Introducing 

Prezi AI.

Your new presentation assistant.

Refine, enhance, and tailor your content, source relevant images, and edit visuals quicker than ever before.

Loading…
Transcript

The Brain Body Connection

Cerebral Cortex

Jessica K. Lynn Hatfield, MS, OTR/L, CKTP

Vestibular

Tactile

ASI Intervention

... refers to treatment solely based on Dr. Ayres original principals.

  • Fun, novel, and varied tactile media,
  • Coupled with multisensory experience including Active proprioceptive , Vestibular data, and Visual & Auditory Information

"Active, individually tailored, sensory-motor activities contextualized in play at the just right challenge that targets adaptive responses for participation in activities and tasks" - Schaaf, 2018

  • Gravitational Insecurity (GI)
  • Linear movements
  • Falling into gravity while feeling safe
  • Intolerance to Movement (seasick)
  • Proprioceptive activities
  • Head turning
  • Hypo-responsiveness (vestibular seeking)
  • Lots of movement including spinning
  • Inadequate vestibular-ocular control
  • Target practice while on swings
  • Poor postural, laterality, bilateral integration and sequencing
  • Somatosensory and vestibular activities that require integration of both sides of the body and postural challenge

Postural and Bilateral Control

  • Vestibular spatial
  • Target practice in all planes and near and far; ball activities
  • Vestibular - postural
  • Balance challenges in all positions
  • Dynamic postural challenges - moving on unstable surfaces
  • Vestibular - bilateral
  • Cooperative hand use; hand over hand with effort
  • UE and LE coordinated movements e.g. jumping jacks
  • Disassociated movements such as dance and sport
  • Rhythmic movements such as drumming

Therapist-Child Collaboration

Therapeutic Alliance

Proprioception

Context of Play

Praxis

Just - Right Challenge

  • Children seek out “Just right challenges”
  • Requires effort but is accomplishable
  • Not too hard (unsafe/self esteem effected), not too easy (boring)
  • Mastery of each challenge (successful adaptive response) drives development & gives the child a sense of self as a competent being

Sensory Responsiveness

  • Over Responsive
  • Under Responsive
  • Sensory feedback to build body schema
  • Sensory feedback to build perceptual awareness of physical and social environment
  • Simultaneous sensory processing of body and environment over time
  • Building repertoire of action programs and motor skills
  • Problem solving future actions
  • Selecting and enacting increasingly complex plans
  • Organizing time and materials
  • Anticipating need for action
  • Adapting to unexpected or other directed activities
  • Planning and completing task and activities from the beginning, middle to end
  • Communicating immediate and future plans
  • Projected Action Sequences
  • Simple to Complex Praxis
  • Stable Person - Stable Object (feedback)
  • Moving Person - Stable Object (feedback/feedforward)
  • Stable Person - Moving Object (feedforward/feedback)
  • Moving Person - Moving Object (feedforward)

Motor Planning (Praxis)

  • Imitation-body and face
  • Ideation
  • Verbal Directions
  • Visual: Construction 3D, Copying/Tracing 2D

Clinical Observations

Developed by Erna Blanche

Praxis

Diadokokinesis: Cerebellar function and inform of somatosensory processing

Sequential Finger Touching: Cerebellar and somatosensory processing

Finger to Nose: Cerebellar and somatosensory processing

Eye Movement: Automatic (visual, vestibular, proprioceptive) and Consciously Directed Movement (vestibular function)

Schilder's Arm Extension Test: Vestibular & Proprioception

Supine Flexion: Somatosensory processing

Prone Extension: Vestibular Function

Postural Control: Vestibular, Visual, Proprioceptive Processing

Protective Extension: Vestibular Functioning

Weight Bearing/Proximal Joint Stability: Proprioception, Vestibular

Observe for: Gravitation Insecurity, Tactile Defensiveness, Projected Action Sequence, Bilateral Motor Coordination, Ideation, Praxis

Postural-Ocular - Bilateral Functions

  • Righting/Equilibrium
  • Postural Control: Prone Extension, Rolling, Co-Cotraction
  • Ocular Mechanisms: Head and Eye Movements
  • Bilateral integration: Midline Crossing, Directionality

Hypereactivity

Adaptive Response

  • A successful response to an environmental challenge
  • Child is an active participant
  • An appropriate supportive environment can encourage it
  • Adaptive responses create changes in the brain

Hyporeactivity

Sour, Spicy, Bitter, Hot

or Crunchy Foods (Alerting)

