Thesis (Ed. Spec.)--University of Wisconsin--Stout, 2009. / Includes bibliographical references.

abstract: In baseball, the difference between a win and loss can come down to a single call, such as when an umpire judges force outs at first base by typically comparing competing auditory and visual inputs of the ball-mitt sound and the foot-on-base sight. Yet, because the speed of sound in air only travels about 1100 feet per second, fans observing from several hundred feet away will receive auditory cues that are delayed a significant portion of a second, and thus conceivably could systematically differ in judgments compared to the nearby umpire. The current research examines two questions. 1. How reliably and with what biases do observers judge the order of visual versus auditory events? 2. Do observers making such order judgments from far away systematically compensate for delays due to the slow speed of sound? It is hypothesized that if any temporal bias occurs it is in the direction consistent with observers not accounting for the sound delay, such that increasing viewing distance will increase the bias to assume the sound occurred later. It was found that nearby observers are relatively accurate at judging if a sound occurred before or after a simple visual event (a flash), but exhibit a systematic bias to favor visual stimuli occurring first (by about 30 msec). In contrast, distant observers did not compensate for the delay of the speed of sound such that they systematically favored the visual cue occurring earlier as a function of viewing distance. When observers judged simple visual stimuli in motion relative to the same sound burst, the distance effect occurred as a function of the visual clarity of the ball arriving. In the baseball setting, using a large screen projection of baserunner, a diminished distance effect occurred due to the additional visual cues. In summary, observers generally do not account for the delay of sound due to distance. / Dissertation/Thesis / Masters Thesis Psychology 2017

The majority of individuals diagnosed with Autism Spectrum Disorder (ASD) experience sensory processing difficulties that are also associated with greater presence of autistic traits, psychiatric difficulty, and intolerance of uncertainty (IU). These relationships are also expressed in the neurotypical (NT) population, termed the Broader Autism Phenotype (BAP), and present with impacts to daily functioning/well-being just as prominently. However, little is known concerning the neurophysiologic nature of these behavioral relationships, especially in young adults. Thus, the purpose of the current study was to examine the behavioral and neurophysiologic nature of the relationships between sensory processing, autistic traits, and related behavioral functions in NT young adults. To accomplish this, approximately 1200 NT university students aged 17-26 years old completed a compilation of behavioral questionnaires addressing sensory processing difficulties, autistic trait expression, psychiatric difficulties, and IU. A subset of this sample, (n = 55) participated in a resting-state fMRI to evaluate atypical connectivity between sensory-related and supramodal brain regions. Partial correlations of behavioral measure total and subtest scores reveal that sensory processing, autistic traits, IU, and empathizing are all significantly correlated with each other. Between-groups comparisons of college major groups show that these behavioral relationships are heightened in particular fields of study (e.g., physical and mathematical sciences). Cluster analysis demonstrates that a subset of participants with first-degree relatives possessing an ASD diagnosis exhibit less favorable scores on all measures. Finally, neurophysiologic results portray that atypical functional connectivity between sensory-related brain regions (i.e., bilateral pre/postcentral gyri) and supramodal brain areas (i.e., bilateral supramarginal gyri, sensorimotor/cerebellar network, and salience network) is connected with increased total scores of autistic traits, sensory processing, and IU. These results are novel—as they show brain networks related to autistic trait expression in the NT population that may help with identifying neural contributors to ASD, thus, improving objective diagnostics and physiologic supports/interventions. In addition, these findings increase awareness of the daily functional, and challenging, impacts of sensory processing difficulties and autistic traits on all individuals, independent of diagnostic status. Therefore, accommodations/services could be improved for young adults in clinical, educational, and personal settings to improve overall quality of life.

No description available.

