scholarly journals Proprioception Impairment and Treatment Approaches in Pediatrics

2021 ◽  
Author(s):  
Kamatchi Kaviraja

In children problems like trauma and injuries are quite obvious. Other problems related to sensory system dysfunction are identified at the later stages of the child due to lack of awareness of the sensory integration problems which is not obvious. Some children have behavioral problems and some are poor at the school which is related to each other finally cause trouble to perform their daily routine. Early identification and intervention play a major role in improving the ability and development of the proprioceptive senses. Hence this chapter will introduce the new aspect of proprioception sense and its dysfunction. It would enhance you to identify the problems and understand the challenges that the child come across due to increase or decrease in proprioceptive input. We will be able to help them to overcome these challenges and frame a treatment strategy and help them to lead a successful life.

PEDIATRICS ◽  
1992 ◽  
Vol 89 (1) ◽  
pp. 156-157
Author(s):  
Carol J. Mills

Almost without exception, experts in the field of education of the intellectually gifted agree that early identification of such talented students is important. There is a good deal of evidence to show that many gifted students who are not identified and whose needs are not met adequately at an early age become frustrated and disillusioned with school, falling into a pattern of low achievement and/or behavioral problems.1,2 At the very least, we know that if educational intervention does not take place at an early age, the child is missing out on valuable years of exciting learning. Interest in learning may diminish and important study skills may not develop because the child is never challenged to think and work hard.


2012 ◽  
Vol 25 (0) ◽  
pp. 179
Author(s):  
Vincent A. Billock ◽  
Brian H. Tsou

Information integration occurs at every sensory scale and although distinctions are made for integration between and within senses, integration at intermediate scales may exploit familiar mechanisms. Here, we explore this idea by applying a sensory integration mechanism to some poorly understood multispectral integration problems in human colour vision. Billock and Tsou (IMRF, 2011) used a binding-like neural synchronization mechanism to model intensity-dependent (inverse) enhancement of visual responses by auditory stimulation in cat. The same model also applies to mutual enhancement of visual and infrared responses in rattlesnake, suggesting that a similar mechanism could model integration of spectral information in human colour vision. For example, chromatic brightness is thought to be a vector-like nonlinear combination of luminance and chromatic channels; its neural correlate is unknown. We model its spectral sensitivity by pairwise excitatory synchronization between luminance (broadband) neurons and cortically rectified L+M- and S+M-L- LGN neurons. Similarly, the yellow lobe of the yellow-blue opponent channel is known to be a nonlinearly enhanced combination of long- and medium-wavelength-sensitive inputs, but no sensible neural model for this interaction has been advanced. We model the spectral sensitivity of ‘yellowness’ using excitatory synchronization between cortically rectified L+M+S- and M+L- LGN units. The inputs for both simulations were macaque neural firing rate data (DeValois et al., 1966). Fascinatingly, in both cases, multispectral integration in human colour vision was well modeled using the rattlesnake/cat neural synchronization equations without any use of fitting parameters. This is the first application of sensory integration concepts to human colour vision transformations.


2000 ◽  
Vol 355 (1401) ◽  
pp. 1321-1324 ◽  
Author(s):  
John G. New ◽  
Peter Y. Kang

The search for useful model systems for the study of sensory processing in vertebrate nervous systems has resulted in many neuroethological studies investigating the roles played by a single sensory modality in a given behaviour. However, behaviours relying solely upon information from one sensory modality are relatively rare. Animals behaving in a complex, three–dimensional environment receive a large amount of information from external and internal receptor arrays. Clearly, the integration of sensory afference arising from different modalities into a coherent ‘gestalt’ of the world is essential to the behaviours of most animals. In the last several years our laboratory team has examined the roles played by the visual and lateral line sensory systems in organizing the feeding behaviour of two species of predatory teleost fishes, the largemouth bass, Micropterus salmoides , and the muskellunge, Esox masquinongy . The free–field feeding behaviours of these fishes were studied quantitatively in intact animals and compared to animals in which the lateral line and visual systems had been selectively suppressed. All groups of animals continued to feed successfully, but significant differences were observed between each experimental group, providing strong clues as to the relative role played by each sensory system in the organization of the behaviour. Furthermore, significant differences exist between the two species. The differences in behaviour resulting when an animal is deprived of a given sensory modality reflect the nature of central integrative sensory processes, and these behavioural studies provide a foundation for further neuroanatomical and physiological studies of sensory integration in the vertebrate central nervous system.


