 140 of the most prevalent overwintering bird species across North America, and to identify functional traits and contexts that explain variation in species-specific responses to ANLN stressors with phylogenetically-informed models. We found species that responded to noise exposure generally decreased in abundance, and the interaction with light resulted in negative synergistic responses that exacerbated the negative influence of noise among many species. Moreover, the interaction revealed negative emergent responses of species that only reacted when both ANLN were presented in combination. The functional trait that was the most indicative of avian response to ANLN was habitat preference. Specifically, species that occupy closed habitat were less tolerant of both sensory stressors compared to those that occupy open habitat. Species-specific responses to ANLN are context-dependent; thus, knowing the information that regulates when, where, how, and why sensory pollutants influence species will help management efforts effectively mitigate these anthropogenic stressors on the natural environment. In Chapter 2, using field-placed light manipulations at sites exposed to a gradient of skyglow, we investigated the influence of direct and indirect light on the yucca-yucca moth mutualism by quantifying chaparral yucca (Hesperoyucca whipplei) fruit set and the obligate moth (Tegeticula maculata maculata) larval density per fruit. Although many diurnal insects are thought to exhibit minimal phototaxis, we show that direct light attracted adult moths and incited higher pollination activity, resulting in an increase in fruit set. However, larval recruitment decreased with elevated light exposure and the effect was strongest for plants exposed to light levels exceeding natural moonlit conditions (> 0.5 lux). Contrarily, increases in ambient skyglow resulted in an increase in both fruit set and larva counts. Our results suggest that plant-pollinator communities may respond in complicated ways to different sources of light, such that novel selection pressures of direct and indirect light have the potential to benefit or disrupt networks within complex diurnal plant-pollinator communities, and ultimately alter the biodiversity reliant on these systems. By analyzing pervasive stressors across a continental-wide scale, we revealed considerable heterogeneity in avian responses to light and noise alone, as well as the interaction between them. Based on overall responses to the interaction between light v and noise, we suggest management efforts should focus on ameliorating excessive noise for overwintering bird species, which should decrease the impact from synergistic responses, as well as the negative impact from noise alone. There is still much to learn about responses to these stressors and smaller-scale studies should take our approach of systematically assessing interaction responses to ANLN. Moreover, our small-scale study revealed both local sources of direct light and skyglow impact the recruitment for both yucca moths and their reciprocal plant hosts. However, it is still unknown if or why other diurnal pollinators experience positive phototaxis, and whether direct lighting influences the physiology, behavior, or multiple factors relating to reproduction and fitness. Correspondingly, it is unknown if the novel selection pressures of direct and indirect light are disrupting complex diurnal plant-pollinator communities. Future research on artificial night light will need to investigate the intricate responses of diurnal pollinators to both direct and indirect light that will identify concrete mechanisms relating to physiological or behavioral susceptibility and inform predictions on how wide-spread communities will shift with this global driver of emerging change.

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Niemitalo-Haapola, E. (Elina). "Development- and noise-induced changes in central auditory processing at the ages of 2 and 4 years." Doctoral thesis, Oulun yliopisto, 2017. http://urn.fi/urn:isbn:9789526215648.

