(Communicative therapeutic intervention for children

with severe impaired development and medical diseases)

Svetlana Kartunova, M.A, SLP, IBCLC

Varna, 2014
 At the beginning…


What we now about babies?


 Video examples

The differences between vaginal and cesarean birth
 Maternal cigarette - smoking during
pregnancy disrupts rhythms in fetal heart rate


To examine the effects of maternal cigarette smoking
during pregnancy on the developing infant's
autonomic regulation:
Methods: Heart rate variability (HRV) was assessed
for 10 min during late gestation for 21 cigarette-
exposed (CE) and 22 nonexposed (NE) fetuses.
Results: HRV was significantly lower in fetuses whose
mothers smoked cigarettes during pregnancy.
Philip Sanford Zeskind; Jeannine L. Gingras, Journal of Pediatric Psychology 2006;31(1):5-14.
© The Author 2005. Published by Oxford University Press on behalf of the Society of Pediatric Psychology. All rights reserved.
Maternal cigarette - smoking during pregnancy
disrupts rhythms in fetal heart rate

Conclusions: Results show that CE
fetuses have lower HRV and
disrupted temporal organization
of autonomic regulation before
effects of parturition, postnatal
adaptation, and possible nicotine
withdrawal contributes to
differences in infant
neurobehavioral function.
Philip Sanford Zeskind; Jeannine L. Gingras, Journal of Pediatric
Psychology 2006;31(1):5-14.
 The First Step – searching
mother and eating

 video
 Kangaroo care

Video example
 1 – 4 months Motor development


 Rooting and sucking reflexes are well developed.
 Swallowing reflex and tongue movements are immature;
inability to move food to the back of the mouth.
 Grasp reflex.
 Landau reflex appears near the middle of this period; when baby is held
in a prone (face down) position, the head is held upright and legs are
fully extended.
 Grasps with entire hand; strength insufficient to hold items.
Holds hands in an open or semi-open position.
 Movements are large and jerky.
 Raises head and upper body on arms when in a prone position.
 Turns head side to side when in a supine (face up) position; cannot hold
head up and line with the body.
 Upper body parts are more active: clasps hands above face, waves arms
about, reaches for objects.
 4 – 8 months Motor development
Reflexive behaviors are changing:


 Blinking reflex is well established
 Sucking reflex becomes …
 Moro reflex - disappears
 When lowered suddenly, infant throws out arms as a …
 Swallowing reflex appears and allows infant to …
Picks up objects using finger and thumb (pincer grip).
 Reaches for objects with both arms simultaneously; later reaches
with one hand or the other.
 Transfers objects from one hand to the other; grasps object using
entire hand (palmar grasp).
 Handles, shakes, and pounds objects; puts everything in mouth.
 Able to hold bottle.
 4 – 8 months Motor development


Sits alone without support, holding head erect, back straightened, and
arms propped forward for support
 Pulls self into a crawling position by raising up on arms and
drawing knees up beneath the body; rocks back and forth, but
generally does not move forward.
 Lifts head when placed on back.
 Can roll over from back or stomach position.
 May accidentally begin scooting backwards when placed on
stomach; soon will begin to crawl forward.
 Looks for fallen objects by 7 months
Plays ‘peek-a-boo’ games
 Cannot understand “no” or “danger”
 8 – 12 months Motor development
 Reaches with one hand leading to grasp an offered object or toy.
 Manipulates objects, transferring them from one hand to the other.
 Explores new objects by poking with one finger.
 Uses deliberate pincer grasp to pick up small objects, toys, and finger
foods.
 Stacks objects; also places objects inside one another.
 Releases objects or toys by dropping or throwing; cannot intentionally
put an object down.
 Beginning to pull self to a standing position.
 Beginning to stand alone, leaning on furniture for support; moves
around obstacles by side-stepping.
 Has good balance when sitting; can shift positions without falling.
 Creeps on hands and knees; crawls up and down stairs.
 8 – 12 months Motor development
 Walks with adult support, holding onto adult's hand; may begin to
walk alone.
 Watches people, objects, and activities in the immediate environment.
 Responds to hearing tests (voice localization); however, loses interest
quickly and, therefore, may be difficult to test formally.
 Follows simple instructions.
 Reaches for toys that are out of reach but visible
 Recognizes objects in reverse
 Drops thing intentionally and repeats and watches object
 Imitates activities like playing drum
 Begins to develop expressive rather than receptive language- child
actually responding to what is said to him instead of only receiving
and watching the interaction.[10]
Controlling the Senses and the Reflexes


The Central Nervous System (CNS),
composed of the brain, brain stem,
the cranial nerves, the spinal cord
and the nerve attachments controls
the senses and the reflexes.
What are the Primitive Reflexes?