EASI Tests

Sensory Perception

  • Tactile Perception: Localization, Designs, Shapes, Textures
  • Proprioception: Position awareness
  • Vestibular Perception: PRN, Head Movements
  • Visual Perception: Discrimination
  • Considering: hearing, taste, smell
  • Sourballs
  • Salsa
  • Cinnamon candies
  • Smoked foods
  • Jerky
  • Chips
  • Carrots/celery

Z-Scores help us identify which areas qualify for services

  • Popcorn
  • Apples
  • Crackers
  • Pretzels
  • Nuts
  • Goldfish
  • Ginger snaps
  • Crunchy cereal
  • Lemon drops
  • Ice cubes

Motor Cortex

The Ayres Sensory Integration

Fidelity Measure (ASIFM)

A tool for research and clinical purposed to assure the intervention is adhering to the theory and principles originally developed by Jean Aryes

Therapist Qualifications: must have both

  • Postgraduate Training (SIPT), 50 hours of SI training
  • Supervision, 1 hr/month with mentor who has 5+ yrs of ASI experience

Part I: Safe Environment

  • Equipment, mats etc.

Part II: Record Review

  • Historical information, Assessment, Goals

Part III: A. Physical Space & B. Available Equipment

  • Allows for diverse treatment.
  • Equipment that targets vestibular, tactile, proprioceptive

Part IV: Communication with Parents & Teachers

  • Parent education
  • Parent observation questionnaire

Benefits

  • "Open Access" ... FREE
  • Accessibility of test materials: 3D Printer and electronically downloaded forms

The Process

  • Identify purpose of test
  • Identify constructs & how to measure them
  • Specify content domains to be measured
  • Create preliminary items & try them out
  • Field test preliminary items & evaluate them
  • Eliminate or revise problematic items
  • Pilot test them for item reliability & validity
  • Collect normative data & recheck reliability & validity
  • Establish norm-referenced scores

The EASI

Sensory Red Flags

Keep the goals in your head,

Activities in your pocket,

And fun in your heart.

-Schaaf (2013)

Over Responsive: Vision

  • Avoids eye contact
  • Moves/scatters food across plate
  • Looks away from food
  • Repeated eye blinking / eye watering
  • Squinting
  • Vomiting

Over Responsive: Smell

  • Covers the nose with hand/shirt
  • Eye watering
  • Turns head away
  • Makes a funny face
  • Coughing/Gagging to smells

Over Responsive: Tactile

  • Lip splays
  • Grimacing
  • Frequent hand wiping
  • Finger splaying

Applications in Feeding

Over Responsive: Taste

  • Gagging
  • Vomiting to Taste
  • Grimmacing/Lip splays
  • Shudders
  • Granola bars
  • Fruit chews
  • Dried apricots
  • Bagels
  • Cheese
  • Tootsie rolls

Created as part of Ayres Sensory Integration 2020 Vision

  • ASI 2020 - Commemorates Dr. Ayres 100th birthday
  • GOAL1: Scholarship, 100 Evidence Based Papers
  • 32 papers so far!
  • AOTA Systematic Review!
  • GOAL2: Affordable assessments, normed internationally
  • The EASI!
  • GOAL3: International training for ASI treatment
  • 100 Countries
  • Data Driven Practice
  • Explicit Method for tx

Chewy Foods

(Organizing)

Over Responsive: Auditory

  • Repeated eye blinking
  • Startling reaction to noises
  • Covers ears during the meal

Case Study: Caidence

Age: 10:10 Diagnosis: Ehlers-Danlos syndrome

Administered BOT-2 on 12/08/18 (Age at admin 9:10)

Sensory Challenges:

Muscle Fatigue

Hyper Joint Mobility

Gravitation Insecurity

Areas of Concern:

ADLs: Shoe Tying (recently mastered)

Attention: Task completion

Safety: Personal Space, ID unsafe situation

Write:

1 Goal

1 Treatment ax (to address said goal)

The EASI

Information from Kay Toomey's SOS Approach to Feeding Course

Under Responsive: Low Arousal

  • Doesn't react to large noxious smells
  • Can't locate or loses foods in mouth
  • Pockets food in mouth
  • Staring into space
  • Humming, rocking, self stimulation
  • Swallows food whole or barely chewed
  • May miss facial expressions
  • Starburst
  • Gummy bears
  • Licorice
  • Gum
  • Jerky
  • Bread crusts
  • Postural Praxis
  • Sequencing Praxis
  • Oral Praxis
  • Bilateral Motor Coordination
  • Praxis on Verbal Command
  • Manual form Perception
  • Finger Identification
  • Graphesthesia
  • Localization of Tactile Stimuli