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Abstract To be able to acquire, produce, and comprehend language, precise central auditory processing (CAP), neural processes utilized for managing auditory input, is essential. However, the auditory environments are not always optimal for CAP because noise levels in children’s daily environments can be surprisingly high. In young children, CAP and its developmental trajectory as well as the influence of noise on it have scarcely been investigated. Event-related potentials (ERPs) offer promising means to study different stages of CAP in small children. Sound processing, preattentive auditory discrimination, and attention shifting processes can be addressed with obligatory responses, mismatch negativity (MMN), and novelty P3 of ERPs, respectively. In this thesis the developmental trajectory of CAP from 2 to 4 years of age as well as noise-induced changes on it, were investigated. In addition, the feasibility of the multi-feature paradigm with syllable stimuli and novel sounds in children was evaluated. To this end, obligatory responses (P1, N2, and N4) and MMNs for consonant, frequency, intensity, vowel, and vowel duration changes, as well as novelty P3 responses, were recorded in a silent condition and with babble noise using the multi-feature paradigm. The participants were voluntary, typically developing children. Significant P1, N2, N4, and MMN responses were elicited at both ages. Also a significant novelty P3, studied at the age of 2 years, was found. From 2 to 4 years, the P1 and N2 latencies shortened. The amplitudes of N2, N4, and MMNs increased and the increment was the largest at frontal electrode locations. During noise, P1 decreased, N2 increased, and the latency of N4 diminished as well as MMNs degraded. The noise-induced changes were largely similar at both ages. In conclusion, the multi-feature paradigm with five syllable deviant types and novel sounds was found to be an appropriate measure of CAP in toddlers. The changes in ERP morphology from 2 to 4 years of age suggest maturational changes in CAP. Noise degraded sound encoding, representation forming, and auditory discrimination. The children were similarly vulnerable to hampering effects of noise at both ages. Thus, noise might potentially harmfully influence language processing and thereby its acquisition in childhood
Tiivistelmä Kielen omaksumiselle, tuottamiselle sekä ymmärtämiselle on tärkeää tarkka keskushermostollinen kuulotiedon käsittely eli ne hermostolliset prosessit, joita käytetään kuullun aineksen käsittelyyn. Kuunteluympäristöt eivät kuitenkaan aina ole optimaalisia kuulotiedon käsittelylle, sillä melutasot lasten elinympäristöissä voivat olla hyvinkin korkeita. Pienten lasten kuulotiedon käsittelyä, sen kehittymistä ja melun vaikutusta siihen on tutkittu vähän. Kuuloherätevasteet ovat toimiva tapa tarkastella pienten lasten kuulotiedon käsittelyä eri näkökulmista. Äänen käsittelyä, esitietoista kuuloerottelua ja tarkkaavuuden siirtymistä voidaan tarkastella obligatoristen vasteiden, poikkeavuusnegatiivisuuden ja novelty P3 -vasteiden avulla. Tässä väitöskirjassa tarkastellaan kuulotiedon käsittelyn kehittymistä kahden vuoden iästä neljän vuoden ikään sekä melun vaikutusta siihen. Lisäksi arvioidaan tavuärsykkeitä ja poikkeavia ääniä sisältävän monipiirreparadigman soveltuvuutta lapsitutkimuksiin. Tutkimuksissa rekisteröitiin monipiirreparadigman avulla obligatorisia vasteita (P1, N2 ja N4); konsonantin, taajuuden, intensiteetin, vokaalin ja vokaalin keston muutokselle syntyneitä MMN-vasteita sekä novelty P3 -vasteita hiljaisuudessa ja taustamelussa. Tutkimuksen osallistujat olivat vapaaehtoisia tyypillisesti kehittyviä lapsia. Molemmilla tutkimuskerroilla P1, N2, N4 ja MMN poikkesivat merkitsevästi nollatasosta samoin kuin kaksivuotiailta tutkittu novelty P3. Kahden vuoden iästä neljään vuoteen P1- ja N2-vasteiden latenssi lyheni sekä N2, N4 ja MMN vahvistuivat, muutoksen ollessa suurinta frontaalisilla elektrodeilla. Melun aikana P1 heikkeni, N2 vahvistui ja N4-vasteen latenssi lyhentyi. Lisäksi MMN-vaste heikkeni. Melun aiheuttamat muutokset olivat samankaltaisia sekä kahden että neljän vuoden iässä. Johtopäätöksenä voidaan todeta viittä eri tavuärsyketyyppiä ja yllättäviä ääniä sisältävän monipiirreparadigman olevan toimiva menetelmä taaperoiden kuulotiedon käsittelyn tutkimiseen. Kahden ja neljän ikävuoden välillä tapahtuvat muutokset vasteissa kuvastavat kehityksellisiä muutoksia kuulotiedon käsittelyssä. Melu heikentää äänitiedon peruskäsittelyä, edustumien muodostumista ja esitietoista kuuloerottelua. Lapset olivat lähes yhtä alttiita melun vaikutuksille sekä kahden että neljän vuoden iässä. Melu voi siis haitata kielen prosessointia ja sen omaksumista

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Chan, Chi-man. "A study of the effects of multi-sensory stimulation on pre-verbal communication skills of people with a profound learning disability /." View the Table of Contents & Abstract, 2006. http://sunzi.lib.hku.hk/hkuto/record/B36784333.

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Chan, Chi-man, and 陳志文. "A study of the effects of multi-sensory stimulation on pre-verbal communication skills of people with a profound learning disability." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B45014486.

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Jonsson, Ann-Sofie. "Functionally oriented Music Therapy (FMT) as a method of improving children’s ability to function at school." Thesis, Karlstads universitet, Institutionen för konstnärliga studier, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-31988.