Primitive reflexes are automatic
survival responses to stimuli
(Sensory Input) which develop
during uterine life and should be
fully present at birth.
 Anatomy of Primitive Reflexes:

Within the brainstem
Oldest part of the brain (Reptilian or Pre-
Cortical) => Midbrain => Cortical
Automatic vs Volitional
Stimulus elicited
Survival / Instinctual
As higher brain centers mature or the PR’s
Integrate more voluntary Postural Reflexes
and Cortical development occurs
Function of the Reflexes:

 Present in all of us as part of our central nervous
system (CNS) at birth and are involuntary
movements
 Primitive reflexes have a limited life span - to
help a newborn survive the first 9 months to a
year of life.
 Integration of these reflexes lead way to postural
reflexes or higher neural ability for voluntary
control

 Reflexes as a Diagnostic
Tool

 The central nervous system (CNS) maturity can
be measured by the presence or absence of
reflexes
 During key stages neural development will
determine when a reflex emerges and when it
integrates (or becomes inhibited)

Attention, Balance and Coordination: The A.B.C. of Learning Success

Sally Goddard Blythe
What are Retained Primitive Reflexes?


 These are primitive reflexes that remain and do not
integrate, therefore postural reflexes do not develop fully
 Thus the body remains under the influence of involuntary
responses instead of voluntary

Retained Primitive Reflexes cause:

 Difficult voluntary movements and Balance
 Irregular Visual Perception
 Irregular Auditory Processing
 Irregular Sensory Perception
Attention, Balance and Coordination: The A.B.C. of Learning Success
Sally Goddard Blythe
 Moro Reflex

 The Moro Reflex is when the entire body
responds to sudden changes in vestibular,
movement, auditory, visual or tactile stimuli

 Develops at nine weeks in utero

 Integrates between two and four months of age

Attention, Balance and Coordination: The A.B.C. of Learning Success

Sally Goddard Blythe
 More Specific Retention
Symptoms of Retained Reflexes:

Moro Reflex
• Aggressive
• Overactive (Ready-Fire-Aim) Fear Paralysis
• Overemotional (Weeping Reflex
Anger)
• Oppositional Defiance
*Learning Difficulty
• “The Screaming Child”
• “Can’t Turn Off”
• Hypersensitive to sense
(sound,taste,touch,vision,balance)

Attention, Balance and Coordination: The A.B.C. of Learning Success

Sally Goddard Blythe
 Tonic Labyrinthine Reflex

 The Tonic Labyrinthine reflex is elicited when there
is a change of head position forward or backward
thru mid-plane

 Provides the basis for upper trunk control leading to

normalized muscle tone throughout the body
regardless of head position

 Balance, posture, and coordination results from the

mastery of head control

Attention, Balance and Coordination: The A.B.C. of Learning Success

Sally Goddard Blythe
 More Specific Retention Symptoms of
Retained Tonic Labyrinthine Reflex :

• Poor Judgment of Balance, Space, Distance, Depth &
Motion
• Motion Sickness
• “Floppy” or “Rigid” Child
• Fatigue when Neck Flexed
• Learning Difficulty

Attention, Balance and Coordination: The A.B.C. of Learning

www.seed.org Success
Sally Goddard Blythe
 Asymmetrical Tonic Neck Reflex

 The ATNR is activated by spontaneous and
passive head turning from side to side

 Develops during the third month in utero

 Integrates between three to nine months

Attention, Balance and Coordination: The A.B.C. of Learning

Success
Sally Goddard Blythe
 More Specific Retention Symptoms of
Retained Asymmetrical Tonic Neck Reflex:

• Easily Distracted
• Poor Pencil Grip, Excessive Grip
• Missing Visual Reading Fields When reading
• Difficult Distance Perception
• Difficult tasks involving both sides of Body
• Poor Ball Skills
• Learning Difficulty