Under Responsive: Seeker

  • Prefers Big and/or complex flavors/tastes
  • Appears to have decrease pain responses
  • Constantly in motion
  • Crashes, climbs everyting (may appear aggressive)
  • Grinds teeth
  • Seeks spinning
  • Over-stuffs food in mouth
  • Intense examination of details

Case Study: Nicholas

Age: 6:7

Administered BOT-2 on 11/17/16 (Age at admin 5:7)

Sensory Challenges:

Vestibular (hyper-responsive PRN, aversions to low frequency, Sequencing)

Auditory (poor processing information)

Areas of Concern:

Following Multi-Step Directions

Handwriting

Spillage with Feeding Utensils

Runs into things frequently

Write:

1 Goal

1 Treatment ax (to address said goal)

PEDI-CAT

The SIPT

The Gold Standard

Sandifer's Reflex: Sign of acid Reflux

  • Body arches, head turns to look over right shoulder with associated arm movement.
  • Tightens the lower esophageal sphincter to keep food/reflux in.
  • Elongates the esophagus for reflux to go back down.
  • Space Visualization
  • Figure Ground Perception
  • Design Copying
  • Constructional Praxis
  • Motor Accuracy
  • Standing / Walking Balance
  • Postrotary Nystagmus
  • Kinesthesia

BOT-2

Somatosensory Cortex

..... refers to assessments that are based on Dr. A. Jean Ayres’ SI theory such as:

  • Standardized Assessments:
  • Sensory Integration and Praxis Test (SIPT),
  • The Evaluation of Ayres Sensory Integration (EASI) - a new assessment in development as part of ASI 2020 Vision.
  • Caregiver Questionnaires:
  • Sensory Processing Measure (SPM),
  • Sensory Profile (SP),
  • Observations Based on Sensory Integration Theory (E. Blanche),
  • .... and other scales given with an SI frame of reference in evaluating the results (e.g., Miller Assessment for Preschoolers or MAP)

Assessment

Vision

  • Use natural lighting when possible
  • Neutral colors (brown, white, yellow) are less excitatory.
  • Bright Colors (red, blue, green) are more excitatory.
  • Food size
  • Scattering food -> use larger food pieces vs power or crumbs.
  • Use the "table spoon rule"
  • Cut food into recognizable and fun shapes with cookie cutters.
  • Place food in or under a cup/bowl, or under another food.
  • Clear immediate space

Considerations for Feeding

Tactile

  • Hard and dry foods without "give" to them are the best.
  • Offer a "tool" to initially interact with.
  • Touch through the napkin or from under the plate.
  • Use hand UNDER hand.
  • Use baggies, have the child wear gloves.
  • Play the "shell game"
  • Capture and move the puree under a clear bowl
  • Mixed Textures
  • Teach how to wipe off offending texture.
  • Present separate textures first, then mix.

Taste and Smell

  • Intensity
  • Talk about big taste vs small taste
  • Big smell vs small smell
  • Present the flavor or smell on washcloth
  • Combine with preferred flavor or smell
  • Changes in the perception in the session
  • Location on the lips, teeth, tongue
  • Whole vs chewed
  • Add a preferred flavor
  • Cover up big smells, wave them away
  • Brush or wash tongue off with washcloth

CALMING -> SWEET

ALERTING -> SOUR

MORE ALERTING -> SPICY

MOST ALERTING -> BITTER OR HOT

Oral Motor Ideas

Information from Kay Toomey's SOS Approach to Feeding Course

Resources

  • Low-level lighting
  • Listen to quiet music with headphones
  • Use a soft voice
  • Slow down movements and speech
  • Quiet corner with pillows or carpeted box
  • Have child sit or lie on a vibrating pillow
  • Settle child down with heavy hand (firm touch) on shoulder or a bear hug
  • Slowly rock in rocking chair or swing on suspended hammock or hanging net
  • Sugar-free gum or sugar-free hard candies
  • Let child lie down wrapped up in blanket or sleeping bag
  • Let child do work in tent made with a blanket
  • Sandwich child between two beanbag chairs or large pillows