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In a school system with fewer teachers, larger groups, and less resources, functionally oriented music therapy (FMT) could be a useful method of helping children function better at school. In what way can FMT help improve children’s ability to deal with the challenges facing them at school? During a project that lasted for 26 weeks, two children from a Swedish preschool class were offered individual FMT once a week. The group as a whole was divided in two and offered group music (according to the Music in preparation for school (MUISC) programme) every second week. There was an interview with the teacher, along with an assessment of function for the two individuals, at the beginning and at the end of the project. The two individuals receiving regular FMT functioned better at school at the end of the project. FMT could be an effective resource to help improve children’s ability to deal with the challenges facing them at school.

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Shim, Hi Shin. "An irt model to estimate differential latent change trajectories in a multi-stage, longitudinal assessment." Thesis, Atlanta, Ga. : Georgia Institute of Technology, 2009. http://hdl.handle.net/1853/28266.

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Timman, Lisa Marie. "Asking to Play – Using a Visual Support to Model the Social Skill of Asking to Play for Children with Down Syndrome." University of Cincinnati / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1196046052.

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羅芃. "The Effects of Multi-sensory Environment on Behavior Performance and Physiological Responses of Adults with Multiple Disabilities." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/17220473512514521558.

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Books on the topic "Multi-sensory responses in children"

Staples, Janet. Multi-sensory-multi-disciplinine activities for the classroom. [S.l: s.n.], 1999.

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Blake, Novia Antoinette. Multi-sensory attentional differences in phonological dyslexics and competent readers. Ottawa: National Library of Canada = Bibliothèque nationale du Canada, 1993.

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Slingerland, Beth H. A multi-sensory approach to language arts for specific language disability children. Cambridge, Mass: Educators Pub. Service, 1994.

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Cowling, Keda. Toe by toe: A highly structured multi-sensory phonetic approach to literacy. Baildon, West Yorkshire: K & H Cowling, 1993.

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Dale, F. J. The stimulation guide: A sourcebook of suggestions and activities for multi-sensory impaired children and others with developmental difficulties. Cambridge: Woodhead-Faulkner, 1990.

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Linking assessment to instruction in multi-tiered models: Teacher's guide to selecting reading, writing and mathematics interventions. Boston: Pearson, 2012.

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O'Dell-Pateman, Lynn M. STARS: Social skills training and readiness skills : a functional multi-sensory group approach to enhancing the social skills of children with autism and other special needs. Mustang, OK: Tate Pub. & Enterprises LLC, 2014.

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Hoover, John J. Differentiating learning differences from disabilities: Meeting diverse needs through multi-tiered response to intervention. Upper Saddle River, NJ: Pearson, 2009.

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Attwood, Philippa. The multi-sensory learning approach to literacy skills: An initial guide and training manual to the teaching of children with literacy difficulties. Peterborough: Multi-Sensory Learning, 1995.

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Evans, Nicola. The early years centre: Educational provision for young children with multi-sensory impairment. : An evaluation of parent/staff relationships and the process of curriculum delivery. Birmingham: University of Birmingham, 1994.

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Book chapters on the topic "Multi-sensory responses in children"

Wang, Junwu, Lijuan Liu, Muling Huang, Weilin Jiang, Cheng Yao, and Fangtian Ying. "PuzMap: Designing a Multi-sensory Puzzle Map for Children to Learn Geography." In Distributed, Ambient and Pervasive Interactions, 677–88. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-50344-4_49.

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Yogev-Platek, Pam. "The structure of the multi-professional therapeutic response for preschool-age children with autism." In Treating Children with Autistic Spectrum Disorder, 19–38. Milton Park, Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2017. http://dx.doi.org/10.4324/9781315143002-2.

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Llanes-Coronel, J., K. Pucha-Ortíz, V. Robles-Bykbaev, P. Carrera-Hidalgo, and E. O. Zhimnay-Valverde. "An Expert System to Design Intervention Strategies for Children with Disabilities in Multi-Sensory Stimulation Environments." In Information and Communication Technologies, 51–63. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-62833-8_5.

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Carta, Judith J., Charles R. Greenwood, Howard Goldstein, Scott R. McConnell, Ruth Kaminski, Tracy A. Bradfield, Alisha Wackerle-Hollman, et al. "Advances in Multi-tiered Systems of Support for Prekindergarten Children: Lessons Learned from 5 Years of Research and Development from the Center for Response to Intervention in Early Childhood." In Handbook of Response to Intervention, 587–606. Boston, MA: Springer US, 2015. http://dx.doi.org/10.1007/978-1-4899-7568-3_33.

