The Matrix. Praxis. Click and enter SI goals

Transcription

1 The Matrix Praxis Sensory Defensiveness Body Awareness Attention and Arousal Click and enter SI goals Functional Vision An Integrated File Folder of Sensory Integration Goals Written for School Based Occupational Therapy Dove Ministries for Children 2007 Author: Renee Okoye, MSHS, SIPT, BCP, OTR

2 THE MATRIX Table of Contents Topic Page Self-Regulation Arousal Mechanisms Hyper-Responsive 4 Hypo Responsive 6 Social Reciprocity 8 Task Organization 10 Attention 12 Sensory Defensiveness Tactile Defensiveness 15 Auditory Defensiveness 17 Movement Intolerance 19 Oral Motor Defensiveness 21 Visual Defensiveness 23 Mechanisms of Coordination Postural Control 27 Bilateral Motor Integration 29 Motor Planning 31 Motor Sequencing 33 Reflex Integration 35 Body Awareness Tactile-Proprioception 38 Kinesthetic Awareness 40 Moving Touch / Graphesthesia 42 Stereognosis 44 Functional Vision Behavior Ocular Motility 47 Visual Spatial Orientation 49 Visual Discrimination 51 Visual Association 53 Visual Motor Integration 55

3 Core Content: Self-Regulation Sensory Defensiveness Tactile Visual Auditory Sensory Defensiveness Oral Motor Movement Select a hyperlink and click to view objectives 14

4 Short Term Objectives Component: Self-Regulation Skills Behavior: Sensory Defensiveness Modality: Tactile Defensiveness Long Term Goal To participate in basic school reoom hygiene routines such as face washing, nose wiping etc. or be able to utilize art media without aversion or distress To wear typical clothing worn for the duration of the school day without outward signs of Short Term Objectives : The student will show improved ability to regulate incoming tactile sensations by: Preschool - Kindergarten participating in face wiping/washing as needed for cleanliness after lunch and/or snacks without undue distress in 8 out of 10 engaging sensations of art media on the skin without becoming distracted by the touch sensation (i.e. incessant need to rub or wipe away the media) until the end of class, or throughout the duration of the art project wiping art media away on an appropriate surface such as a tissue or paper towel in 8 out of 10 instances as opposed to use of clothing for same following accidental contact of the media with the skin accepting assistance with nose blowing or face wiping after sneezing without avoidance or distress in 8 out of 10 Grades One through Three wearing clothing with button fasteners at sleeves and waist band for up to two hours : Self-Regulation Component: Sensory Defensiveness Behavior: Tactile Defensiveness Dove Ministries for Children Pg. 15

5 aversion or distress To perform basic grooming routines involving hair care, face and hands independently as needed for appropriate social presentation in a school environment To adapt to social touch without aggression as needed for safety of others during contact sports without delayed behavioral over-reactions in 3 out of 4 wearing dress slacks, skirts, or dresses for participation in school dress up activities without unwanted behavioral over-reactions in 3 out of 4 wearing full dress clothing (tops and bottoms) for school programs for the first 15 minutes of the program without excessive fidgeting, squirming, etc. in 3 out of 4 Grades Four through Eight using comb and/or brush to groom hair without avoidance when prompted in 3 out of 4 instances engaging in face and/or hand washing routines independently and without avoidance as needed to remove soil in 3 out of 4 instances applying creams and/or gels without avoidance for protection of skin, face, or hair (i.e use of lip balm instead of picking at lips) when prompted in 3 out of 4 instances Grades Nine through Twelve engaging in sports activities involving jostling, bumping, and firm manual contact from peers without undue aggression in 9 out of 10 instances as needed for safety : Self-Regulation Component: Sensory Defensiveness Behavior: Tactile Defensiveness Dove Ministries for Children Pg 16