Sensory Integration and Zones of Regulation Quiz

Sensory Integration and Interventions

• Sensory Integration is a child-directed approach where the selection of activities is guided by the child's needs and responses.
• Sensory-Based Interventions are therapist/caregiver-directed and apply sensory input to organize the individual's level of arousal to meet the needs of the situation.

Zones of Regulation and Alert Program

• Zones of Regulation helps children and adolescents identify their level of arousal using four categories or zones, from low alertness to hyperarousal, each assigned a color and sign.
• The Alert Program helps children manage their levels of alertness or arousal using the metaphor of "how does your engine run?" (too fast, too slow, or just right).

Dysfunction in Motivation in Schizophrenia

• Motivational impairments in schizophrenia are linked to an impairment in reward processing, associated with a dysfunctional dopamine system in the cortical striatal pathway.
• Individuals with schizophrenia have difficulty learning what to do to gain rewards and picking up on cues indicating a reward is available.

Building New Habits and Routines

• Ensure a clear understanding of individuals' strengths and difficulties in planning and problem-solving.
• Focus on one activity at a time and complete a comprehensive analysis of the activity.
• Practice skills in the same environment and at the same time of day they will be used.
• Encourage repetition to develop and embed new routines and habits.

Cognitive Beliefs Assessment

• Structured assessments: questionnaires, self-report inventories, Pain Self-Efficacy Questionnaire (PSEQ), Canadian Occupational Performance Measure (COPM), Self-Efficacy Gauge.
• Semi-structured assessments: collaborative, individualized interaction between client and therapist, using tools like Beck's Thought Record, Burns's TIC/TOC technique, and Ellis's ABC model.
• Unstructured assessments: focus on real-time or concurrent thoughts and beliefs related to occupational performance as they naturally arise in the therapy process.

Executive Function Skills

• Concept formation & categorization: categorizing items in a group (e.g., sorting food as safe or toxic, clothes for different occasions).
• Schemas & Scripts: schemas create structure out of related concepts, and scripts describe the sequence of events in a familiar activity (e.g., going to the airport).
• Problem-solving: figuring out the best pathway to reach a certain goal (e.g., finding an alternative when a book is sold out).
• Decision-making: deciding to do things, using heuristics, anchoring, and adjustments (e.g., deciding to go to college based on cousins' experiences).
• Metacognition: awareness of what you know and do not know, and recognizing errors.