Human Development Module 1 PDF

[Brenda K. Lyman] 10:07:24 This quiz today, you'll be fine taking it prior because the information Most of the information is in the sync class, but not all the information. But I will extend the time. So all you need to do is reach out to me [Brenda K. Lyman] 10:07:35 And I ask you at this poi...

[Brenda K. Lyman] 10:07:24 This quiz today, you'll be fine taking it prior because the information Most of the information is in the sync class, but not all the information. But I will extend the time. So all you need to do is reach out to me [Brenda K. Lyman] 10:07:35 And I ask you at this point forward, some of you have been emailing me, which has been just fine, absolutely fine. But now that we have started this class, I would like to have all the correspondence and the communication go through the inbox. I have a reason and a rationale for that. [Brenda K. Lyman] 10:07:52 I have a dual role also as an admissions director for the program. [Brenda K. Lyman] 10:07:57 And I get so many emails coming through every day that I don't want to lose your email. And if you have something that you really need to talk to me about. [Brenda K. Lyman] 10:08:05 I don't want it to get stuck between other emails. So I will be going in every day And I will be looking at the inbox and I will be responding to you. And as we mentioned yesterday in the orientation, it's a 24-hour turnaround. So we are really diligent about doing that. [Brenda K. Lyman] 10:08:24 But if you could also make sure that you put both my name And Dr. Surrett's name. [Brenda K. Lyman] 10:08:31 On each of the emails. That way, if something happens and one of us has to be out for a day, the other person It keeps track and knows what's going on. But typically I will be answering your emails. [Brenda K. Lyman] 10:08:45 Okay, so is everybody clear on that i know that I'll still get a few emails through my inbox. [Brenda K. Lyman] 10:08:52 And I will gently share with you and say, hey, will you please send us through the the Canvas inbox support. [Brenda K. Lyman] 10:09:03 Excuse me. If I start coughing. Realize I'm a horse woman. [Brenda K. Lyman] 10:09:09 I feed my horse hay cubes every morning and there's dust and sometimes that happens. And so sometimes I end up with a little bit of in my lungs. And so if I get to talking and I might have to take a little break. So anyway. [Brenda K. Lyman] 10:09:23 Okay, so let's talk a little bit more about some of the expectations. [Brenda K. Lyman] 10:09:29 I mentioned before that I haven't been able to find a book in and of itself that I feel comfortable that shares with you all of the basics for human development. [Brenda K. Lyman] 10:09:39 As a result of that, we have three textbooks that you have. [Brenda K. Lyman] 10:09:44 Also, as a result of that, we have one assignment that extends throughout the entire semester. [Brenda K. Lyman] 10:09:50 That assignment is to make a portfolio. That portfolio is one of the requirements that we have for our standards for accreditation for the program. So this is a really, really important assignment. [Brenda K. Lyman] 10:10:08 But we are going to be able to chunk that assignment into doing a little piece of it each week. [Brenda K. Lyman] 10:10:17 Then at the end of the semester, the entire portfolio will need to be completed and you will submit it. [Brenda K. Lyman] 10:10:23 But if you start chunking it each week. You'll be able to see it progress. [Brenda K. Lyman] 10:10:29 Now, the portfolio isn't for me. It's not for Dr. Surrett, okay? This portfolio that you're developing is for you. [Brenda K. Lyman] 10:10:38 It's for you to have when you're for you when you Do your fieldwork to be able to refer back to. It's for you to have when you start that first job. [Brenda K. Lyman] 10:10:47 To refer back to. It's for you to have when you, and you probably aren't even there yet thinking in terms of this. [Brenda K. Lyman] 10:10:54 But when you become that occupational therapist that also has students out there, when you're taking your fieldwork one students, when you're taking your fieldwork to students So that you have a resource Maybe it will be for them to share with them [Brenda K. Lyman] 10:11:13 So what this portfolio is is a resource of typical development throughout the lifespan. You're going to be getting information for babies children, adolescents, adults. [Brenda K. Lyman] 10:11:29 Aging adults, okay? And it's going to be yours. So you can make it as creative or as bland. [Brenda K. Lyman] 10:11:39 As you want it okay so some people like they'd love to get into the PowerPoint and they've got some pictures and they they're making it For them. And some people want to stick with Word docs and just you know write [Brenda K. Lyman] 10:11:54 The text on it. And that's great because it's for you. [Brenda K. Lyman] 10:11:59 It's how you want it to be designed. At the end of this first week, your first assignment and all your assignments are going to be due at the end of the week. Now you can work over the weekends if you choose. [Brenda K. Lyman] 10:12:14 But I've tried to outline this course to give you a little bit of structure to get you accustomed to developing your own structure in future courses of how you're designing things and how I have set it up for you for this particular course [Brenda K. Lyman] 10:12:32 Is that Mondays you should do all your readings in your async work. Now you can do this over the weekend if you choose. [Brenda K. Lyman] 10:12:38 But Mondays you have available to do all your async work and your readings. [Brenda K. Lyman] 10:12:44 Tuesdays you come to this class. And you have 24 hours from this class to Wednesday to take that quiz. [Brenda K. Lyman] 10:12:54 Wednesdays, you should do all your async and your readings. [Brenda K. Lyman] 10:12:59 For Thursday's class, okay? And then Thursday you come to class. [Brenda K. Lyman] 10:13:04 And after Thursday's