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von Staa, Betina, Loureni Reis, and Matilde Conceição Lescano Scandola. "The Impact of the Multi-sensory Program Alfabeto on the Development of Literacy Skills of Third Stage Pre-school Children." In Education and Technology for a Better World, 39–47. Berlin, Heidelberg: Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-642-03115-1_4.

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Robles-Bykbaev, Vladimir, Carlos Arévalo-Fernández, Eulalia Naranjo-Cabrera, Paúl Quito-Naula, Jhonny Pauta-Pintado, Geanina Ávila, and Ronald Quezada. "A Hybrid Approach Based on Multi-sensory Stimulation Rooms, Robotic Assistants and Ontologies to Provide Support in the Intervention of Children with Autism." In Advances in Intelligent Systems and Computing, 477–87. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-60597-5_45.

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Matei, Silvia-Raluca, Damian Mircea Totolan, and Claudia Salceanu. "Specific Interventions and the Role of Occupational Therapy on Children With ASD." In Advances in Early Childhood and K-12 Education, 165–79. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-8217-6.ch010.

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Occupational therapy focuses on children's sensory processing and modulation. This chapter approaches specific interventions on children with ASD from several perspectives. OT is based on sensory integrative approach when working with children with ASD: helping parents understand their child's behavior, helping children organize responses to sensory input. The sensory integrative approach is a formulated activity plan that helps people who haven't been able to develop their own sensory recognition program. This plan allows a child to integrate all sorts of different sensory activities in their day so they can engage in and begin to work with a wide variety of sensory inputs. This provides a wide number of benefits. Their focus and attention span increases because they won't have meltdowns from trying to process too much information; sensory integrative approach helps to rebuild/reform the child's nervous system. This allows them to physically handle more sensory input. As a result, OT has been proven effective in working with children with ASD.

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Kilmer, Ryan P., Virginia Gil-Rivas, and Steven J. Hardy. "Students Responding to Natural Disasters and Terrorism." In Supporting and Educating Traumatized Students, 229–50. Oxford University Press, 2012. http://dx.doi.org/10.1093/med:psych/9780199766529.003.0016.

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This chapter seeks to help teachers and school mental health professionals understand the needs of students who have faced a disaster or terrorism and identify strategies for school-based responses. The chapter provides an overview of the effects of these events on school children and youths, including relevant developmental and cultural considerations, and the impact on the school setting. Then, the discussion emphasizes recommendations for, and possible responses by, teachers, school-based mental health professionals, and administrators. Indeed, just as these traumas can affect multiple levels of school children’s lives, the needed response of school-based professionals can be framed as multi-level, ranging from curricular modification to interventions specifically targeting youngsters’ socio-emotional needs. The sections that follow seek to inform and guide responses for school personnel and provide clear, “actionable” recommendations.

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Fitzgerald, Maria. "Central nociceptive pathways and descending modulation." In Oxford Textbook of Paediatric Pain, 74–82. Oxford University Press, 2013. http://dx.doi.org/10.1093/med/9780199642656.003.0008.

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Infants and children respond to noxious stimulation from birth, but these responses arise from neural activity at different levels of the central nervous system. Nociceptive activity at the level of the spinal cord or brainstem can produce reflex movements, autonomic and metabolic responses that may parallel pain, but cannot be equated with true pain experience. The key to pain experience lies in neural activation of central regions of the brain responsible for sensory discrimination and emotional responses. Thus higher centres in the brain allow noxious events to be discriminated from innocuous ones and create a sense of unpleasantness and threat. Laboratory and clinical studies are building up a picture of the functional connections in regions of the brain concerned with sensory and emotional aspects of pain at different stages of infant and child development. There is also increasing understanding of the maturation of endogenous control systems generated by the brain, which are likely to determine a child’s ability to cope with pain. Furthermore, evidence is increasing that excess noxious stimulation in early life can alter the course of development of both central nociceptive pathways and descending modulation of pain.

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"1. The Multi-sensory Deprived Child." In Deaf-Blind Infants and Children, 1–14. Toronto: University of Toronto Press, 1993. http://dx.doi.org/10.3138/9781442657359-003.

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Conference papers on the topic "Multi-sensory responses in children"

Cosentino, Giulia. "Exploring Multi-Sensory Interaction to Enhance Children’ Learning Experience." In IDC '21: Interaction Design and Children. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3459990.3463397.

