Högkänslighet är någonting som under senare år uppmärksammats i media. Kortfattat innebär högkänslighet att individen tar in fler intryck och bearbetar dem på ett djupare plan än andra. Högkänsliga individer kan ha lätt för att känna av sinnesstämningar och blir lätt påverkade av andras känslor. Vid för mycket stimulans blir högkänsliga individer lätt överstimulerade vilket kan leda till att de beter sig på sätt som inte alltid är socialt accepterat. De spenderar mycket tid och energi åt att bearbeta intryck och blir därav lätt utmattade och behöver tid för att skärma av. Den här studien fokuserar främst på det högkänsliga barnet och hur de anpassar sig i en förskolemiljö. Syftet med studien är att undersöka hur pedagoger, upplever att högkänsliga barn anpassar sig i förskolans miljö samt hur pedagogerna bemöter behoven hos barn som är högkänsliga. För att göra studien möjlig har tre forskningsfrågor konstruerats. Studien har undersökt hur pedagoger ser på högkänslighet i sitt yrke, hur de anser att högkänsliga barn anpassar sig i förskolan samt hur de i sin tur bemöter de högkänsliga barnets behov. För att få en övergripande bild om hur pedagogerna ser på högkänslighet har Arons begrepp DOES används för att utsöndra begreppet och därefter landa i en övergripande uppfattning. Studien är baserad på åtta kvalitativa intervjuer med pedagoger som besitter medvetenhet kring begreppet högkänslighet och är yrkesverksamma inom förskolan. Varje intervju har transkriberats och analyserats genom kodning, tematisering och summering där varje enskildintervju bidragit med nya berikade infallsvinklar kring ämnet, det gick även att urskilja gemensamma infallsvinklar som tematiserades och presenterades i uppsatsens resultatkapitel. Ett framträdande resultat av studien var att högkänslighet bör uppmärksammas mer för att i sin tur tidigt kunna identifieras hos barn. Ett annat av intervjuerna framträdande resultat, var att pedagogens bemötande syntes vara betydande för huruvida det högkänsliga barnet anpassar sig i förskolans miljö. Om pedagogens bemötande gick i linje med barnets behov skulle denne ha goda förutsättningar att anpassa sig i en förskolemiljö.

La perception consciente du monde extérieur repose sur la coordination spatiotemporelle de l’activité des neurones corticaux. Les aires corticales primaires chez les mammifères sont organisées en six couches. Il a été proposé que l’information sensorielle soit traitée de façon sérielle à travers les 6 couches du cortex. D’abord au niveau de la couche IV, cible des afférences thalamiques. Ensuite au niveau des couches II/III, innervées par les neurones excitateurs de la couche IV. Et enfin par les neurones des couches profondes, V et VI, qui sont innervés par les cellules pyramidales des couches II/III. Les neurones pyramidaux de la couche V constituant la principale sortie du néocortex.Il a récemment été montré que les neurones des couches profondes reçoivent également des informations sensorielles directement par des afférences thalamiques, ce qui pose la question du rôle de la connectivité interlaminaire dans le traitement sensoriel opéré par le cortex.J’ai ainsi tiré profit de la technique d’électroporation in utero qui permet d’exprimer spécifiquement des protéines photo-activables dans les cellules pyramidales des couches II/III du cortex somesthésique primaire de la souris. En procédant à des enregistrements unitaires des neurones corticaux à la fois chez des animaux anesthésiés et éveillés, j’ai montré que le recrutement des neurones pyramidaux des couches II/III amplifie les réponses sensorielles des neurones de la couche V. Par ailleurs, l’analyse de cette amplification en fonction de l’intensité des stimulations sensorielles indique que la connectivité interlaminaire joue un rôle majeur dans la modulation du gain des neurones de la couche de sortie du cortex. / The sensory perception of the external world relies on the coordinated activity in space and time of cortical neurons. Primary sensory areas of mammals are organized in six layers.It has been suggested that sensory information is processed serially through the six layers of the cortex. Sensory information is supposed to propagate first through the layer IV, principal target of thalamic axonal projections. Cortical layers II/III then receive sensory information relayed by layer IV excitatory neurons. Finally, deep cortical layers V and VI are connected by layer II/III pyramidal cells. Layer V pyramidal neurons are the principal output of the neocortex.Recently, it has been shown that deep layer neurons receive direct thalamic inputs relaying sensory information. The role of the translaminar connectivity during sensory processing remains an opened question.I took the advantage of in utero electroporation to express photo-sensitive proteins specifically in layer II/III pyramidal cells of the mouse primary somatosensory cortex.By proceeding to extracellular recordings of cortical neurons of either anesthetized or awake mice, I have shown that the recruitment of layer II/III pyramidal neurons amplifies layer V neurons sensory responses. Moreover, the analysis of this amplification phenomenon as a function the sensory stimulation intensity suggests that translaminar connectivity can operate a gain modulation of the layer V pyramidal neurons.