class, you have 24 hours to do that async quiz. [Brenda K. Lyman] 10:13:09 Then on Fridays. You jump in and you dive into your portfolio. [Brenda K. Lyman] 10:13:14 And you get that assignment done and you submit it. And then you can choose to do whatever you want to do over the weekend. [Brenda K. Lyman] 10:13:22 But that is the way this course is designed. It's designed sequentially and the modules also are designed sequentially. [Brenda K. Lyman] 10:13:32 So if you just go through each one of them sequentially, you'll see that the sync class is only a placeholder in your modules. [Brenda K. Lyman] 10:13:41 It doesn't have any information in it. You'll go into the sync class and you'll just have to hit the next button Because the next button takes you then to the quiz, okay? And oftentimes that quiz will be information from the async class and it's not going to be tough stuff. It's going to be basic stuff. [Brenda K. Lyman] 10:13:58 But that's why you should be taking some notes and you should be really paying close attention. And that's also why that we say you don't drive. [Brenda K. Lyman] 10:14:08 You don't participate in anything else. You're not sitting at a cafe, you know, you know, with some type of someone coming up, a server coming up to to assist you and you're having to be distracted, right? We want you to be focused in what you're doing and that's why [Brenda K. Lyman] 10:14:27 We need to have you have your screens on so that we can actually see you and see that you're really engaged. [Brenda K. Lyman] 10:14:34 In this information since we're going double speed, you know, this is accelerated. You're really moving forward with this program. [Brenda K. Lyman] 10:14:42 Okay, so keep these things in mind. And some of you might have some questions. Please write your questions down and the questions are going to go to the office hours okay because we have to get through so much material that I don't want to stop in the middle of this hour that we have everyone. So if you have questions. [Brenda K. Lyman] 10:14:59 Write them down, bring them to office hours and let's get them all answered, okay? Because I'm sure you guys will have some. [Brenda K. Lyman] 10:15:05 Absolutely. Okay. So let's see what I still need to cover. [Brenda K. Lyman] 10:15:14 Wow, I think I've covered most of all my notes here. [Brenda K. Lyman] 10:15:18 Last, I want to let you know that I would really like everyone to get an A out of this course. [Brenda K. Lyman] 10:15:25 But I also want you to know that I'm not about greats. I'm about learning. [Brenda K. Lyman] 10:15:29 So of course, grades a course grade means nothing means means If you haven't learned the material. [Brenda K. Lyman] 10:15:36 So do not be surprised if you come to me or if you come to Dr. [Brenda K. Lyman] 10:15:42 And you're questioning something. And we will go through this and we're very, both of us are very approachable. We'll talk through this with you, but I might say to you. [Brenda K. Lyman] 10:15:53 What did you learn from this experience? And I want to hear what you've learned from this experience And it may be that two answers are right. [Brenda K. Lyman] 10:16:02 It may be that we've had to share with you a little bit more information so that you understand why a particular answer is right and why another one isn't. [Brenda K. Lyman] 10:16:12 But I want you to understand too that you want to understand I was a supervisor and I've hired a bunch of OTs both at a primary children's hospital where I was a supervisor over PT and OT. [Brenda K. Lyman] 10:16:25 And When I was looking at individuals transcripts clinically, and I've also hired in education over seven years, I was the hiring manager over eight different programs, not just OT. [Brenda K. Lyman] 10:16:39 And peachy, but grad check and all sorts of other programs. [Brenda K. Lyman] 10:16:43 But when I would look at people to come in to determine if I was going to hire them or not. [Brenda K. Lyman] 10:16:48 I looked at their transcript. Yeah, I looked at their transcript. But that 4.0 didn't mean anything to me. [Brenda K. Lyman] 10:16:57 What it meant was that it meant that I hope that this person still has a good personality. [Brenda K. Lyman] 10:17:04 And can still work with people. And it's not all about the grades of things and all about getting the highest of everything. And so what I want to make sure that you understand too is I want to give you an A. I truly do want to give you an A in this class. [Brenda K. Lyman] 10:17:21 Number one, you have to earn it. To earn it, get your assignments in on time. That's the one thing that we found throughout this last year of developing this program is that you're more apt to do very well if you just get your assignments in on time. If you're late in getting your assignments in. [Brenda K. Lyman] 10:17:40 There's probably going to be some difficulty with your grades. So just make sure that you pace yourself and with good time management, okay? [Brenda K. Lyman] 10:17:48 So anyway. That all being said, did I miss anything, Dr. Surat, that you think I should add? [Brenda K. Lyman] 10:17:59 Okay. Okay. So again. [Brenda K. Lyman] 10:18:05 Just to let you know, at the last five minutes of the class, there will be a question. [Brenda K. Lyman] 10:18:10 You do need to go into your canvas. You go into the module. It will say closing question. Go in and answer it in Canvas. [Brenda K. Lyman] 10:18:19 If you don't have access to Canvas yet. Then what we need you to do is we need you like you probably you won't have access to the inbox either for communication if you don't have access to Canvas. [Brenda K. Lyman] 10:18:31 Then you will need to email Dr. Surrett and I and just Let us know that you were here the entire time, okay? [Brenda K. Lyman] 10:18:39 But otherwise, the rest of you that have access to Canvas answer that question inside of Canvas. [Brenda K. Lyman] 10:18:45 That will be