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La plupart des études sur la perception isolent une modalité sensorielle pour mieux l’étudier et la comprendre. Malheureusement, aucun de nos sens ne représente la seule source d’information, car une intégration sensorielle se fait en tout moment lors de la perception de l’environnement. L’information d’un sens est donc plutôt en accord ou en conflit avec l’apport d’information des autres sens. Le but de la présente étude était d’investiguer, par IRMf, les activations cérébrales d’une intégration visuelle et olfactive lorsque ces deux perceptions sont congruentes. Pour ce faire, une image et/ou une odeur étaient présentées au sujet et ce dernier devait identifier si le stimulus perçu était congruent. Ce protocole permettait d’observer les activations cérébrales lors de l’analyse d’un stimulus et la prise de décision selon la congruité du stimulus présenté. La condition de congruence vision-odeur activa les zones visuelles et olfactives plus fortement que lors des conditions contrôle (image seule, odeur seule). Ces résultats illustrent une potentialisation des aires visuelles et olfactives par une intégration d’information congruente venant de ces deux modalités. Par conséquent, l’intégration d’un stimulus visuel et odorant congruent semble rehausser la perception du stimulus. / Most studies on perception isolate one sensory modality in order to better study and comprehend it. Unfortunately, none of our senses represents the only source of information, since sensory integration is underway at all times during environmental perception. The information from one sense is therefore usually in agreement with or in conflict with the input of information from other senses. The goal of the present study was to investigate, by fMRI, the cerebral activations caused by visual and olfactory integration when these two perceptions are congruent. To do this, an image and/or an odour were presented to the subject who then had the task of identifying whether the perceived stimulus was congruent. This protocol allowed the observation of the cerebral activations during stimulus analysis and decision-making depending on the congruity of the presented stimulus. The vision-odour congruent condition activated the visual and olfactory areas more strongly than the control conditions (image only, odour only). These results illustrate a potentialization of the visual and olfactory areas by an integration of the congruent information coming from these two modalities. As a result, the integration of a visual and olfactory congruent stimulus seems to enhance the perception of a stimulus.

This essay presents a brief history of Music Therapy and describes the background, method and thinking behind Functionally-oriented Music Therapy – FMT. The essay includes two case studies describing my work with two clients during the last year of my training to become an FMT therapist. The topics explored are intrinsic (inner) motivation and self-esteem in the context of functional development in school children.  The research question for the essay is to discuss whether Functionally-oriented Music Therapy can assist school children to rediscover their inner motivation and increase their self-esteem.   FMT encourages brain activity through sensory stimulation, movement and play – without verbal instruction, critical evaluation or praise.  The FMT therapist meets the client with knowledge, understanding and unconditional acceptance of his/her present level of physical and mental function and with the intention of creating opportunities for development at every level.  I have found that the work and approach used in FMT can play a vital role in helping school children towards increased inner motivation and self-esteem.

Thesis (M. S. in Psychology)--Vanderbilt University, Aug. 2008. / Title from title screen. Includes bibliographical references.

