Question 1

Which of the following is NOT an assumption associated with sensory integration (SI) theory?

Accepted Answer

A) Children have an inner drive to develop SI through participation in sensorimotor activities. 
B) Adaptive interactions are critical to the development of SI. 
C) Environmental interactions have limited effects on the central nervous system. 
D) The brain functions as an integrated whole, meaning that cortical and subcortical structures are important for SI. 
A) Children have an inner drive to develop SI through participation in sensorimotor activities. 
B) Adaptive interactions are critical to the development of SI. 
C) Environmental interactions have limited effects on the central nervous system. 
D) The brain functions as an integrated whole, meaning that cortical and subcortical structures are important for SI. C

Question 2

Match the term to the definition.
-Body scheme

Accepted Answer

A) Feedback that arises from actions that produce a change in the environment 
B) Feedback that arises from the body and informs the child how it felt to move 
C) The sense of where body parts are in relation to one another 
A) Feedback that arises from actions that produce a change in the environment 
B) Feedback that arises from the body and informs the child how it felt to move 
C) The sense of where body parts are in relation to one another C

Question 3

Sensory integration (SI) theory hypothesizes that deficits in learning and behavior are because of poor processing and integration of sensation in the central nervous system (CNS).

Accepted Answer

A) True 
 B)False  True

Question 4

Which of the following statements is MOST accurate?

Accepted Answer

A) Poor self-esteem is primarily an outcome of poor sensory modulation, not poor praxis. 
B) Challenges with attention, self-regulation, and arousal are seen more often in children with poor sensory modulation as opposed to poor praxis. 
C) Deficits in proprioceptive processing primarily lead to poor sensory modulation, not deficits in praxis. 
D) Avoidance of meaningful activities is primarily seen in children with dysfunction in praxis, whereas children with poor sensory modulation rarely avoid engagement. 
A) Poor self-esteem is primarily an outcome of poor sensory modulation, not poor praxis. 
B) Challenges with attention, self-regulation, and arousal are seen more often in children with poor sensory modulation as opposed to poor praxis. 
C) Deficits in proprioceptive processing primarily lead to poor sensory modulation, not deficits in praxis. 
D) Avoidance of meaningful activities is primarily seen in children with dysfunction in praxis, whereas children with poor sensory modulation rarely avoid engagement.

Question 5

Match the term to the definition.
-Production feedback

Accepted Answer

A) Feedback that arises from actions that produce a change in the environment 
B) Feedback that arises from the body and informs the child how it felt to move 
C) The sense of where body parts are in relation to one another 
A) Feedback that arises from actions that produce a change in the environment 
B) Feedback that arises from the body and informs the child how it felt to move 
C) The sense of where body parts are in relation to one another

Question 6

Somatodyspraxia is a more severe practice deficit than Vestibular Bilateral Integration and Sequencing (VBIS) disorder.

Accepted Answer

A) True 
 B)False

Question 7

Deficits in a child's learning, behavior, and arousal following a traumatic brain injury can be attributed to sensory integration (SI) dysfunction.

Accepted Answer

A) True 
 B)False

Question 8

Ayres' theory focused primarily on contributions of the auditory and visual systems to motor planning.

Accepted Answer

A) True 
 B)False

Question 9

Match the term to the definition.
-Outcome feedback

Accepted Answer

A) Feedback that arises from actions that produce a change in the environment 
B) Feedback that arises from the body and informs the child how it felt to move 
C) The sense of where body parts are in relation to one another 
A) Feedback that arises from actions that produce a change in the environment 
B) Feedback that arises from the body and informs the child how it felt to move 
C) The sense of where body parts are in relation to one another

Question 10

The theory of sensory integration (SI) can be used to explain the cause of low muscle tone and poor proximal stability in a child with Down syndrome.

Accepted Answer

A) True 
 B)False

Which of the following is NOT an assumption associated with sensory integration (SI) theory?