standard with every sync session. [Brenda K. Lyman] 10:18:48 So you'll be expected to do that. So just kind of keep that in mind. That will be open five minutes prior to the end of the class and 10 minutes after class. So you'll have 15 minutes to complete that. [Brenda K. Lyman] 10:19:00 So don't feel stressed. Again, it's not right or wrong. I will be looking at the answers. If you do get something wrong, I'll be reaching out to you and we'll talk about it. [Brenda K. Lyman] 10:19:11 But it's not a right or wrong type of thing. It's more of an integration to get you kind of used to what the class session was. [Brenda K. Lyman] 10:19:18 And that you were there the entire time. So just be aware of that, okay? [Brenda K. Lyman] 10:19:23 Are we good, everyone? Okay. All right. [Brenda K. Lyman] 10:19:29 Okay, so I am going to do a screen share here and I am going to pull up a PowerPoint. [Brenda K. Lyman] 10:19:39 Presentation. That I have ready for you. [Brenda K. Lyman] 10:19:48 And give me just a second. Here. [Brenda K. Lyman] 10:19:59 And I think. There. [Brenda K. Lyman] 10:20:08 And I'm guessing everyone sees that. Is that thumbs up? Yes. [Brenda K. Lyman] 10:20:14 Okay, fantastic. All right. Great. Okay. We're going to be talking about the sensory system and its integration. And as you become an occupational therapist, you are going to Here are the terms sensory integration. But first off, we need to understand the sensory systems [Brenda K. Lyman] 10:20:36 And their integration and so their integration and so What are the sensory systems of the body? [Brenda K. Lyman] 10:20:43 So those of you that you have access to the chat. I'm hoping everyone has access to the chat. [Brenda K. Lyman] 10:20:51 Go ahead and type in some of the sensory systems of the body you were reading Let's see if we can get all eight sensory systems identified in the chat. [Brenda K. Lyman] 10:21:02 Dr. Surat, can you read some of those that are in the chat? My screens are off the chat right now. [Eric Sarrett] 10:21:15 Vision, olfactory hearing. Touch auditory hearing. Proprioception, good. [Eric Sarrett] 10:21:23 Taste or which we can get taste or gestation. There you go gestatory Somebody got vestibular. [Eric Sarrett] 10:21:33 You see perception again. Interception, good, Laura. [Eric Sarrett] 10:21:40 That's the eighth sense that most people forget about i think that's all. We had vision, hearing, taste, touch. [Brenda K. Lyman] 10:21:47 Yep. As long as we got all of these, vestibular, tactile, proprioceptive, vision, hearing, gustatory, olfactory, interoceptive. [Eric Sarrett] 10:21:50 Out of joy. Yeah. [Brenda K. Lyman] 10:21:57 Awesome. Awesome. You guys did your readings. That's great. So let's talk a little bit about these senses. We're going to go into some of these. [Brenda K. Lyman] 10:22:07 Our senses of the body. One of the things, if you look at that bottom diagram there. It's got the picture of the ear. There's two senses that are actually involved in the receptor sites of the ear. One is the inner ear, one is the middle ear. [Brenda K. Lyman] 10:22:27 And what are those two? Let's put it in the chat. [Brenda K. Lyman] 10:22:36 Does anybody have that? [Eric Sarrett] 10:22:51 Where I said balanced. Equilibrium. [Brenda K. Lyman] 10:22:58 Okay, let's think of senses. There's two. There's our senses and you've got the list of eight senses. Two of those senses have their receptor site. [Brenda K. Lyman] 10:23:10 In the ear. Any ideas? [Eric Sarrett] 10:23:13 The vestibular and auditory. There we go. [Brenda K. Lyman] 10:23:16 Okay, thank you. Vestibular and auditory. And if you take a look at that bottom diagram there. [Brenda K. Lyman] 10:23:22 You'll find that the middle ear oftentimes is about hearing or auditory, and you'll find that the inner ear or the labyrinth, those little you know. [Brenda K. Lyman] 10:23:35 The labyrinth at the top I don't know if you can see my cursor. Can you see my cursor? Yes. [Brenda K. Lyman] 10:23:41 This is the labyrinth right here okay and the cochlea, but the labyrinth has the endolymph, which is a fluid with little cilia, hair-like silicos in there. [Brenda K. Lyman] 10:23:52 And these semicircular canals that you see here are all right angles to one another. And because of that, anytime that we're moving back and forth. [Brenda K. Lyman] 10:24:03 That fluid influences those hair-like follicles to give us a sense of where we are in space. [Brenda K. Lyman] 10:24:09 And that is our vestibular system and that and inside those semicircular canals give us that receptor site. [Brenda K. Lyman] 10:24:16 Whereas hearing is totally located in a different area, which is normally the middle ear. [Brenda K. Lyman] 10:24:22 But the ear is an extremely important organ that we have in our body because it's got those two senses. [Brenda K. Lyman] 10:24:29 So anyway, I just wanted to share that with you. Going forward. [Brenda K. Lyman] 10:24:35 The census, if you take a look at this pyramid. It is a developing pyramid. [Brenda K. Lyman] 10:24:40 And if you're looking down here at the sensory, you see that the central nervous system is the basis for everything. But from there, we've got the sensory from the sensory, it moves up to the sensory motor, which begins to be more of what we would call reactions. [Brenda K. Lyman] 10:24:58 Down here are more reflexive information because it's a direct receptor site that is influencing the senses. [Brenda K. Lyman] 10:25:07 And here we get to more reactions, which is more sensory motor of what we see. [Brenda K. Lyman] 10:25:13 So again, keep in mind The three basic senses in this pyramid And this is important for you to know because in occupational therapy, these are the three senses that we do the most work with. [Brenda K. Lyman] 10:25:29 So from a typical developing perspective, we need to totally understand the tactile The vestibular. [Brenda K. Lyman] 10:25:40 And the proprioceptive