BACKGROUND: Non-suicidal self-injury (NSSI) occurs in 13% to 20% of adolescents, and is often indicative of deeper internal or social problems. A close review of current explanatory models of NSSI suggested that underlying individual sensory preferences may contribute substantial explanations for the self-regulatory functions of NSSI, as well as have implications for treatment approaches. In the context of integrating sensory processing models with prominent functional NSSI models, this dissertation research compared sensory preferences in youth who engaged in NSSI to sensory preferences of youth who did not engage in NSSI. OBJECTIVE: NSSI-engaging youth were hypothesized to have lower threshold sensory preferences (sensation avoiding and sensory sensitive), and higher sensitivity (low threshold) in touch processing, auditory processing, and modulation of sensory input affecting emotional response. Sensory preferences were hypothesized to predict NSSI functionality, and trauma history and symptomology were hypothesized to predict NSSI and sensory preferences. METHODS: Youth (n = 108; 56% female; 43% Hispanic) aged 8-14 completed self-report items regarding knowledge, thoughts, and engagement in NSSI, the Functional Assessment of Self-Mutilation (FASM) to evaluate type and functionality of NSSI, and the Adolescent / Adult Sensory Profile to evaluate sensory preferences (low registration, sensation seeking, sensory sensitive, sensation avoiding). Parents (90% female; Mage = 39.4 (SD = 6.9)) completed the Sensory Profile as a secondary measure of youth sensory preferences and the UCLA post- traumatic stress disorder reaction index (PTSD-RI) to evaluate youth trauma history and symptomology. RESULTS: NSSI-engaging youth (N = 14) scored significantly higher than Non-NSSI-engaging youth (N = 85) in the sensation avoiding (Cohen's d = .83) and low registration (Cohen's d = .66) domains. Auditory sensitivity (youth-reported) significantly predicted NSSI after controlling for age. While parent-reported sensory preferences and trauma history and symptomology were not predictive of NSSI, auditory sensitivity (parent-reported) predicted PTSD symptomology in youth with trauma history. CONCLUSIONS: Results provide preliminary insight into better understanding the self-regulatory role of NSSI, and offer insight into specific sensory preferences of young adolescents who engage in NSSI. In combination with future research, findings contribute to existing comprehensive models of NSSI, and provide evidence for sensory considerations in NSSI treatment.