Calming Techniques

(Ayres, Sensory Integration and the Child, Understanding Hidden Sensory Challenges, 25th Anniversary Edition, 2005)

www.sensoryintegration.org

www.kidfoundation.org The KID Foundation

www.spdnetwork.org Resources for Sensory Processing Disorder Community

www.sinetwork.org Sensory Integration Resources

www.ateachabout.com Diane Henry OTR, FAOTA

ASI 2020 Vision

Pediatric Therapy Network

WPS Sensory Integration Certification

The SOS Approach to Feeding

Therapeutic Listening (Vital Sounds)

Minds in Motion (Louisville KY)

The Inspired TreeHouse

If used appropriately, they:

  • Are not distracting
  • Improve focus and concentration
  • Help students remain alert
  • Prevent distractions caused by other nearby stimuli
  • Are quiet, so don’t disturb other students

MOVEMENT (VESTIBULAR)

  • Doodle while listening
  • Shift or squirm in a chair
  • Aerobic or isometric exercise
  • Sit with crossed leg and bounce leg
  • Jog

AUDITORY

  • Listen to hard rock or classical music
  • Sing or talk to yourself
  • Work with radio/TV on
  • Work in a quiet room

A Word About Hand Fidgets

Sensory Processing Supports

Home Form

TOUCH

  • Twist hair
  • Rattle coins in pocket
  • Drum fingers on table
  • Pet a cat or dog
  • Receive a massage
  • Take a cool shower or warm bath
  • Play with phone cord while talking on phone

Acknowledgments

Classroom Form

The following slides were adapted from Williams & Shellenberger’s program,

The Alert Program: How Does Your Engine Run?

VISUAL

  • Watch a sunrise/sunset
  • Watch an aquarium
  • Watch a fireplace

SENSORY-MOTOR PREFERENCES

FOR ADULTS

Model based on research by:

  • Lucy Jane Miller, PhD, OTR
  • Sharon Cermak, EdD, OTR
  • Shelly Lane, PhD, OTR
  • Marie Anzalone, ScD, OTR
  • Jane Koomar, PhD, OTR/L
  • Beth Osten, MS, OTR/L

ORAL

  • Bite nails
  • Suck on hard candy
  • Drink coffee
  • Chew gum
  • Smoke

Sensory Processing Disorder (SPD)

Thank you to the brilliant occupational therapists

for their work and dedication, and for giving us

permission to share their resources in this

presentation:

Lucy Jane Miller

Erna Blance

Shay McAtee

Carol Kranowitz

Sue Trautman

Laura Barker

Bonnie Hanschu

Mary Sue Williamson

Sherry Shellenberger

Rosanne Schaaf

We are also grateful for Dr. A. Jean Ayres for her pioneering work in the theory of sensory integration.

  • does not become more organized after receiving intense sensory input
  • has difficulty waiting or taking turns – does better with cognitive rather than sensory input
  • tends to talk all the time, impulsively interrupting
  • craves novelty and activity that is not necessarily related to specific sensations
  • cannot stop impulsive behavior regardless of the sensory input

ADHD

Sensory Integration vs. Inattentive ADHD

  • looks more organized after receiving intense sensory input
  • touches, pulls, and/or pokes people or objects; seems to need more tactile input than most children
  • more patient if given appropriate sensory input while waiting
  • craves activity that is specifically related to sensation (usually movement and sometimes muscle input)
  • can stop impulsive behavior if sensory input is sufficient

SI

Nicholas

*attend

*demonstrate knowledge

*learn

*interact with others

*move

*self-esteem

*express feelings

Output

Response / Learning

  • Midmorning healthful snack
  • Bright lighting
  • Increase air circulation with fans or by opening windows
  • Move briskly
  • Speak quickly
  • Play loud, fast-paced music
  • Let child run in place or jump
  • Encourage child to swing fast during recess
  • Splash cool water on face or neck
  • Sip from water bottle filled with ice water
  • Run errand in building
  • Use “ball” chair
  • can get started but difficulty following through – forgets directions. No motor component involved
  • often forgets or gets lost in the middle of a routine
  • interested but makes careless mistakes
  • initiates but doesn't stick to activity
  • often daydreams

ADHD

Alerting Techniques

Feedback

Neurological System

Sensory Integration vs. Inattentive ADHD

  • difficulty processing directions so doesn’t follow through due to motor planning issues
  • knows the routines but is impossibly slow
  • fatigues and appears lazy, bored
  • in a daze, seems uninterested
  • doesn’t initiate activities

Sensory Integration...