census. Now, we're going to talk a little bit about what each of those senses are. [Brenda K. Lyman] 10:25:48 But those are very, very three important senses. [Brenda K. Lyman] 10:25:54 That we work with. Okay. So, oops. [Brenda K. Lyman] 10:26:01 That wasn't so good. There we go. So Let's talk about what they are a little bit. And we're going to talk about what each of these senses are. So the sense of smell. [Brenda K. Lyman] 10:26:13 Gestatory, right? That's pretty easy. Right? Okay. [Brenda K. Lyman] 10:26:18 Auditory is our hearing. That's also pretty easy, right? Vision is our seeing. [Brenda K. Lyman] 10:26:27 Okay. Tactile. One of our basic senses. [Brenda K. Lyman] 10:26:32 Okay, what are And you can raise your hand on this if you want to go down to reactions, hit reaction, raise your hand and answer it, or you can type it into the chat. [Brenda K. Lyman] 10:26:44 And Dr. Surrett, if somebody raises her hand, if you could call on them, because I've still got my screens up here, that would be great. [Brenda K. Lyman] 10:26:50 But from a tactile perspective. What is it that feel. [Eric Sarrett] 10:27:05 Michael. [Brenda K. Lyman] 10:27:06 Okay, Michael. [Michael Madden] 10:27:07 So deep pressure, soft touch, stuff like that it's sensations that are relayed to us through the sensations from the organs in the skin. [Brenda K. Lyman] 10:27:18 Thank you, Michael. Absolutely. And pain too, right? But bottom line, what we focus mostly on in occupational therapy is light touch. [Brenda K. Lyman] 10:27:29 And deep pressure. Okay, so keep in mind the light touch and the deep pressure because a lot of times later on. [Brenda K. Lyman] 10:27:38 When you learn more about atypical, you will find that a child or a person might have avoidance. [Brenda K. Lyman] 10:27:47 To light touch. Or they may be sensory seeking deep pressure type of thing. So keep those in mind from the tactile system perspective. Okay. [Brenda K. Lyman] 10:27:59 Taste. Okay, we all know the taste, right? And, you know, with the sour and the sweet and the salty and, you know, the bitter and that type of thing. So that's That's a given. Okay, vestibular. We're going back into one of these basic senses again. [Brenda K. Lyman] 10:28:15 Vestibular. Who can tell me a little bit about the vestibular? What does the vestibular tell us? [Brenda K. Lyman] 10:28:22 Okay, Michael's on it today. Go for it. [Michael Madden] 10:28:29 So vestibular is basically our sound Sorry, I'm a little bit tired. [Brenda K. Lyman] 10:28:34 Awesome. [Michael Madden] 10:28:37 So vestibular is basically how we determine sound. It's how we whether we're seeking or avoiding sounds. Is it loud? Is it quiet is it things of that nature. [Brenda K. Lyman] 10:28:50 Okay that's that's close. Because it is the ear, right? [Brenda K. Lyman] 10:28:55 But let's look at vestibular from instead of the hearing perspective. [Brenda K. Lyman] 10:28:59 Let's look at vestibular from the other perspective. Dr. Surratt, who's next on the list? [Brenda K. Lyman] 10:29:09 To ask. They've had their hand up. [Eric Sarrett] 10:29:12 I saw Elizabeth. And then Tiffany. [Elisabeth Latten] 10:29:17 Hey, can you guys see and hear me? [Brenda K. Lyman] 10:29:21 Yes, we can. [Elisabeth Latten] 10:29:23 Okay, so the vestibular, even though it's like based from the ear, it is related to our balance. [Elisabeth Latten] 10:29:29 So it's directly like related to our coordination and movement. So if you're thinking like of the OT sense and things of how we will work with people in vestibular. It's definitely about coordination, movement, balance to prevent falls. [Brenda K. Lyman] 10:29:46 Okay. And so it is a means to give us a sense of where we are in space. [Brenda K. Lyman] 10:29:54 Right? Are we tilted? Are we upright? [Brenda K. Lyman] 10:29:58 Are we inverted? Are we upside down? Are we falling backwards? [Brenda K. Lyman] 10:30:03 It's that sense of where we are in space. Okay, who's next that wants to contribute? [Eric Sarrett] 10:30:13 I didn't see who spoke. Was that Elizabeth i I've only seen so many pictures and um [Brenda K. Lyman] 10:30:22 Okay, maybe everybody's got their hands down now. Which is okay. That's all good. That's all good. So from a vestibular standpoint. [Brenda K. Lyman] 10:30:33 It gives us a sense of are we moving? Right. And where are we from our movement perspective? You will see people that want to seek They're going to love inversion. [Brenda K. Lyman] 10:30:45 I see Kyla had her hand up. Did you want to say something? [Kyla Castro] 10:30:50 Yeah, I was just thinking about what I could add and I read about how It's well practiced before birth due to the aquatic environment that we're in. [Kyla Castro] 10:31:02 So that's like one of the most developed sensory processes that we have when we're born. [Brenda K. Lyman] 10:31:10 Absolutely. Absolutely. And that's something that you will be asked on the quiz. And by the way, the quiz is open book. [Brenda K. Lyman] 10:31:18 The quiz is open book and where the answers are also listed. So because I'm not about having you guys spend all your time searching for answers. I want you to know where to find them and then what the right answer is. [Brenda K. Lyman] 10:31:32 So that is one of the questions that you're going to be asked is what are the systems that are highly developed at birth? [Brenda K. Lyman] 10:31:39 Okay, so thank you for that. I appreciate that, Kyla. Okay, proprioception. Let's move into proprioception. [Brenda K. Lyman] 10:31:47 This is one that's very, very misunderstood. Now, we've got a lot of Kinesiology. [Brenda K. Lyman] 10:31:55 Majors in this program. Congratulations for all of you that have that for a basis. That's wonderful. [Brenda K. Lyman] 10:32:02 Kinesiology. Let's talk about kinesthesia. And proprioception because there is a scaffolding, there is a tearing, there is a process of moving from one to the other. [Brenda K. Lyman] 10:32:17 