The representation of ourselves and our environment is based on the combination of information from multiple sensory systems. Each sensory modality is represented within a different frame of reference, in other words each sensory system uses a different code to represent the same properties of the environment (ex. visual stimuli in an eye-centered frame of reference; hand position would be shoulder-centered). Combing this information into a singular coordinate frame is complex. For instance, the eye and shoulder have different centers of rotation, therefore any changes in eye position or body posture will affect the relationship between them. What is still unknown is how the brain integrates these different sources of information into an internal representation, and what effect extra-retinal signals can have on this process. This thesis was designed to investigate the effect of head roll on action and perception. In Experiment 1, we wanted to determine how the integration of vision and proprioception for action was affected by changes in head roll. To investigate this question subjects performed a reaching task at three different head roll positions, where they would experience conflicts between their viewed and actual hand position. In Experiment 2, we examined the influence of head roll on sensory perception. To explore this idea subjects performed a task where they needed to judge the position of their unseen index fingertip relative to a visual target. Our findings reveal that eccentric head roll conditions influence both action and perception – revealed by an increase in movement variability and a decreased ability to discriminate the position of the unseen fingertip relative to visual targets. In summary, we have discovered that introducing eccentric head roll positions affects the perception of ourselves within the environment and the way that we integrate sensory information. / Thesis (Master, Neuroscience Studies) -- Queen's University, 2010-09-21 14:07:09.217

Thesis, PlanB (M.S.)--University of Wisconsin--Stout, 2005. / Includes bibliographical references.

Thesis (M.S.)--Ohio University, August, 2009. / Title from PDF t.p. Includes bibliographical references.

Thesis (Sc.D.)--Boston University / Occupational therapists recognize that families are central to the wellbeing of children and that incorporating parent perspectives into intervention is an essential component of the therapy process. Although family-centered outcomes are specifically espoused in the pediatric occupational therapy literature, parent perspectives have not been the focus of efficacy studies. This collection of papers reports three sets of findings designed to understand parents' perspectives related to occupational therapy using sensory integration approaches. In both studies, interviews with parents were conducted, audiotaped, transcribed, and analyzed using grounded theory methods. The first study reported here describes parents' point of view regarding their hopes for outcomes prior to their children's participation in occupational therapy using a sensory integration approach. These parents identified two overarching directions for therapy. One focus for change was their children. Three themes pertinent to the occupation of children; social participation, self regulation, and perceived competence, were identified. Parents also include themselves as both agents and recipients of change. The second and third papers describe parents' point of view after their children have been discharged from therapy. The parents' perceptions of the benefits of therapy for their children are categorized into three interrelated constructs: abilities, activities, and reconstruction of self-worth. For themselves, parents value understanding their children's behavior in new ways. This shift in understanding is hypothesized to facilitate a change in expectations for themselves and their children. Further, parents value having their parenting experience validated and being able to support and advocate for their children. The parents' actual experience of sitting in the waiting room while their children received occupational therapy also emerged as a powerful theme. Through their interactions with one another, sharing stories, experiences, parenting challenges, and resources, the particular group of parents interviewed for the second study gave and received naturally occurring support for parenting children with sensory integration dysfunction. Implications for expanding the definition of family-centered intervention and for future research are proposed.

Dissertation / The sensory integration approach originates from physical (anatomical and physiological) evidence whilst the play therapy approach originates from psychological evidence. Apart from play therapy, the researcher has also attended various courses in sensory integration therapy. Although both of these approaches are used as intervention methods with children who display behavioural, emotional and social difficulties, the researcher considered whether it was important for a play therapist to be aware of sensory integration therapy. The researcher then started this study in order to investigate the incidence of sensory integration dysfunction in children who receive play therapy. After completing the study, the researcher is of opinion that it is indeed necessary for play therapists to be aware of sensory integration theory in order to provide holistic play therapy intervention and to ensure positive therapy outcomes. / Social Work / M.Diac. (Play Therapy)

Master of Landscape Architecture / Department of Landscape Architecture/Regional and Community Planning / Anne E. Beamish / The purpose of this research was to develop a mobile sensory garden to help children with Sensory Integration Disorders. Sensory Integration (SI) is how an individual processes sensory information. Issues with sensory integration can lead to behavioral disorders, which can cause difficulties with social-emotional skills, gross motor skills, fine motor skills, play skills, and self-help skills. The goal of the project was to develop a mobile sensory garden to help alleviate or reduce the negative aspects of Sensory Integration Disorders. The research involved qualitative research, projective design, and evaluative research on a mobile sensory cart that was used in an elementary school in Topeka, Kansas. Methods included: interviews, design/build, and observation. The current sensory room was inventoried in Williams Science & Fine Arts Elementary Magnet School in Topeka, Kansas, and the children who used were observed. The faculty at the school, including the principal, teachers whose students use the current sensory room, counselors, and other support faculty, were interviewed. Once the observations were analyzed, a mobile sensory garden cart was designed and built. The new cart was brought to the elementary school and placed in the sensory room. A second phase of observation assessed how the children interacted with the new mobile sensory garden cart. During the second phase of observation the children showed intense interest in the mobile sensory garden cart. Some of this can be attributed to it being a new item in the sensory room. Some of the most popular items included the zen garden, wood slices on the wooden dowel, and the plants. In the second week children transitioned to using both the sensory garden cart and the original items in the sensory room. When an item on the sensory garden cart best suited their needs, that item was chosen and when their needs were best suited by other items in the room then that item was chosen. Overall the mobile sensory garden cart was beneficial to the school and the children. It can be easily replicated and modified to fit the individual needs of the children and school.