Attention, Balance and Coordination: The A.B.C. of Learning

Success
Sally Goddard Blythe
 Spinal Galant Reflex

 The Spinal Galant Reflex is activated by touch on
the side of the spine

 Develops at twenty weeks in utero

 Integrates between three to nine months

http://library.med.utah.edu/pedineurolo
gicexam/html/newborn_n.html
More Specific Retention Symptoms
of Retained Spinal Gallant Reflex :

• Delayed Sitting
• Abnormal Gait/Posture
• Poor Bladder/ Bed Wetting
• “Ant’s in Pants” Child
• Learning Difficulty

Attention, Balance and Coordination: The A.B.C. of Learning Success

Sally Goddard Blythe
 Symmetrical Tonic Neck Reflex
(STNR)

 The STNR is activated by the flexion and extension
of the head causing a reciprocal movement of arms
and legs as seen when the head is flexed the arms
will bend and the legs straighten

 Develops between six to eight months

 Integrates between nine to eleven months

Attention, Balance and Coordination: The A.B.C. of Learning Success

Sally Goddard Blythe
 More Specific Retention Symptoms of
Retained Symmetrical Tonic Neck Reflex :

 Poor posture due to a decrease in muscle tone, especially in the spinal
muscles.
 Tendency to slump or have difficulty sitting at a desk'
 Poor hand eye coordination. . Poor finger to nose Pointing. . Difficulties
with far-near vision (e.g. looking from workbook to the board in a
classroom).
 Slowness at copying tasks.
 Poor impulse control (poor frontal lobe integration)'
 Tendency to be long sighted'

Attention, Balance and Coordination: The A.B.C. of Learning Success

Sally Goddard Blythe
 More Specific Retention Symptoms
of Retained Reflexes:

Palmar Reflex
• Poor Manual Dexterity (Thumb)
• Speech Difficulties
• Manual Tasks Inhibit Talking
• Difficult writing (w/Mouth Motion)

Plantar Reflex
• Trouble w/Gait, Run, Toe Walk

Rooting/Suck Reflex
• Difficult Chew, Speech and Dribble
• Often w/ Car & Sport Injury, Dental
Attention, Balance and Coordination: The A.B.C. of Learning Success
Sally Goddard Blythe
Language development begins in
the womb

Infants less than an hour old
can show the difference between
the language of their parents and
a foreign language
 Social interactions can
extend the range of
sensitive periods for
learning.
Brainard, 2002

“My research shows facial imitation at birth and

deferred imitation soon thereafter.
… Infants can even imitate facial gestures they have never seen
themselves perform. Infants have an abstract mental code, we call
it a supramodal code, that unites acts seen and acts done within
the same framework.” A. Meltzoff, 2007

 
Babies can communicate many of
their needs and wants before they start
talking, and how you respond can
help them learn the words and phrases
they will use later.
 
The first year of life is critically important
for language development, even though
many babies do not say any words during
this period
How, and how much, you talk to your
children from birth to age three has a huge
influence on their language skills in school
 Four important factors are common to
all age groups:
1.Rhythmicity - the child's ability to produce

rhythmic movement patterns

First seen in infants when they suck - allowing for

coordination between breathing, sucking, and
swallowing
Rhythmicity continues through each stage of
development.
 Four important factors are common to
all age groups:
2. Stability - the child's ability to hold the

body steady

Stability is first provided by physical characteristics and

motor patterns that are present at birth.
* One of the earliest forms of stability is the pads of fat
(sucking pads) inside the infant's cheeks. This compensates
for an early lack of voluntary motor skills.
The sucking pads help to…???
* Sucking pads are predominant during the first three
months and disappear as the child gets older
 Four important factors are common to
all age groups:


3. Physiological Flexion - the fetal position

Provides stability for sucking.

* Physiological Flexion causes the entire body
to flex or bend into a natural stable position.
 Four important factors are common to
all age groups:


4. Separation of Movement (also called
dissociation) - the child's ability to move one
part of the body without moving other parts

Separation of movement appears as the child's

stability increases, allowing mature chewing patterns
to develop.
-Example: …???
 Pre-requisite skills

 Just as children must crawl before they walk, and
drink from a bottle before a cup, children develop
pre-requisite speech skills through feeding, and
sound play.
Mouthing toys, chewing, babbling,
and swallowing are all important
factors in preparing the musculature
for speech production.
The baby isn’t the small
model of adult
 Major anatomical differences include:

 The oral cavity is smaller than in the adult
 The tongue fills the mouth and rests more anteriorly (at the front
of the mouth)
 The soft palate, tongue and epiglottis approximate (touch)
 The lower jaw (mandible) is small and pulled back
 Anterior movement of the pharyngeal wall is much greater
 The larynx is higher and pharynx shorter causing less hyo-
laryngeal excursion (elevation and depression of the larynx and
hyoid bone thus leading to epiglottic inversion - one of the four
system in place to protect the airway) in infants
 Sucking pads exist
 Anatomical
differences


http://a248.e.akamai.net/7/248/432/20101213121747/www.msdlatinamerica.com/ebooks/HeadNeckSurgeryOtolary
ngology/files/de66452a251c0eed91ef63fc5bc51beb.gif
 Growing,
Motor development
and
Stability
of the mandible
 Jaw stability is the foundation for
speech production and feeding
management

Three diagnostic terms are consistently used in the
literature and in therapy programs targeting the jaw:

 dissociation/differentiation
 grading/control
 fixing (i.e., associative movements or lack of
dissociation and grading)
Oral-motor, hearing and vestibular
mechanisms

Space, balance and speech

Cranial nerves

 Сензорни и моторни
разклонения на:
 n. trigeminus
 n. vagus

 5 от 12те краниални
нерви минават през
тази област
 What sense is involved with the speech process?
If the sensory integration affects speech?


hearing. Auditory input from other and auditory feedback
from our own speech
Sight - visual - facial expressions and gestures.
sense of touch (tactile sense) - the articulators, the flow of
breath, the vibration in the larynx and the resonance chambers of
the pharynx, nose and mouth.
 taste and smell
 The sixth and seventh senses

Proprioception - the body's position in relation to itself, and
movement of the body's parts.
Joints - bent or extended,
muscles - contracting or relaxing

Proprioception is crucial to fine motor coordination.

The proprioceptive and tactile systems work
together - HOW???
Who is faster??
 The sixth and seventh senses

The vestibular system - sense of balance.

The vestibular system works with the visual system

to enable us to keep our eyes focused on an object
while we are in motion.
 

http://www.dailymail.co.uk/news/article-1095101/Over-reliance-seats-leaves-couch-potato-babies-missing-
crucial-developmental-stage.html
 

http://www.voi.no/tonisk%20posturale%20system.html
 Sensory Integration

Five neurosensory systems:
 Auditory
 Visual
 Vestibular
 Proprioceptive
 Tactile

developed by A. Jean Ayres, PhD

 Definition

“Sensory integration is the neurological process
that organizes sensations from one’s body and
from the environment, and makes it possible to use
the body to make adaptive responses within the
environment. To do this, the brain must register,
select, interpret, compare, and associate sensory
information in a flexible, constantly-changing
pattern”
A. Jean Ayres, 1989
http://wikipremed.com/image_science_archiv
e_68/040712_68/400450_BodyPlanes_68.jpg
http://porteracademy.org/occupational_therapy.html
 Observing SPD’s

An Individual defined as having SPD concerns
exhibits variations of sensory activity in :
Frequency Intensity Duration

Observed as either as a Hypersensitivity or a

Hyposensitivity
 The Sensitivity of the Seven Senses in
SPD

Hypersensitive - requires Hyposensitive - requires
less stimulation more stimulation
 Avoids sounds  Appears to ignore sound
 Overwhelmed by intense visual  Appears uninterested by visual
 Object to textures and gag  Tastes inedible objects
 Avoid textures and being touched
 Chews and presses into objects
 Avoids odors
 Unaware of unpleasant odors
 Rigid and uncoordinated
 Apprehensive running, climbing and
 Limp and clumsy
swinging  Craves rocking, twirling and
fidgets
 Symptoms of Defensiveness
 Has a narrow or limited interests
 Fear movement and heights, or get sick from
exposure to movement or heights
 Be very cautious and unwilling to take risks or try
new things
 Respond to being touched with aggression or
withdrawal
 Responds negatively to certain sounds
 Be very picky eaters and/or overly sensitive to food
smells
 Will only wear certain kinds of clothes, sensitive to
tags.
Symptoms of Modulation Disorder

 Difficulty tolerating or adjusting to even minor
changes in routine
 Disregard or impaired ability to interact with others
 Disrupted sleep and wake cycles
 Attention problems either easily distracted, or
fixated on one activity with difficulty shifting focus
 Feel uncomfortable in busy environments, such as
sports events, malls
 Under registration