Kinesthesia. Is the movement. [Brenda K. Lyman] 10:32:22 Proprioception is the sense. And we really got to make that clear distinction So anyone want to take a stab At what proprioception is? [Brenda K. Lyman] 10:32:35 Of course, Michael, go for it. [Michael Madden] 10:32:39 So proprioception is where our body is in space and the direction of movement or speed of the movement that we're making. [Brenda K. Lyman] 10:32:46 Okay, that is. It's like proprioception gives us an idea of where our limbs or our body is based on the receptor sites. [Brenda K. Lyman] 10:33:00 Of our muscles and our joints. [Eric Sarrett] 10:33:05 And Tiffany, did you have something to add? Okay, we should have some hands up. [Brenda K. Lyman] 10:33:05 So remember we talked about [Brenda K. Lyman] 10:33:11 Okay. And Tiffany, you want to add to that? [Tiffany Paul] 10:33:17 Sorry, I was just gonna, no, I was just going to piggyback off that they're like the vestibular and the perception, they kind of go hand in hand. So if one is off, it will affect the other. [Eric Sarrett] 10:33:18 No clicking. [Brenda K. Lyman] 10:33:30 Thank you very much. Yes. Robin? [Brenda K. Lyman] 10:33:36 You're muted. [Robin Davis] 10:33:41 Is it also… kind of like moving without even realizing that you're moving just like Corn with… [Brenda K. Lyman] 10:33:53 Yeah. And the movement part of it is kinesthesia. [Brenda K. Lyman] 10:33:59 And the sense of it is proprioception. So I want everyone right now to kind of think about where is where their left big toe. [Brenda K. Lyman] 10:34:12 Can you feel, is your left big toe where it's at? [Brenda K. Lyman] 10:34:17 Think about without looking. Think about your right leg. You're all probably sitting. [Brenda K. Lyman] 10:34:24 How much of a joint angle do you have? Your right knee. [Brenda K. Lyman] 10:34:31 In is it out? Is it you know or is it back You can feel where it's at. [Brenda K. Lyman] 10:34:40 You can feel where your neck is. You can feel that it's upright, or maybe some of you are like this because you're riding. [Brenda K. Lyman] 10:34:48 And you can feel that it's bent, but we don't think about where our joints are. We just have that internal sense of where our joints are in space in sitting, in standing, in moving. [Brenda K. Lyman] 10:35:03 And that is our proprioceptive sense because the receptor site is in the muscle and in the joint to be able to give us that sense. Does that help? [Brenda K. Lyman] 10:35:18 If we're thinking about movement, we're thinking about kinesthesia. Go ahead, Dr. Srett. [Elisabeth Latten] 10:35:19 So inherently… [Brenda K. Lyman] 10:35:24 Oh, okay. Sorry. [Eric Sarrett] 10:35:26 I would just tell them in the quote, it's a very OT word. They will become very familiar with proprioception through this program. [Eric Sarrett] 10:35:33 One of the most OT words there is. Elizabeth. [Brenda K. Lyman] 10:35:38 Rakia, and I love that you got your camera working today. Yeah. [Elisabeth Latten] 10:35:40 So… [Eric Sarrett] 10:35:40 Awesome. [rekiyat okunnu] 10:35:43 Yes, I finally got it working. Thank God. But I had a quick question. [rekiyat okunnu] 10:35:47 So since proprioception and vestibular are kind of like hand in hand, pretty similar. It's sounding like with like knowing whether you're tilted or you can feel where your next Like where your limbs are. What would you say like the distinct differences to know like [rekiyat okunnu] 10:36:05 Okay, this is this and this is that. [Brenda K. Lyman] 10:36:08 That's a really good question. And that's why the three basic senses of vestibular proprioception and tactile are really key to occupational therapy practice. And we're going to have a slide later that's going to talk about how they're all three integrated [Brenda K. Lyman] 10:36:24 With different types of activities and occupations that we do. But to answer your question specifically. [Brenda K. Lyman] 10:36:32 The vestibular sense is a sense of it's spatial. It's our spatial orientation. [Brenda K. Lyman] 10:36:38 It's like we're oriented to be upright or we're oriented to be leaning. [Brenda K. Lyman] 10:36:45 Or we're inverted upside down. Okay, we're oriented. So that is the orientation. [Brenda K. Lyman] 10:36:50 Of how our entire body is or how at least our head is. [Brenda K. Lyman] 10:36:56 In space okay whereas the proprioceptive sense gives us that orientation of our limbs and our muscle integrity. [Brenda K. Lyman] 10:37:06 In space okay and i shouldn't even say in space. We take out the in space on that one. Go ahead, Dr. Surrett. [Eric Sarrett] 10:37:08 Yeah, so if you think about it Yeah, I was going to add, if you think about vestibular it's almost It's two-dimensional. [Eric Sarrett] 10:37:19 It's really where you are in. So it can be you know in the lateral plane or let's say I always think about planes, but the frontal plane or the lateral plane. So it's where your head is in relation to the planet Earth gravity. [Eric Sarrett] 10:37:34 And that's it. It's just where you are related to the ground under your feet And it's Scott, since your body follows your head, it does give you information about the rest of your body, but your vestibular system is located in your head. [Eric Sarrett] 10:37:48 Your proprioception is very three-dimensional. It's where your joints and body are in space And I can hold my hands behind me right now and still open and close my fingers and no. So it's not so much gravity affects it, but it's not so much where I am related to gravity, but just where I am. [Eric Sarrett] 10:38:05 In this three-dimensional plane whereas vestibular is very much where you are related to the planet Earth, to that spot directly underneath your feet that goes to the core of the planet. [Eric Sarrett] 10:38:16 And as far as distinguishing between the two, I'll just add don't worry about that so much when we get into our application courses. We'll start to work on how do you test and determine