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Zalys, Vytautas. "Interactive Multi-Sensory Environments for Children with Autism Spectrum Disorders." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/39.

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The emerging of digital technology not only encourages the development of new tools but also changes traditional approaches to solving emerging problems. The sound, music, art, colors, etc. that prevailed in the 20th-century forms of therapy are being replaced by integrated systems that overcome many of these forms, thanks to digital technology. With the increasing number of people with autism spectrum disorder (ASD) in the world, such systems provide new opportunities for the treatment of these disorders. In this research, the creation of such a system has been chosen as the object of work. The article presents an interactive tool for the education of children with ASD created by audio, video, and computer technologies and assesses its potential impact. The experimental research and its results are presented. This study aims to evaluate an interactive instrument developed for the education of such children. Following the objectives of ensuring the interactivity of the process, provoking all the perceptions of the subject, and developing the subject's ability to respond to the environment, a personalized audiovisual environment was created. For interactivity, the virtual program EyeCon, Webcam and camcorders, video projector, and speaker system were used. The study was conducted with one subject and a case study method was used. The impact of the instrument was established based on a survey of the parents of the child and the findings of childcare experts. The results of the study demonstrated the positive benefits for this child such as increased eye-to-hand coordination, concentration duration, improved communication, and emotional expression. The results obtained show that such interactive multi-sensory environments in special and general education schools can be a supplemental tool for traditional methods.

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Cibrian, Franceli, Monica Tentori, and Nadir Weibel. "A Musical Interactive Surface to Support the Multi-Sensory Stimulation of Children." In 10th EAI International Conference on Pervasive Computing Technologies for Healthcare. ACM, 2016. http://dx.doi.org/10.4108/eai.16-5-2016.2264654.

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Bevill, Rachael, Chung Hyuk Park, Hyung Jung Kim, Jong Won Lee, Ariana Rennie, Myounghoon Jeon, and Ayanna M. Howard. "Interactive robotic framework for multi-sensory therapy for children with autism spectrum disorder." In 2016 11th ACM/IEEE International Conference on Human-Robot Interaction (HRI). IEEE, 2016. http://dx.doi.org/10.1109/hri.2016.7451786.

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Sinha, Harsh, Shivin Srivastava, and Yash Sinha. "Studying the Role of Kinect as a Multi-Sensory Learning Platform for Children." In UbiComp '18: The 2018 ACM International Joint Conference on Pervasive and Ubiquitous Computing. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3267305.3267574.

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Purkayastha, Saptarshi, Namrata Nehete, and Jashodhara Purkayastha. "Dyscover — An Orton-Gillingham approach inspired multi-sensory learning application for dyslexic children." In 2012 World Congress on Information and Communication Technologies (WICT). IEEE, 2012. http://dx.doi.org/10.1109/wict.2012.6409163.

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Shan, Jie, and Hongyuan Mei. "A Theoretical and Practical Review on Multi-Sensory Interactive Space Design for Autistic Children." In ICEBT'20: 2020 The 4th International Conference on E-Education, E-Business and E-Technology. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3404649.3406877.

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Saczalski, Kenneth J., Sriringham Kumaresan, Anthony Sances, Joseph Lawson Burton, and Paul R. Lewis. "An Experimental Method for Multi-Variable Analysis of Vehicle Safety Systems and Application to Front Seats and Rear Occupant Interaction in Rear Impacts." In ASME 2004 International Mechanical Engineering Congress and Exposition. ASMEDC, 2004. http://dx.doi.org/10.1115/imece2004-60785.

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This study presents a combined experimental-analytical method for test efficient, and cost effective, multi-variable analysis of safety system performance related to occupant injury potential analyzed over wide parameter ranges. Experimental techniques such as the “two-level factorial” method, in combination with sled-buck test set-ups (that match vehicle crash characteristics), are applied to demonstrate the technique for front seat performance as it relates to injury potential of the front occupant and rear seated children during rear impacts. The surrogate data from the above test method is combined into a “polynomial response function,” such as HIC, which is developed as a function of the many variables, and allows for analytical “interpolation and extrapolation” at variable combinations not tested. A minimum of 4 test combinations are used to establish the “polynomial injury curves” as functions of two variables (i.e. impact severity and front occupant weight) for a given seat type. Inclusion of a third variable for evaluation of “seat strength effects” can be accomplished with a minimum of 8 test combinations for the factorial method. Both front adult and rear child interactions are studied. Three year-old H-III surrogates are used for the study of rear child passengers. Plots of test generated “polynomial” multi-variable HIC level curves for the front adult and rear child surrogates are presented as functions of impact severity and front occupant weight, for various seat types. Accident case head injury data of rear-seated children is used to verify the experimental-analytical method.