Match the term to the definition. -Body scheme

Sensory integration (SI) theory hypothesizes that deficits in learning and behavior are because of poor processing and integration of sensation in the central nervous system (CNS).

Which of the following statements is MOST accurate?

Match the term to the definition. -Production feedback

Somatodyspraxia is a more severe practice deficit than Vestibular Bilateral Integration and Sequencing (VBIS) disorder.

Deficits in a child's learning, behavior, and arousal following a traumatic brain injury can be attributed to sensory integration (SI) dysfunction.

Ayres' theory focused primarily on contributions of the auditory and visual systems to motor planning.

Match the term to the definition. -Outcome feedback

The theory of sensory integration (SI) can be used to explain the cause of low muscle tone and poor proximal stability in a child with Down syndrome.

Sensory Integration in Everyday Life

Composing a Theory: an Historical Perspective

Structure and Function of the Sensory Systems

Praxis and Dyspraxia

Sensory Modulation Functions and Disorders

Sensory Discrimination Functions and Disorders

Assessment of Sensory Integration Functions Using the Sensory Integration and Praxis Tests

Using Clinical Observations Within the Evaluation Process

Assessing Sensory Integrative Dysfunction Without the Sipt

Interpreting and Explaining Evaluation Data

The Art of Therapy

The Science of Intervention: Creating Direct Intervention From Theory

Distilling Sensory Integration Theory for Use: Making Sense of the Complexity

Advances in Sensory Integration Research: Clinically Based Research

Advances in Sensory Integration Research: Basic Science Research

Using Sensory Integration Theory in Coaching

Complementary Programs for Intervention

Application of Sensory Integration With Specific Populations

Planning and Implementing Intervention Using Sensory Integration Theory

Planning and Implementing Intervention: A Case Example of a Child With Autism

Viewing Intervention Through Different Lenses

Is Sensory Integration Effective a Complicated Question to End the Book

Filters

Exam 1: Sensory Integration: a Jean Ayres Theory Revisited

Which of the following is NOT an assumption associated with sensory integration (SI) theory?

Match the term to the definition. -Body scheme

Sensory integration (SI) theory hypothesizes that deficits in learning and behavior are because of poor processing and integration of sensation in the central nervous system (CNS).

Which of the following statements is MOST accurate?

Match the term to the definition. -Production feedback

Somatodyspraxia is a more severe practice deficit than Vestibular Bilateral Integration and Sequencing (VBIS) disorder.

Deficits in a child's learning, behavior, and arousal following a traumatic brain injury can be attributed to sensory integration (SI) dysfunction.

Ayres' theory focused primarily on contributions of the auditory and visual systems to motor planning.

Match the term to the definition. -Outcome feedback

The theory of sensory integration (SI) can be used to explain the cause of low muscle tone and poor proximal stability in a child with Down syndrome.

Sensory Integration in Everyday Life

Composing a Theory: an Historical Perspective

Structure and Function of the Sensory Systems

Praxis and Dyspraxia

Sensory Modulation Functions and Disorders

Sensory Discrimination Functions and Disorders

Assessment of Sensory Integration Functions Using the Sensory Integration and Praxis Tests

Using Clinical Observations Within the Evaluation Process

Assessing Sensory Integrative Dysfunction Without the Sipt

Interpreting and Explaining Evaluation Data

The Art of Therapy

The Science of Intervention: Creating Direct Intervention From Theory

Distilling Sensory Integration Theory for Use: Making Sense of the Complexity

Advances in Sensory Integration Research: Clinically Based Research

Advances in Sensory Integration Research: Basic Science Research

Using Sensory Integration Theory in Coaching

Complementary Programs for Intervention

Application of Sensory Integration With Specific Populations

Planning and Implementing Intervention Using Sensory Integration Theory

Planning and Implementing Intervention: A Case Example of a Child With Autism

Viewing Intervention Through Different Lenses

Is Sensory Integration Effective a Complicated Question to End the Book

Filters