if someone's having problems with vestibular or is it appropriate so you know we'll get into that. You just need to understand what they are and then we will get into [Eric Sarrett] 10:38:36 How you distinguish with a client if they're having trouble, you know, what system where did the breakdown is, but we're not at that point yet. [Brenda K. Lyman] 10:38:45 Thank you. Elizabeth, yeah, you have your hand up. [Elisabeth Latten] 10:38:49 Yes, I have like a question and like definitely, you know, correct me if I'm wrong but So is for the vestibular, that's from like our inner ear and then it's percept like proprioception that sense generally just in the brain like [Elisabeth Latten] 10:39:04 Are those two different like are they kind of very closely related like Is there an origin of the census like you know how like our smells in our nose, auditory ear vision like Is that the same for proprioception versus vestibular? [Brenda K. Lyman] 10:39:19 Yeah, the proprioceptive receptors are in your muscles and in your joints. [Elisabeth Latten] 10:39:26 Okay, thank you. [Brenda K. Lyman] 10:39:27 And so just, yeah, and just think of every muscle and joint in your body, which there's a lot. And as you get into your anatomy classes. [Brenda K. Lyman] 10:39:35 You know, there's a lot. And so there's a lot of proprioceptors. [Brenda K. Lyman] 10:39:39 Lot, you know, because it's in all muscles and in all joints Whereas the vestibular is that semicircular canal primarily in your inner ear. [Brenda K. Lyman] 10:39:52 Okay, great discussion. Yay, this is great. This is fun. Okay. [Brenda K. Lyman] 10:39:58 So interceptive, interceptive. And I'm just going to, for the focus of moving forward, I'm just going to explain this a little bit. [Brenda K. Lyman] 10:40:06 This is the sense. Of the inner body, of the inner workings of the inner body. [Brenda K. Lyman] 10:40:12 Now, when you have a baby that has colic. There's an example. [Brenda K. Lyman] 10:40:17 The interceptive sense Thirst, hunger. [Brenda K. Lyman] 10:40:22 Feedback that you get from the inside of the body's organs is typically the interceptive sense. [Brenda K. Lyman] 10:40:30 And so we can speak a little bit more to that later, but that's basically what the, and the interceptive has not always been included as a sensory system in occupational therapy. That's fairly new in the last few years that we've added that to [Brenda K. Lyman] 10:40:48 To the sensory instruction. So, but it's a very, very important one. Okay, so let's move forward here. [Brenda K. Lyman] 10:40:57 So right here, we're going to do a little bit of a review. [Brenda K. Lyman] 10:41:02 And what we've talked about. We've got the system. [Brenda K. Lyman] 10:41:07 We've got what is the system It senses our body position of stability and mobility for vestibular. [Brenda K. Lyman] 10:41:15 It's called vestibular because we want to understand both what the layman's term and the medical term in And where you can see the receptor site. [Brenda K. Lyman] 10:41:26 Just generally, okay? Proprioceptive. The senses our amount of muscle tension, elongation and contraction of our muscles. [Brenda K. Lyman] 10:41:36 It senses our joint angles, our range of motion that we have. [Brenda K. Lyman] 10:41:42 Okay, I'm going to share with you right now. I broke my wrists last year. [Brenda K. Lyman] 10:41:46 And so as it was healing. I didn't use my left arm a lot. [Brenda K. Lyman] 10:41:52 And lo and behold, after my wrist had healed, I realized that I did not have range of my My shoulder joint to the extent that I had range of my other shoulder joint because of inactivity. [Brenda K. Lyman] 10:42:04 Disuse And so even though I would hold my shoulder up, I thought I was at the same angle, both shoulders. [Brenda K. Lyman] 10:42:13 And so my proprioceptive sense had changed. Because my range and the integrity of my muscle structure had tightened due to disuse. [Brenda K. Lyman] 10:42:25 And so that is the proprioceptive sense that you have. It's in the muscle. [Brenda K. Lyman] 10:42:30 Okay, tactile. And of course, tactile is more than just deep pressure and light touch. But what I'm trying to do is focus on what we need to be focused on, and that is Deep pressure and light touch. [Brenda K. Lyman] 10:42:43 And of course, it's in the skin. So… Now we're going to take a look at the skill that you get because you also had a video that you listen to and there's a difference between skill an occupation. [Brenda K. Lyman] 10:43:01 And as you get into the foundations course, you'll be learning more about the occupational therapy practice framework and the areas of occupation. And I know that that's not information that you may know right now, but you'll be getting a little bit of that in each class so that we can graduate you into understanding that a little bit better. [Brenda K. Lyman] 10:43:22 So the system, vestibular system, the skill that we get is balance. [Brenda K. Lyman] 10:43:29 Or speed of movement. And examples of occupations would be sitting in a chair. You have to have balance to sit in a chair. Balance would be your skill. [Brenda K. Lyman] 10:43:42 Sitting in a chair is what you're doing. Running a race is what you're doing, right? [Brenda K. Lyman] 10:43:47 Almost everything we do includes movement. And the terms that you'll learn in occupational therapy is there's a difference between reflexes and reactions, okay? [Brenda K. Lyman] 10:43:59 And reflexes move to reactions, reactions move to equilibrium. And so just to get kind of acquainted with some of those terms that you're going to be here. [Brenda K. Lyman] 10:44:08 Be hearing later. Moving on to the proprioceptive sense, the skill that you get is coordination. [Brenda K. Lyman] 10:44:16 You gain coordination by proprioception. But the occupations that you be able to see, and these are not all the occupations, these are just examples. These are just a few. [Brenda K. Lyman] 10:44:27 