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229 pages

Made available in DSpace on 2015-07-22T20:50:35Z (GMT). No. of bitstreams: 0 Previous issue date: 2011-08-12. Added 1 bitstream(s) on 2015-08-11T03:26:36Z : No. of bitstreams: 1 Publico-VitoriaTiemiShimizu.pdf: 1501592 bytes, checksum: 2404fbd08775ba4c9a7eaf8b644b9ed9 (MD5) / O TDAH é um transtorno do desenvolvimento caracterizado por um quadro bastante heterogêneo que está associado a distúrbios motores, perceptivos, cognitivos e comportamentais, representando elevado risco de comprometimentos em diversas áreas do funcionamento adaptativo. São poucos os estudos sobre o desenvolvimento sensório-motor no TDAH, sendo ainda mais escassos os estudos específicos sobre a possível relação entre o Processamento Sensorial e os sintomas comportamentais desse transtorno. O objetivo deste estudo foi avaliar o perfil das habilidades do Processamento Sensorial em crianças com TDAH. A amostra clínica foi composta por 37 crianças entre 6 a 11 anos de idade (30 meninos e 7 meninas) com o diagnóstico primário de TDAH, pareada a amostra controle em relação à idade, gênero, tipo de escola/ condição sócio-econômica. O instrumento utilizado foi uma versão traduzida e adaptada do Sensory Profile (Perfil Sensorial) que analisa o processamento e a modulação sensorial, além das respostas comportamentais e emocionais das crianças aos eventos sensoriais da vida diária. Ambos os grupos foram comparados através dos escores brutos das Seções, Fatores e Padrões de Resposta da escala. Para o grupo de TDAH foram ainda comparadas as pontuações entre os subtipos de TDAH e analisado as correlações entre os escores do Perfil Sensorial e as escalas comportamentais. As crianças com TDAH apresentaram prejuízos significativos em relação às crianças do grupo controle no processamento e modulação sensorial, e nas respostas comportamentais e emocionais, verificadas em 11 das 14 Seções, em 6 dos 9 Fatores, além de diferenças em todos os Padrões de Respostas do Perfil Sensorial. Não houve diferença significativa entre os subtipos de TDAH, exceto para o processamento multissensorial. Já entre alguns escores do Perfil Sensorial e os escores das escalas CBCL e EACI-P, houve moderada correlação significativa entre si. Estes resultados indicaram que as crianças com TDAH podem apresentar déficits no Processamento Sensorial, possibilitando o surgimento de respostas inadequadas tanto comportamentais como na aprendizagem, sugerindo que, além de haver correlação entre esses aspectos, o Processamento Sensorial é também uma dimensão a ser considerada e estudada como parte da sintomatologia do TDAH. / ADHD is a developmental disorder characterized by a very heterogeneous framework that is associated with motor, perceptual, cognitive and behavioral disturbances representing a high risk of impairments in several areas of development and adaptive functioning. There are few studies about the sensorimotor development in the ADHD, and there are even fewer specific studies about the possible relation between Sensory Processing and behavioral symptoms of this disorder. The purpose of the present study was to assess the Sensory Processing abilities profile in children with ADHD. The clinical sample was composed by 37 children from 6 to 11 years old (30 boys and 7 girls) with a primary diagnosis of ADHD, matched to the control sample by age, gender, type of school/ socio-economic conditions. The instrument used was a translated and adapted version of Sensory Profile (Perfil Sensorial) that analyzes the children’s sensory processing and modulation, besides behavioral and emotional responses in daily life. The sensory responses from both groups were compared by raw scores of Sections, Factors and Patterns of Response of the scale. For the ADHD group the scores between ADHD subtypes were compared and the correlations between the scores of the Sensory Profile and behavioural scale scores were also analyzed. Children with ADHD showed significant impairments compared to control group in sensory processing and modulation, besides behavioral and emotional responses as observed in 11 out of 14 Sections and in 6 out of 9 Factors¸ besides differences in all Patterns of Response of Sensory Profile. There was no significant difference between ADHD subtypes, except for the multisensory processing. But among some of Sensory Profile scores and CBCL and EACI-P scale scores there was moderate correlation between them. These findings indicate that children with ADHD may have deficits in Sensory Processing, enabling the appearing of inadequate responses either behavioral or learning, suggesting that in addition to correlation between these aspects, the Sensory Processing is also a dimension to be considered and studied as part of the symptomatology of ADHD. / TEDE

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>

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京都大学 / 新制・課程博士 / 博士(人間健康科学) / 甲第23125号 / 人健博第87号 / 新制||人健||6(附属図書館) / 京都大学大学院医学研究科人間健康科学系専攻 / (主査)教授 林 悠, 教授 稲富 宏之, 教授 村井 俊哉 / 学位規則第4条第1項該当 / Doctor of Human Health Sciences / Kyoto University / DFAM

Autistic children demonstrate a constellation of traits with varying degrees of severity in areas including language differences, restrictive and repetitive behaviors, and sensory processing differences. However, the relationship between sensory processing and these other behaviors are not well understood especially their neurobiological underpinnings. Therefore, this research examined behavioral measures of semantic language, sensory traits, and associated brain networks in 20 autistic children (ages 6-11) and 22 typically developing (TD) age matched peers. Mann-Whitney U tests revealed a strong correlation between sensory traits and general composite and semantic language in both groups of participants. Sensory seeking traits were most significantly correlated with overall and semantic language scores in our autistic participants. Resting state functional network connectivity was also examined and correlated with behavioral measures. The autistic participants demonstrated three networks of interest that were correlated with semantic language scores. These networks demonstrated both over and underconnectivity, and the brain regions involved provided functions in multisensory integration, language, somatosensory processing, and prediction (among other functions). These findings point to an association between sensory integration and language, especially semantics in both the neurotypical population and autistic individuals. Furthermore, for the autistic population it presents novel information about brain regions and connectivity patterns that may contribute to the relationships between semantic language and sensory differences in the autism.