 Handles people or objects roughly
 Unawareness of touch or pain, or touching others too
often or too hard (which may seem like aggressive
behavior)
 Taking part in unsafe activities, such as climbing too
high
 Fatigues easily and appears unmotivated
 Effects of Sensory Processing

 Sensory processing is the result of the ability to
regulate arousal, organize behavior and modulate
sensation as a result of its affect on the environment…
 Knowing how one’s body in space and the ability to
deal with the environment allow us to move
 Bilateral integration form and space perception, praxis
and body scheme are all a result of the development of
posture

So praxis is the result of good sensory processing

when the sensory and motor systems work together
 Sensory integration and speech

The speech is a fine motor activity. the abdomen
chest
Which muscles are involved? neck
larynx
work together pharynx
with precise coordination jaw
and sequencing tongue
lips
face
What is this?
Sensory integration and speech


The brain coordinates and

controls all of these,
while at the same time…
 Sensory integration and speech

What else?
Oral and Verbal Praxis
 Neuroplasticity and
Rehabilitation

1. Body parts can compete for representation in the
brain and use of a body part can enhance its
representation.
2. The premotor cortex can substitute for the motor
cortex to control motion.
3. The contralesional hemisphere can take over motor
control if all else fails.

Neuroplastic mechanisms can be facilitated and

this is a good basis for intervention

Example: Stroke patient

 

http://en.wikipedia.org/wiki/Human_brain_development_timeline#mediaviewer/File:Human_Brain_Development_Timeline.jpg
 Neurodevelopmental Frameworks

Neuroplasticity
 The brain’s natural plasticity provides the
opportunity to improve how the brain functions.
 Applying the neuroplasticity theory allows us to
utilize sound therapy to stimulate the sensory
channels with the appropriate input with
sufficient frequency, intensity and duration.
What is Sensory Integration Therapy?


 Active Participation
 “Just Right Challenge”
 “Adaptive Response”
 Self Directed
 Goals and Outcomes of Sensory
Integration Therapy

Improve attention to task, participation and learning
Increase independence in self care tasks
Decrease fear and anxiety
Improve communication
Improve ability to adapt to change/flexibility
Increase socialization
Increase self confidence
Improve ability to explore choices in their
environment, community integration
 References
 Neuroscience: An Outline Approach, Anthony Castro | icg.harvard.edu/~psy1-
s/ lectures/06sensation
 Neuroanatomy/Brain Imaging Information is from:
Eric H. Chudler, Ph.D. , E-mail: [email protected], URL:
http://faculty.washington.edu/chudler/neurok.html
 Brain Matters, www.brainmattersinc.com
 Mirror Neurons: “Cells That Read Minds”, Sandra Blakeslee, January 10, 2006
 Children With Disturbances in Sensory Processing: A Pilot Study Examining the
Role of the Parasympathetic Nervous System July/August 2003, Volume 57/Number
4, Roseann C. Schaaf, Lucy Jane Miller, Duncan Seawell, Shannon O’Keefe
 Evolution and the autonomic nervous system: A neurobiological model of socio-
emotional and communication disorders Stephen W. Porges, Ph.D.
Olga V. Bazhenova, Ph.D.
 Polyvagal Theory by Stephen Porges, PhD, UIC (Google Porges)
 Neuroplasticity Information is from: Mark Hallett, MD
http://www.vard.org/jour/05/42/4/hallet.html
 References
 Opening the Mind's Eye: How Images and Languages Teach Us How to See by
Ian Robertson, St. Martin 's Press, New York 2002
 The Mind and the Brain: Neuroplasticity and the Power of Mental Force by
Jeffrey M. Schwartz, M.D., and Sharon Begley, HarperCollins Publishers
Inc., New York 2002
 Franke LM, Walker WC, Cifu DX, Ochs AL, Lew HL. Sensorintegrative
dysfunction underlying vestibular disorders after traumatic brain injury: A
review. J Rehabil Res Dev. 2012;49(7):985-94.
http://dx.doi.org/10.1682/JRRD.2011.12.0250
 Breedlove, et al., Biological Psychology, Fifth Edition, published by Sinauer
Associates© 2007 Sinauer Associates and Sumanas, Inc.
 www.vestibular.org, 2008г.
 Д-р Димитър Кехайов MD; PhD http://bgconv.com/docs/index-88689.html
 framar.bg
Svetlana Kartunova
Sofia, Bulgaria
[email protected]
00359 887 454 868