Writing. You have to understand where your muscle movements are are in order to write, okay? And your joint positioning, playing with a toy, riding a bike, driving a car. [Brenda K. Lyman] 10:44:40 All of that requires the proprioceptive sense. Now, the terms that you will hear that are related to proprioception Motor planning. [Brenda K. Lyman] 10:44:51 Planning your motor movements. And I want to share with you that there are three steps. And this was in your book and I was so glad to finally see this in one of your books. I can't remember which book it was, but text. [Brenda K. Lyman] 10:45:02 But there are three steps to motor planning. First, you have to understand and know what it is that you're trying to achieve. [Brenda K. Lyman] 10:45:13 What motor movement you're trying to achieve. If you have an individual that doesn't have the cognitive ability to be able to understand what they're going after, like in typical development. [Brenda K. Lyman] 10:45:24 You may have a child that hasn't developed the understanding yet to be able to motor plan something that is not of their developmental sequence yet. [Brenda K. Lyman] 10:45:36 So you cognitively need to understand what it is that you can do. [Brenda K. Lyman] 10:45:41 You activate the muscles, the timing, the speed, and the strength. And then third, you execute the action. [Brenda K. Lyman] 10:45:47 So motor planning can be broken down into these three steps and any one of these three steps can actually hamper the ability for any person to plan their motor movements. [Brenda K. Lyman] 10:46:01 And lastly, tactile. Tactile is either you're able to tolerate it or you have a drive to want more of it. [Brenda K. Lyman] 10:46:12 Okay. And a lot of times like just think of football, right? Or think of Wrestling, you know, you get a lot of tactile in those kinds of activities, right? [Brenda K. Lyman] 10:46:24 Is there a drive to need it? Well, there may or may not be of why you get into that. [Brenda K. Lyman] 10:46:30 Maybe not. But activities that children love to roughhouse. Right? There's oftentimes a drive to want to get that deep, deep pressure. [Brenda K. Lyman] 10:46:41 So there could be just a tolerance of it. So examples of occupations. If somebody has Difficulty with difficulty with being able to tolerate touch The tags in the back of dressing is going to be really tough. [Brenda K. Lyman] 10:46:56 Or being able to tolerate different types of clothing, the feels of different clothing. Some people might like the silky feel Some people really don't like that silky feel okay Tactile eating the texture of food items. Some people will choose not to eat certain food items due to that texture. And so that's also tactile. [Brenda K. Lyman] 10:47:18 And the term you're going to hear in occupational therapy is defensiveness. [Brenda K. Lyman] 10:47:23 If you're tactilely defensive, you don't like it. So just keep these things in mind. And again, I'm giving you just very, very general, general information here. [Brenda K. Lyman] 10:47:34 Okay, now this slide here is talking about how these occupations that people are doing have all three senses associated with them. [Brenda K. Lyman] 10:47:46 A child writes at a desk in a schoolroom, a baby crawls off a blanket and onto carpet A teen dons new socks and sneakers that were received as a gift. Grandma removes a soup pan from the kitchen stove. [Brenda K. Lyman] 10:48:02 If you think about any… One of those, you're going to be able to identify that there is a vestibular focus There's a proprioceptive focus and there's a tactile focus. [Brenda K. Lyman] 10:48:15 And let's take one. [Brenda K. Lyman] 10:48:20 One of you guys choose one of those And let's discuss the vestibular, the proprioceptive, and the tactile that is associated with it. [Brenda K. Lyman] 10:48:31 Any one of those four somebody raise their hand and decide which one that we want to address. [Brenda K. Lyman] 10:48:41 Tiffany, go for it. [Tiffany Paul] 10:48:46 Let's go for the grandma. Would you like me to go over the vestibular? [Brenda K. Lyman] 10:48:53 Yeah, sure. [Tiffany Paul] 10:48:53 So the vestibular, she needs to have the balanced to be able to coordinate the movement, being able to retrieve it and first like get to the stove. [Brenda K. Lyman] 10:49:07 Okay, what about the proprioceptive? [Tiffany Paul] 10:49:11 The proprioceptive. She needs to have that motor planning that ability to identify like what limb she needs to use And then engage. [Tiffany Paul] 10:49:23 And then as far as the tactile, she needs to be able to feel it. [Tiffany Paul] 10:49:30 And sense that that sense of heat that heat element, you know, whether it's too hot For safety. [Brenda K. Lyman] 10:49:39 Okay, thank you very much. And also, as if she's got a handle on that pan. [Brenda K. Lyman] 10:49:45 To be able to know just how much pressure, right, from a proprioceptive standpoint, right? [Tiffany Paul] 10:49:49 Yeah. [Brenda K. Lyman] 10:49:52 And also from a tactile standpoint, she's able to touch it and maybe she's got to use a pot holder. [Brenda K. Lyman] 10:49:57 Right. From a tactile standpoint. Absolutely. Okay, Michael. [Michael Madden] 10:50:04 So a child running at a desk is going to need vestibular to make sure they're upright, seated in a posture that's going to be advantageous for writing. [Michael Madden] 10:50:11 Proprioception, they're going to need to be able to have the correct angles and pressure on the pencil, pen, whatever writing appendage they're using and the tactile they're going to need to be able to understand the pressure and actual touch of the pencil or pen on the paper in order to write whatever they're [Michael Madden] 10:50:32 Brain has planned for that particular motion. [Brenda K. Lyman] 10:50:35 Thank you, Michael. Yes, absolutely. Okay, Daphne. [Daphnide St.Vil] 10:50:43 So for baby crawls off a blanket onto the carpet for vestibular more of like the