SI

what we:

*see *hear

*taste *touch

*smell

*how we feel our bodies

*how we feel movement

Interaction with environment and practice

Input

Praxis Patterns

Praxis is the ability by which we figure out how to use our hands and body in skilled tasks like playing with toys; using tools, including a pencil or fork; building a structure, whether a toy block tower or a house; straightening up a room; or engaging in many occupations."

- Ayres, 1985

"Praxis is the basis for dealing with the physical environment in an adaptive way." - Ayres, 1985

It is a cognitive perceptual function greatly contributing to learning.

Children with dyspraxia also exhibit executive function disorders.

  • Somato-Praxis: Body/Objects as tools, accessing affordances.
  • Visual Praxis: Utilizing space
  • Ideational Praxis: Initiating actions
  • Praxis on Verbal Command: Interactions with people

Introduction to ASI Theory

  • “The spatial and temporal aspects of input from different sensory modalities are interpreted, associated, and unified.
  • The brain must select, enhance, inhibit, compare and associate the sensory information in a flexible, constantly changing pattern: in other words, integrate it."
  • Contributes to
  • Arousal, alertness and attention
  • Cognitive, motor and praxis skills
  • Emotional regulation
  • Social communication and interaction
  • Organization of behavior in time and space

Vestibular, Bilateral Integration & Sequencing Pattern

(Ayres from Sieg, 1988)

  • Gravitational Insecurity
  • fear of moving head through space, Backwards, Passive, When there are heights or visual cliffs
  • Hyper-responsiveness to Movement
  • “seasickness"/Nausea, Pallor, Vertigo, Headaches
  • Hypo-responsiveness to Movement
  • Seeking Movement
  • Vestibular-Ocular Responses
  • Compensatory Eye Movements (Eyes don't stabilize during head turns - Vestibulo-Ocular Reflex), High/Low PRN
  • Postural Control
  • Static Postural Control
  • Active Postural Control: Anticipates movement & Reactive postural control
  • Bilateral Motor Control: Crossing midline, rhythmic movements, cooperative hand use,

Vestibular

Observations (Proprioception)

Semicircular Canals

  • F1. Tone and Joint Alignment
  • Jt hypermobility, decreased tone, poor jt alignment
  • F2. Behavioral Manifestations
  • Pushing, overactive, crashing, falling, running
  • Correlates with SPM bumping and pushing
  • F3. Postural Motor
  • Decreased PC, tendency to lean, inefficient grading force, inadequate wt bearing, inefficient ankle strategies
  • Correlates with SPM body awareness and SWB
  • F4. Motor Planning
  • Decreased feedback planning, decreased feedforward planning, overly passive
  • No correlation with SPM body awareness, weak correlation with KIN and SWB

Blanche, Bodison, Chang & Reinoso (2015)

(Ayres, Sensory Integration and the Child, Understanding Hidden Sensory Challenges, 25thAnniversary Edition, 2005)

1

Sensory integration is...

  • “the organization of sensory input for use... Through sensory integration, the many parts of the nervous system work together so that a person can interact with the environment effectively and experience appropriate satisfaction”
  • An unconscious process of the brain
  • Organizes information detected by one's senses
  • Gives meaning to what is experienced
  • Allows us to act or respond to the situation
  • Forms an underlying foundation for learning and behavior
  • Positioned at right angles from eachother
  • Perceives changes in rotational movement

... refers to the principals developed by Dr. A. Jean Ayres as a result of her extensive research

Introduction to ASI Theory

Somatosensory Pattern

Superior canal

Proprioception Difficulties

  • Moving
  • Coactivation of muscle synergies
  • Graded Movements
  • force
  • direction
  • Stabilizing
  • Readiness to move
  • Midrange control
  • Head, trunk, limbs, fingers
  • What do we do when it's too heavy
  • Breath-Holding: for postrual stability -> increase sympathethic

omeostasis

Posterior canal

Thalamus

lfaction

H

O

M

E

2

Limbic System

emory

Cupulla

Considerations:

  • How does this make you feel? (uncomfortable / skilled)
  • How does this effect your attention?
  • Did anyone laugh while you performed activity?
  • Did anyone around you try to correct you?
  • If you had to perform under these demands all the time would it effect your participation level?