>Magister Scientiae - MSc / There is a high incidence of dropout in the first year of university studies. Some of the main reasons were attributed to adjustment or adaptation difficulties experienced by the new students which impacted on academic achievement. Much of this difficulty relates to the need to find their identity in relation to the new university environment with new rules, peers, and expectations. The acquisition of a sensory integrative (SI) profile could shed light on an element of the student’s identity. However, very little is known about the relationship between the SI profile and academic achievement. Therefore, the aim of the study was to determine the SI profiles of students and whether there was a relationship between the SI profiles and academic achievement of first year students from the Faculty of the Community and Health Sciences (FCHS) at the University of the Western Cape (UWC).The study followed the quantitative research paradigm and was more specifically a descriptive, cross-sectional study. Measurements included a demographic questionnaire to gather socio-demographic data, as well as the Adolescent and Adult Sensory Profile questionnaire to determine the SI profiles of the students.These instruments were administered to a sample of 357 registered first year students from the FCHS at UWC. Matriculation academic marks, as well as first year university academic marks were obtained and utilised for analysis. The SPSS statistical package was utilised for descriptive and inferential statistical analyses of the data. The results of the study indicated that the SI profiles of the first year FCHS students were that they responded "similarly to most people" on each of the four sensory quadrants of Dunn's (1997) Model of Sensory Processing. Secondary analyses were implemented by means of a collapsing mechanism to denote more specific results of the SI profiles. This analysis revealed that the students tended to have low thresholds for their neurological and behavioural continua of sensory processing.The inferential analyses that were implemented to determine whether there was a relationship between the SI profiles and academic achievement of the first year students yielded no statistical relationship between those variables. The analyses revealed relationships between the SI profiles and certain socio-demographic factors, such as age, race, and course of study.In conclusion, the research study uncovered the SI profiles of the first year university student sample, relationships between the SI profiles and sociodemographics and disproved a relationship between SI profiles and academic achievement. The study was therefore of value to the professions of occupational therapy and higher education and has opened avenues for further exploration. Furthermore the study has portrayed that occupational therapy tools and SI profiles could have a place in higher education and in relation to student development, teaching and learning. / National Research Foundation (NRF)

The aim of this study was to determine executive function outcomes after an equi-therapy intervention in a group of Tourette syndrome children. Equi-therapy is a new form of therapeutic horse riding, which is related to the stimulation of the vestibular system through sensory integration in the brain. For this study a non-equivalent control group design was implemented. The study consisted of 8 Tourette syndrome children aged between 9 and 15, who were referred after a definite Tourette syndrome diagnosis from various neurologists and paediatricians. Both groups were evaluated on a battery of 6 neuropsychological tests measuring various aspects of executive function before and after receiving the therapeutic horse riding intervention. The tests used were the Wisconsin Card Sorting Test, the Stroop Colour Word Test, the Rey-Osterrieth Complex Figure Test, the Trail Making Test A and B, the Raven’s Standard Progressive Matrices and the Symbol Digit Modalities Test. Qualitative inputs were also included in the study. These consisted of behavioural checklists completed by the participants’ parents, the evaluation of the participants’ copy drawings as ’frontal’ or ’normal’ obtained from the Rey-Osterrieth Complex Figure test, and results of tests that were administered by an occupational therapist as part of the required evaluation for the therapeutic horse riding (equi-therapy) itself. Results of the neuropsychological tests indicated significant differences for the Wisconsin Card Sorting Test, Stroop Colour Word Test and the Symbol Digit Modalities Test, indicating improvements in selective attention, cognitive flexibility, visualspatial constructional ability, visuomotor integration, visual memory and organisational strategies. The qualitative results indicted improvements in emotional and behavioural aspects. Executive abilities are a very complex system and evaluation should always include robust and sensitive neuropsychological tests. It seems as if Tourette syndrome could be directly related to executive dysfunction, but not in a simple manner as aspects may vary due to other more complex factors that may contribute to these dysfunctions. However, for equi-therapy as an alternative form of therapy, the opportunity should not be lost to establish its efficacy because of the possible beneficial outcome. / Thesis (MA (Psychology))--University of Pretoria, 2006. / Psychology / unrestricted