transitional movement to get into the position of crawling for proprioceptive, I'm thinking of the reciprocal pattern that it needs to go crawling on all fours. And then for tactile is the feeling of the carpet or the rugs, the different materials put on their palm of their hands. [Brenda K. Lyman] 10:51:06 Thank you very much. And Marissa, you want to take that last one? [Marissa Herrick] 10:51:11 Yeah, well, so the teen donning the socks and sneakers, they'll need to have the balance to be able to have like the trunk support and the core strength to be bending, reaching. [Marissa Herrick] 10:51:22 You know grabbing stuff, proprioception, understanding, you know, where the joints go and knowing, you know, knowing having a space relation And then for tactile understanding like if the shoes are on right or if they need to be adjusted, stuff like that. And then also fine motor coordination is going to be very important in the [Marissa Herrick] 10:51:49 Proprioceptive. Right. [Brenda K. Lyman] 10:51:51 Thank you. Absolutely. You guys did a beautiful job. Did a beautiful job on being able to do this. And if you look on the left hand side of this slide. [Brenda K. Lyman] 10:52:00 It says, these senses will typically integrate together for success in an occupation. So as you talked about how each of these senses were involved in each of these occupations, realized that if an individual is unable to perform an occupation, typically it could be related [Brenda K. Lyman] 10:52:18 To the inability based on one of these senses. And that's why you need to learn the senses for typical development. [Brenda K. Lyman] 10:52:24 There are typical development expectations for each of these senses. These senses individually and collectively set a foundation for function. [Daphnide St.Vil] 10:52:28 Oh, yo, dude. I am with it. [Brenda K. Lyman] 10:52:33 And somebody needs to mute, please. And the operational efficiency of occupations depend on the development and maturation of these senses. [Brenda K. Lyman] 10:52:44 So we also have The other two senses that we want to talk about real briefly visual and hearing, that's about acuity. [Brenda K. Lyman] 10:52:54 And there can be Lack of visual acuity, lack of hearing acuity, which is low vision, low hearing. [Brenda K. Lyman] 10:53:01 There can also be a perception vision and of hearing. And that's the understanding of what you see, the understanding of what you hear. And cognition is related to that. [Brenda K. Lyman] 10:53:13 And we'll be talking a little bit more about that later. Marissa, you had… A comment? [Marissa Herrick] 10:53:21 No, I just had my hand up. [Brenda K. Lyman] 10:53:23 Okay. All right. And what I wanted to share here is some of the terms The receptor sites that we see in vision are the rods and the cones of the eye. [Brenda K. Lyman] 10:53:34 And of course, the baby when they're first very, very little. They can see the black and whites and the grays But it takes a little time for the cones. And if you want to have a way to remember, when I was first learning this, I was thinking to myself cones like ice cream cones, all the different colors of ice cream, like sherbert, you know, with [Brenda K. Lyman] 10:53:55 You know the raspberry and the lime and the orange and that type of thing you know Cones are colors, rods are black and whites. [Brenda K. Lyman] 10:54:03 And the terms that you're going to be hearing tracking. Convergence is bringing your eyes together to focus on something. [Brenda K. Lyman] 10:54:14 Nystagmus is when you are spinning around in space and stopping and your eyes are going to flutter a little bit. [Brenda K. Lyman] 10:54:25 Quick localization is being able to have something out there and you quickly can localize at whatever it is that you need to find. [Brenda K. Lyman] 10:54:33 And I've got a star by dissociation. Because dissociation is a really important concept. [Brenda K. Lyman] 10:54:41 When the babies are first very little. When they're tracking. [Brenda K. Lyman] 10:54:46 Their eyes and their head are moving together as a unit, completely together. They can't see something. [Brenda K. Lyman] 10:54:53 Unless they're turning their head to see it. But dissociation comes in when their eyes can move independent. [Brenda K. Lyman] 10:55:02 Of their head. So you can keep your head straight and you can move your eyes to see in your periphery. [Brenda K. Lyman] 10:55:10 Or above or below. Dissociation is extremely important and it's a developmental sequence. [Brenda K. Lyman] 10:55:16 And you will see this in atypical development where individuals will have a difficult time dissociating between their eye and their head movement for tracking. [Brenda K. Lyman] 10:55:28 So keep that one in mind, okay? And we're just about out of time for today. [Brenda K. Lyman] 10:55:33 And so I'm not going to go over the gustatory olfactory or interoceptive Because those are pretty basic. [Brenda K. Lyman] 10:55:42 And we have really talked about what's on this slide already. [Brenda K. Lyman] 10:55:47 So we were going to go into a group discussion, but I don't think we need to do that. [Brenda K. Lyman] 10:55:53 We are out of time, and so I am going to go ahead and… Stop sharing right now. [Brenda K. Lyman] 10:56:05 And give you a little bit of time to go into your canvas. [Brenda K. Lyman] 10:56:14 Find that closing question. [Brenda K. Lyman] 10:56:29 Again, if you don't have your canvas, go ahead and send An email to Dr. Surrett and I. [Brenda K. Lyman] 10:56:38 And just let us know that you were here the whole time. [Brenda K. Lyman] 10:56:42 For today. [Elisabeth Latten] 10:59:10 Question. [Elisabeth Latten] 10:59:23 I have a question. [Brenda K. Lyman] 10:59:33 Hey, we are going to, in one minute, we'll go ahead and we'll start the um The office hours, Elizabeth, Marissa Are you able to wait one minute for that or is your question okay? All right. [Brenda K. Lyman] 10:59:49 Sounds good.