1. If the therapist uses orthoses and positioning, structural damage will be prevented.
2. If the therapist uses orthoses, positioning, and rest followed by stress, structural stability will be regained.
3. If the therapist prescribes increased duration and/or intensity of activities, then endurance will be regained.
4. f the therapist uses elevation, pressure, temperature control, and ROM, then peripheral edema will be reduced.
5. If the therapist uses PROM, active assisted ROM, AROM, scar preventin, orthoses and positioning, then passive ROM wil be maintained.
6. If the therapist uses heat, scar remodeling, passive stretch, active stretch, orthoses, poistioning, and activities, then ROM will be increased.
7. If the therapist uses AROM and activities, then strength will be maintained.
8. If the therapist uses isometric, active assistive, active, and progressive or regressive resistive exercises, then strength will be increased.
1. If the therapist uses passive elongation, reflex inhibiting patterns, positionins, and weight shifts, then hypertonia can be inhibited.
2. If the therapist uses joint compression, joint traction, manual resistance, and weight shifts, then increased tone for hypotonia can be facilitated.
3. If the therapist uses passive elongation, active weight shifts, passive pelvic tilts, and active axial rotation, then axial control can be facilitated.
4. If the therapist uses reflex inhibiting patterns and desired combinatins of movement patterns, then automatic reactions can be facilitated.
5. If the therapist uses dissociation of synergy patterns, reflex inhibiting patterns, limb weight shifts, place and hold, and postures and movements with rotational and reciprocal limb movements, then limb control can be facilitated.
The basis is an eclectic integration of principles from Freud, Jung, Hartmann, White, rogers, Maslow, and Goldstein (Freudian, Jungian, neo-Freudian, existential-humanistic, and social and ego psychologies). Tactile system, auditory system, relationship to gravity, movement level, oral arousal, olfactory arousal, visual system, attention level, postrotary nystagmus, sensitivity to movement, proprioceptive sensitivity, and emotional arousal.
Evaluation is completed using clinical observations; parent, teacher and child interviews; and several assessment tools including the sensory integration and praxis test, touch inventory for elemantry school aged children.
1. Cognition is the individual's capacity to acquire and use information in order to adapt to environmental demands. Cognitive abilities are not conceptualized as specific components, but as the underlying straategies and potential for learning.
2. Cognitive function (i.e., the ability to receive, elaborate, and monitor incoming information) is influenced by the dynamic interaction between the individual (strategies, metacognition, the learner charachteristics), the task, and the environment.
3. Cognitive abilities are modifable and vary with the characteristics of the task, the environment, and the individual.