When using visual and proprioceptive information to plan a reach, it has been proposed that the brain combines these cues to estimate the object and/or limb’s location. Specifically, according to the maximum-likelihood estimation (MLE) model, more reliable sensory inputs are assigned a greater weight (Ernst & Banks, 2002). In this research we examined if the brain is able to adjust which sensory cue it weights the most. Specifically, we asked if the brain changes how it weights sensory information when the availability of a visual cue is manipulated. Twenty-four healthy subjects reached to visual (V), proprioceptive (P), or visual + proprioceptive (VP) targets under different visual delay conditions (e.g. on V and VP trials, the visual target was available for the entire reach, it was removed with the go-signal or it was removed 1, 2 or 5 seconds before the go-signal). Subjects completed 5 blocks of trials, with 90 trials per block. For 12 subjects, the visual delay was kept consistent within a block of trials, while for the other 12 subjects, different visual delays were intermixed within a block of trials. To establish which sensory cue subjects weighted the most, we compared endpoint positions achieved on V and P reaches to VP reaches. Results indicated that all subjects weighted sensory cues in accordance with the MLE model across all delay conditions and that these weights were similar regardless of the visual delay. Moreover, while errors increased with longer visual delays, there was no change in reaching variance. Thus, manipulating the visual environment was not enough to change subjects’ weighting strategy, further i

Neste estudo foi avaliado o efeito de procedimentos transitórios e duradouros sobre a adaptação de respostas posturais reativas a perturbações externas e durante postura ereta quieta de participantes que sofreram acidente vascular encefálico (AVE). O Experimento 1 teve como objetivo avaliar o efeito do toque suave com a ponta do dedo indicador em superfície estável na recuperação do equilíbrio de participantes pós-AVE após perturbação mecânica e durante postura ereta quieta, em comparação a idosos sadios. Os resultados em postura quieta mostraram que o toque suave em superfície estável induziu oscilações mais lentas e de menor magnitude do centro de pressão (CP). Em resposta a uma perturbação mecânica imprevisível, os resultados indicaram que o toque suave induziu menor deslocamento do CP e do centro de massa (CM) em relação à condição sem toque, e menor magnitude de ativação do músculo gastrocnêmio medial (GM). Os resultados indicaram que o efeito de toque suave foi semelhante entre os grupos. O Experimento 2 teve como objetivo avaliar o efeito da manipulação sensorial na reabilitação do equilíbrio corporal em participantes pós-AVE. Para tanto, dois grupos pós-AVE foram submetidos a treinamento de equilíbrio com restrição sensorial, manipulando-se informações visual e tátil da sola dos pés (grupo restrição), ou sem manipulação sensorial (grupo integral). As avaliações foram realizadas antes de iniciar o treinamento (pré-teste), dois dias após a última sessão (retenção 1) e uma semana após o final da prática (retenção 2). Análises de acompanhamento durante as sessões de prática indicaram ganhos significantemente maiores de controle postural para o grupo restrição em comparação ao grupo integral. Os resultados da tarefa de alcance frontal mostraram maiores deslocamentos do punho para o grupo restrição no teste de retenção 1 e retenção 2 comparados ao pré-teste, mas nenhum efeito de teste foi encontrado para o grupo integral. Os resultados para postura perturbada indicaram que para amplitude e velocidade do CP foram observados maiores valores na retenção 1 e retenção 2 em comparação ao pré-teste. Os resultados para postura ereta quieta, em superfície maleável, mostraram menor velocidade do CP para o grupo restrição comparado ao grupo integral na retenção 1 e retenção 2. Os achados aqui relatados sugerem que enquanto informação sensorial extra favorece a estabilização postural e recuperação do equilíbrio, restrição de informação sensorial parece favorecer a melhora do equilíbrio corporal em participantes que sofreram acidente vascular encefálico / In the present study it was assessed the effect of transitory and long-lasting procedures on the adaptation of reactive postural responses from external perturbations and during stable upright posture of participants who have undergone stroke. Experiment 1 aimed to assess the effect of light fingertip touch on a stable surface in the recovery of balance stability of post-stroke participants after mechanical perturbation and during quiet stance in comparison to healthy elderly individuals. Results in quiet stance showed that the light touch on a stable surface induced to slower and smaller magnitude center of pressure (CoP) sway. In response to an unpredictable mechanical perturbation, results showed that light touch led to smaller CoP and center of mass (CoM) displacement/sway related to the condition without touch, and smaller magnitude of muscular activation of gastrocnemius medialis (GM). Results indicated that the effect of light touch was similar between the groups. Experiment 2 aimed to assess the effect of sensory manipulation in the rehabilitation of balance stability in post-stroke participants. For this purpose, 2 post-stroke groups were subjected to training of standing balance with sensory restriction (restriction group), manipulating visual and tactile of sole of the foot information, or without sensory manipulation (integral group). Assessments were conducted before training (pretest), two days after the last session (retention 1) and one week after the end of practice (retention 2). Follow-up analyses during practice sessions indicated significantly better posture control improvements for the restriction group in comparison to the integral group. Results of the forward reach task showed greater displacement of wrist for the restriction group in the retention 1 and retention 2 test compared to the pretest, but no effect of test was found for the integral group. Results for perturbed posture indicted that for CoP amplitude and velocity, higher values were observed in the retention 1 and retention 2 test in comparison to pretest. Results for quiet stance on malleable surface showed a reduced CoP velocity for the restriction group compared to the integral group in the retention 1 and retention 2 test. Findings herein reported suggest that while extra sensory information induces posture stability and balance recovery, restriction of sensory information seems to lead to improved balance stability in participants who have undergone stroke