Dissertation / The sensory integration approach originates from physical (anatomical and physiological) evidence whilst the play therapy approach originates from psychological evidence. Apart from play therapy, the researcher has also attended various courses in sensory integration therapy. Although both of these approaches are used as intervention methods with children who display behavioural, emotional and social difficulties, the researcher considered whether it was important for a play therapist to be aware of sensory integration therapy. The researcher then started this study in order to investigate the incidence of sensory integration dysfunction in children who receive play therapy. After completing the study, the researcher is of opinion that it is indeed necessary for play therapists to be aware of sensory integration theory in order to provide holistic play therapy intervention and to ensure positive therapy outcomes. / Social Work / M.Diac. (Play Therapy)

Title of diploma thesis: Sensory integration and praxis - literature review Summary: The aim of the literature review is summary of academic findings and information from foreign sources about the basic concepts of sensory integration by Dr. A. J Ayres. To describe the mechanism of sensory integration during the physiological development of the child and to discover the possibilities of dysfunction of sensory integration with focusing on Sensory Integration and Praxis Tests (SIPT) by Dr. Ayres. Furthermore, it aims to make an analysis of studies in which was used SIPT to identifying dysfunction of sensory integration and praxis, find the characteristic features and specifics of dysfunctions in children with Asperger's syndrome (AS) and autism spectrum disorder (ASD), with attention deficit hyperactivity disorder (ADHD), with learning disorders, in delinquent - prone individuals and institutionalized children against to control group, compare the results with studies using imaging equipments and evaluate the possibilities to use the information for physiotherapy. Methods: Diploma thesis is compiled from an accessible literary sources as a theoretical work in the form of literature review and it has two parts. In the first part is summarized theoretical background dealing with the basic concepts of...

Submitted in fulfilment of the Requirements for Degree of Master of Speech Pathology: The Discipline of Speech Pathology School of Human and Community Development Faculty of Humanities University of the Witwatersrand / Background: Fussy eating has become an increasing concern in paediatric care as a result of its far-reaching consequences for the developing child. However, there is currently a scarcity of published literature related to fussy eating internationally and even more so within the South African context, resulting in a lack of consensus regarding the definition of fussy eating. Aim: To explore the experiences and perceptions of SLTs with regards to fussy eating in children. Methods: The study was based on an exploratory, descriptive, qualitative research design. Data was gathered within semi-structured, in-depth interviews from 30 SLTs who consented to participate in the study. The data was analysed qualitatively, using thematic content analysis. Results: Fussy eating was described as a multi-factorial and heterogeneous condition arising from a number of inter-related aetiologies. The role of sensory integration was noteworthy in the understanding of fussy eating in children, and extended to almost every aspect of the study. The nature of fussy eating described within this study therefore appeared to lend to a multidisciplinary approach to adequately address the needs of this population. The findings of the study further indicated that socio-economic status contributed to the causes of fussy eating. Conclusion: Based on the findings of the study in conjunction with the literature pertaining to fussy eating, a working definition of fussy eating is proposed. The complexity of fussy eating calls for collaboration between healthcare professionals in dealing with this condition. All professionals dealing with fussy eating must therefore be adequately trained to deal with this condition adequately. Key Words: Fussy Eating, Feeding Disorders, Sensory Integration, South Africa

The goal of this dissertation was to further examine the visual system and its importance to the bonnethead shark (Sphyrna tiburo). This species of hammerhead shark possesses the least amount of lateral cephalofoil expansion. Better understanding of their visual system and potential visually-mediated behaviors may increase understanding regarding adaptive benefits of their unique head shape. The dissertation revealed four factors regarding this species' visual system: 1) the extent of their optical visual fields span between 68-72 degrees laterally and cover their visual horizon, 2) they possess a fairly large (approximately 112 degree) blind spot directly in front of their cephalofoil, 3) they possess an average of 35 degrees of lateral head movement during sinusoidal swimming which likely increase the lateral extents of their optical visual fields, and 4) they can detect and show interest in small visual stimuli resembling their preferred prey species, the blue crab.