Executive function (EF) skills impact a broad range of functional developmental outcomes including academic success, social integration, motor coordination, independence in self-care, and community engagement, and are at the core of many challenges for children seen by pediatric occupational therapists (OTs). Yet limited evidence of an integrative OT framework addressing EF skills exists. While EF challenges are ubiquitous in pediatric practice, OTs still do not routinely incorporate EF into assessment or treatment. In response to this gap in therapeutic programming, this author developed the QUEST program. QUEST, or QUESTION, EXECUTIVE FUNCTION, SELF-REGULATION THERAPY, is an innovative occupational therapy intervention designed for children three years and older that addresses regulatory and EF challenges in an integrative manner. QUEST combines Bandura’s Social Cognitive Theory, Zelazo’s Iterative Reprocessing Model, and Embodied Cognition to formulate a powerful change model for better outcomes. It is an evidence-based, non-academic learning program that works with the banded nature of the cognitive and regulatory systems, using discovery-oriented games and problem-solving tasks to help children learn to learn. Organized activity protocols direct therapeutic programs for ease of application while caregiver guidelines assist with transfer to the natural environment. QUEST will be disseminated to pediatric OTs via a 2-part continuing education course, initially launched in the San Francisco Bay Area and later disseminated via webinar to a national audience. Both program evaluation and in-depth single-subject research will be carried out to ensure best practice. Through the dissemination of this course, OTs will see improved awareness of the impact of EF in underlying performance challenges, higher levels of integrative programming amongst pediatric OTs, and improved pediatric outcomes.

No description available.

A design process developed by Joann Boles was used to develop a therapy garment for three four-year-old boys with sensory integrative dysfunction who participated in occupational therapy using sensory integrative methods. The design process framework has four stages: (a) problem development, (b) needs assessment, (c) prototype development, and (d) evaluation. The problem was developed by observing children with sensory impairments; interviewing parents and professionals involved with sensory impairments; experiencing sensory integrative methods; and reviewing the literature.The needs were assessed for the wearers, the activity, and the environment through four weeks of observations, interviews with the child and significant others, and document reviews. The research design was multiple case studies. The data collection and analyses followed the grounded theory procedures of open and axial coding outlined by Strauss and Corbin (1990).The resulting needs of the wearers, the activities, and the environment were translated into garment specifications and criteria. The four garment specification categories were (a) movement, (b) sensory integration, (c) motor development, and (d) play.Prototypes were generated to meet garment specifications in terms of structure, materials, and assembly. The process included writing ideas, coding and combining ideas, sketching ideas, constructing samples, and constructing a prototype solution. The resulting prototype consisted of a sleeveless pullover top, cape, and weights, and featured a bug superhero theme.The prototype was evaluated against garment specification criteria through observations, interviews, and an evaluation form. The prototype allowed full body movement and provided safety features for full interaction in the environment. The prototype provided proprioceptive input and gross motor opportunities through the elastic band loops and bug weights, and promoted the use of vestibular integrating equipment with the cape. Tactile opportunities were provided through the variety of materials. Fine and perceptual motor skills were promoted by the manipulatives on the cape and the opportunity to store fine motor activities in the cape pockets. Storing activities in the cape promoted smooth transitions, motor planning, organization, follow through, management, and self discipline. The bug theme appealed to the wearers' play interests and promoted imaginative scenarios during therapy, thus aiding in self organization and attention to task. / Ph. D.

Children who have sensory integration disorders face many physical, social and emotional challenges. Unusual emotional and behavioural reactions to sensory stimuli are often displayed. These children are referred to professionals including Gestalt play therapists, although formal training in sensory integration is limited to the scope of occupational therapy. Gestalt play therapists routinely utilize sensory rich activities during therapy. This study sought to explore and describe how Gestalt play therapists establish sensory contact with children who have sensory integration disorders. A combined qualitative and quantitative approach was utilized. A questionnaire and semi-structured interviews were used to gain rich descriptive data. Participants felt that the therapeutic process with these children was markedly different than with other children. Participants who were aware of their own sensory difficulties demonstrated an increased ability to accommodate these children in therapy. A need for increased knowledge and/ or training in sensory integration was strongly expressed. / Social Work / M. Diac. (Play Therapy)

Children who have sensory integration disorders face many physical, social and emotional challenges. Unusual emotional and behavioural reactions to sensory stimuli are often displayed. These children are referred to professionals including Gestalt play therapists, although formal training in sensory integration is limited to the scope of occupational therapy. Gestalt play therapists routinely utilize sensory rich activities during therapy. This study sought to explore and describe how Gestalt play therapists establish sensory contact with children who have sensory integration disorders. A combined qualitative and quantitative approach was utilized. A questionnaire and semi-structured interviews were used to gain rich descriptive data. Participants felt that the therapeutic process with these children was markedly different than with other children. Participants who were aware of their own sensory difficulties demonstrated an increased ability to accommodate these children in therapy. A need for increased knowledge and/ or training in sensory integration was strongly expressed. / Social Work / M. Diac. (Play Therapy)

No description available.