Sensory processing disorder (SPD)is a neurological disorder that effects how sensory stimuli is translated in the brain and then incorrectly circulated into responses. It is estimated that one in twenty people may have been diagnosed with SPD. Children diagnosed with SPD have responses to stimuli that are over-responsive or under-responsive and find it challenging to correctly process sensory input compared to their peers. <div>This IRB approved study focused on investigating the benefits of brain breaks for middle school students with SPD. Sixteen middle school teachers in one school participated in a needs assessment survey regarding their knowledge of sensory processing disorder and brain breaks and how they implemented brain breaks into their classroom.Questions were based on prior knowledge of sensory processing and brain breaks. Regarding the level of prior knowledge about sensory processing disorder, 6.25% of participating middle school teachers reported that they are very familiar with SPD, 50% of teachers reported they are somewhat familiar with SPD, 12.5% of teachers reported they are not so familiar with SPD, and 31.25% of teachers reported that they are not at all familiar with SPD. Teachers were also asked how effective they thought brain breaks are on student learning and its impact on behavior in the classroom with teachers responding that, “students seem more engaged after we do a brain break in class,” or, “I feel that they are effective because it gives students the opportunity to energize and restart.”<br></div><div>A handbook was created to help teachers understand what SPD is and how to recognize it in their classroom. Guidelines are included in the handbook for ways to use brain breaks in the classroom to help with sensory seeking students needing movement.<br></div><div><br></div>

Aim: The purpose of this study was to explore and describe the implementation of sensory integration interventions by occupational therapists in international schools. It gives insight into the conditions for the implementation of sensory integration, outlining some of the challenges and benefits faced by the occupational therapists working in international schools. Method: A descriptive qualitative design was used to collect data using a digital survey composed of both open-ended and multiple-choice questions. Seven occupational therapists working in international schools in different countries completed the survey. The data was analyzed using a content analysis.  Results: Results reveal that the conditions for implementing sensory integration in the different schools vary. The aim are, however, similar; to enable participation and engagement of the student in the school. The challenges were grouped under four subcategories: school context, collaboration, cultural backgrounds and legal framework and policies. Implementing sensory integration was regarded as being beneficial for the schools, teachers, and students. The international schools were also generally regarded as being supportive to the implementation of sensory integration.  Conclusion:  By implementing sensory integration interventions, the occupational therapists address the person and environment (social and cultural) to enable the student’s occupational engagement. This in turn leads to benefits, identified by the occupational therapists, for the student, teachers, and school. The physical, social, cultural, and institutional environment of the schools vary and can limit the types of sensory integration interventions provided, leading to challenges identified by the occupational therapists.