2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Ghorban Hemati Alamdarloo ◽  
Hasan Mradi

Purpose Autism spectrum disorder is a kind of neurodevelopmental disorder characterized by persistent deficits in social communication and interaction across multiple contexts, and restricted, repetitive patterns of behavior, interests or activities. The purpose of this paper is to determine the effectiveness of sensory integration intervention on emotional-behavioral problems in children with autism spectrum disorder. Design/methodology/approach This research was conducted in a pretest-posttest design with control group. The participants were 30 children with autism spectrum disorder (6–11 years old) who were selected through convenience sampling from among children with autism spectrum disorder in Zeinab center of Isfahan and were randomly divided into two groups of 15 subjects. The children of the experimental group received 14 sessions of sensory integration intervention while the control group did not receive this intervention. To measure emotional-behavioral problems, the Behavior Assessment System for Children-Second Edition was used. To analyze the data, ANCOVA and MANCOVA tests were used. Findings The results showed that sensory integration intervention improves emotional-behavioral problems and its subscales (hyperactivity, aggression, behavioral problems, anxiety, depression, somatization, attention problems, learning difficulties, atypicality and withdrawal) in children with autism spectrum disorder. Research limitations/implications Therefore, it can be concluded that sensory integration intervention can be a suitable treatment for reducing sensory problems and improving emotional-behavioral problems in children with autism spectrum disorder. Originality/value The study of the effect of sensory integration on emotional-behavioral problems in children with autism spectrum disorder is necessary as a simple and non-side-effect educational and therapeutic method, both as a step to fill the research gap in this field, besides being a cheap and affordable way for improving the various skills of children with autism spectrum disorder for professionals, teachers, parents and educators.


Author(s):  
Andrea L. Gropman ◽  
Ann C. M. Smith

The Smith-Magenis syndrome (SMS) is a multiple congenital anomaly and mental retardation syndrome (Greenberg et al. 1996). The clinical phenotype includes distinctive craniofacial and skeletal features that change with age, a history of infantile hypotonia, significant expressive language delay, mental retardation, stereotypies, behavioral problems, and a sleep disorder (Potocki et al., 2000; De Leersynder et al. 2001). Two genetic mechanisms can cause SMS: an interstitial deletion involving chromosome 17p11.2 (including the retinoic acid–induced 1 [RAI1] gene) or a mutation in the RAI1 gene (Smith et al. 1986; Seranski et al. 2001; Slager et al. 2003). First described by Smith and colleagues in 1982, in two severely impaired patients (Smith et al. 1982), the phenotypic spectrum has been expanded by the recognition of additional cases (Smith et al. 1986; Stratton et al., 1986). The estimated prevalence of SMS deletion cases was reported to be 1 in 25,000 (Greenberg et al. 1991). However, new cases identified in the last decade as a result of improved molecular cytogenetic techniques (including microarray technology) now suggest the incidence to be closer to 1 in 15,000 births (Elsea and Girirajian 2008). Despite this improvement in technology accounting for new cases identified in the last several years, clinical diagnosis based on phenotypic recognition is often delayed. The phenotype of SMS becomes more pronounced and recognizable with advancing age both in terms of the physical and dysmorphic characteristics, as well as in the behavioral features (Gropman et al. 2006). Infants with SMS present with hypotonia, weak hoarse cry, decreased vocalization, and complacency (Gropman et al. 1998; 2006; Martin et al. 2006; Wolters et al.,2009). Gross and fine motor skill development is delayed in the first year of life. Sensory integration problems are frequently noted. Social skills are often age appropriate, delaying diagnosis in some cases. In older children, developmental delay, in particular expressive language delays, as well as emerging behavioral difficulties (Gropman et al. 2006; Martin et al. 2006; Madduri et al. 2006) and sleep disturbance may bring patients to clinical attention.


1965 ◽  
Vol 20 (3_suppl) ◽  
pp. 1057-1063 ◽  
Author(s):  
Elaine V. Houck ◽  
D. Bruce Gardner ◽  
Donna Ruhl

Three groups of children were compared for performance in a tactile discrimination task. Group A had received auditory pretraining; Group V had received visual pretraining; Group C received only familiarization with the room and apparatus. The basis of discrimination in all three modalities was “one” vs “two.” Both visual and auditory pretraining facilitated performance in the tactile task. Visual pretraining was more effective than auditory, in its facilitating effects on tactile discrimination. Findings ate not fully accounted for under the heading of learning set, suggesting the need for a more comprehensive theory of sensory integration. Problems in providing an adequate control experience with the apparatus without transfer of learning to the final task for Group C and problems of comparability of tasks in different modalities are discussed.


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