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Bielefeldt, Brent, Jacob Hochhalter, and Darren Hartl. "Computationally Efficient Analysis of SMA Sensory Particles Embedded in Complex Aerostructures Using a Substructure Approach." In ASME 2015 Conference on Smart Materials, Adaptive Structures and Intelligent Systems. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/smasis2015-8975.

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The Digital Twin concept represents an innovative method to monitor and predict the performance of an aircraft’s various subsystems. By creating ultra-realistic multi-physical computational models associated with each unique aircraft and combining them with known flight histories, operators could benefit from a real-time understanding of the vehicle’s current capabilities. One important facet of the Digital Twin program is the detection and monitoring of structural damage. Recently, a method to detect fatigue cracks using the transformation response of shape memory alloy (SMA) particles embedded in the aircraft structure has been proposed. By detecting changes in the mechanical and/or electromagnetic responses of embedded particles, operators could detect the onset of fatigue cracks in the vicinity of these particles. In this work, the development of a finite element model of an aircraft wing containing embedded SMA particles in key regions will be discussed. In particular, this model will feature a technique known as substructure analysis, which retains degrees of freedom at specified points key to scale transitions, greatly reducing computational cost. By using this technique to model an aircraft wing subjected to loading experienced during flight, we can simulate the response of these localized particles while also reducing computation time. This new model serves to demonstrate key aspects of this detection technique. Future work, including the determination of the material properties associated with these particles as well as exploring the positioning of these particles for optimal crack detection, is also discussed.

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Sheer, Francis J., and Samir N. Ghadiali. "Computational Analysis of Adhesion Dynamics in the Eustachian Tube During Inflammatory Otitis Media." In ASME 2011 Summer Bioengineering Conference. American Society of Mechanical Engineers, 2011. http://dx.doi.org/10.1115/sbc2011-53667.

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Otitis Media (OM) is an inflammation of the middle ear (ME) that is the most commonly diagnosed childhood illness and the cost of treating OM has been estimated at four billion dollars annually. [1] The onset of OM is typically due to bacterial/viral infections that cause tissue swelling, rapid ME gas exchange and painful sub-ambient ME pressures. Normally, periodic openings of the ET are used to relieve ME pressures. However, the up-regulation of various adhesion proteins within the ET lumen make it difficult for the surrounding muscles to open the ET. The goal of this study is to use computational models to investigate how changes in adhesion dynamics during inflammation influence ET function in three different patient populations: healthy adults, normal children, and CP infants. We have developed a multi-scale computational models of the ET based on histo-morphological data obtained in each population. Adhesive forces within the lumen are modeled as non-linear, reputable spring elements. These models indicate that tissue morphology and mechanics can significantly influence the ET’s response to inflammatory adhesion forces. Specifically, changes in mucosal tissue stiffness and TVP muscle forces are most effective in overcoming inflammatory adhesion forces.

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Reports on the topic "Multi-sensory responses in children"

Burns, Danny, Marina Apgar, and Anna Raw. Designing a Participatory Programme at Scale: Phases 1 and 2 of the CLARISSA Programme on Worst Forms of Child Labour. Institute of Development Studies (IDS), July 2021. http://dx.doi.org/10.19088/clarissa.2021.004.

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CLARISSA (Child Labour: Action-Research-Innovation in South and South-Eastern Asia) is a large-scale Participatory Action Research programme which aims to identify, evidence, and promote effective multi-stakeholder action to tackle the drivers of the worst forms of child labour in selected supply chains in Bangladesh, Nepal, and Myanmar. CLARISSA places a particular focus on participants’ own ‘agency’. In other words, participants’ ability to understand the situation they face, and to develop and take actions in response to them. Most of CLARISSA’s participants are children. This document shares the design and overarching methodology of the CLARISSA programme, which was co-developed with all consortium partners during and since the co-generation phase of the programme (September 2018–June 2020). The immediate audience is the CLARISSA programme implementation teams, plus the Foreign, Commonwealth & Development Office (FCDO). This design document is also a useful reference point for other programmes trying to build large-scale participatory processes. It provides a clear overview of the CLARISSA programmatic approach, the design, and how it is being operationalised in context.

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