Dyspraxia/Motor Planning:

Write your first and last name using the following letter substitutions within 30 sec:

A=B C=D E=F G=H I=J K=L M=N O=P Q=R S=T U=V W=X Y=Z

Together:

  • Auditory
  • Motor Planning

Groups:

  • Tactile
  • Visual Motor
  • Vestibular / Proprioception

Experential Activites

Tactile Difficulties

  • Responsiveness/Reactivity
  • Tactile defensiveness
  • Registration Problem
  • Discrimination - Perception
  • Tactile localization - fingers, face, body
  • Tactile shape, size, weight perception etc.
  • Stereognosis
  • Graphomotor abilities

Endolymph

Ampulla

Somatosenory Pattern

motion

The "Traffic cop" for incomming information

Post Rotary Nystagmus (PRN)

Kinocilium

Stereocilia

Triggered by a change of direction

  • Location: Inner ear
  • Attached to cochlea
  • Perceives
  • What: Speed, Rhythm/ Smoothness
  • Where: Direction

If Velocity is constant, cilia return to resting position

Ability to distinguish & interpret sensory inputs

Midbrain

Sensory Discrimination & Perception

Per Rotary Nystagmus: During rotation,

perpherial reflex, for stabilization

Associated with arousal, movement, vision hearing etc.

Utricle

Vertical

Horizontal canal

  • Sensory Reactivity/Modulation: Regulation of arousal and behavioral responses to sensory input
  • Sensory Processing: (Umbrella term) Receptor + CNS function
  • Sensory Registration: CNS “notices” input
  • Bilateral integration & sequencing: Coordination of the two sides of body to perform synchronized and sequential movements
  • Praxis: Ability to conceptualize and organize novel action
  • Interoception: inside the body
  • Splinter Skills: Skills that are partially developed skills as a result of functional demands.

Otoliths

As long as there is gravity these receptors are activated

Saccule

Gelatinous Layer

Good Sensory Integration allows the information to flow easily and reach their destination quickly.

When there is a dysfunction some information gets tied up in traffic. The part of the brain that is supposed to get this information can't integrate the delayed information to do it's job.

An accident or illness that results in significant trauma to the brain are circumstances that usually lead to poor sensory processing. In most cases of sensory integration dysfunction, there is not damage to the structure of the brain or receptor.

Cilia

Terminology

Hair Cell

Horizontal

Pons

The Messenger

3

Sensory Integration Dysfunction

Ritcular Activating System

Regulates Arousal

@TheraTreePeds

Brainstem

Cerebellum

Involuntary Bodily Functions

(breathing, heart rate etc)

Medulla

  • Awareness of movement (rotational and linear)
  • Awareness of direction/position in space (with auditory information)
  • Critical for maintaining postural control (muscle tone - antigravity)
  • Critical for using visual information

Coordination & Smoothness of movement

www.TheraTreePeds.com

Somatosensory

Spinothalamic Tract

Proprioception

Location: Skin

Location: muscle fibers, tendons, ligaments

Affarent Nerves

  • Perceives:
  • What: Touch
  • Where: Location on skin
  • Contributes to body scheme
  • Required for learning and praxis
  • Senses:
  • Pain
  • Temperature
  • Crude touch
  • Body's back up plan for touch

Intrafusal muscle fibers

  • Perceives
  • What: Force/Pressure
  • Where: Joint Positions
  • Uses info from muscles and joints
  • Contributes to Awareness of body and limb position
  • Required for Kinesthesia & Stereognosis
  • Part of somatosensory
  • Related to muscle tone
  • Functional tone & joint stability
  • Different from Exteroception
  • touch, deep pressure, pain, temp.

Muscle Spindle

Sense of

position/movement

Merkel's Disk

touch, pressure, edge

Effarent Nerve

Dorsal Root Ganglion

Extrafusal muscle fibers

Sensory Information enters the CNS

(Afferent Fibers)

Meissner's Corpuscle

Free Nerve Endings

Gray Commissure

(Gray Matter)

texture, vibration

Ventral Root Ganglion

Pacininan Corpuscle

The Spinal Cord

Motor Movements

out to the PNS

(Efferent Fibers)

Tendon

The Central Nervous System

high frequency

vibration

Golgi Tendon Organ

Sense of Tension

Ruffini's Ending

skin stretch

Dorsal Column Medial Lemniscus Tract

-4.0 -3.0 -2.0 -1.0 0 +1.0 +2.0 +3.0 +4.0

Experiential Learning

Cortical Dysfunction

Vestibular Dysfunction

Anatomy

of

Sensory Receptions

Tells us: What & Where

Learn more about creating dynamic, engaging presentations with Prezi