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Home » Resources » Glossary
Glossary
| Academic Learning |
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Upon learning the conceptual skills, one must apply their knowledge learned today to knowledge learned in the past.
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| Accommodation |
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The fundamental visual skill of focusing on objects that vary in distance.
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| Active Touch |
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To use the hands, the feet, and the mouth to collect tangible information about objects surrounding one's environment.
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| Activity Level |
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The level of activity may range from high, low, or in between.
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| Acuity |
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The sharp perception of sensations such as sight and sound.
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| Adaptive Behavior |
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The capability to react in an active and purposeful manner, in order to change situations and new sensory experiences.
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| Alpha |
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Relaxed state associated with light daydreaming. It is predominant in a relaxed, internalized state,non-drowsy: not monitoring visual or auditory stimuli, but alert. Low arousal level; 8-13 cps or Hz.
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| Alpha-Theta |
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Combination of Alpha and Theta brainwaves. Associated with passive focus; i.e. watching T.V. without really knowing what is on.
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| Alternating Attention |
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The ability to shift the focus of attention quickly back and forth between two different sets of stimuli in the same sensory modality and respond appropriately.
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| Amygdala |
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The area of the brain that processes the sense of smell and involves the expression of emotions such as anger and fear.
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| Anger Management Group |
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This group helps children learn to express their feelings of anger in more productive and positive ways. It teaches them how to interact with individuals they might be upset or angry with.
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| apraxia |
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deficit in higher-order motor planning and execution despite normal strength.
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| Arousal |
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A state of hightened physiological activity where we feel alert and calm.
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| Articulation |
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The act of producing a speech sound.
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| Artifact |
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Any condition that interferes with the ability to pick up accurate NFB readings. EMG and movement are two examples of artifact.
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| Attention |
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Using the eyes, brain, and body together for a long period of time when an activity is involved.
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| Attention Deficit Hyperactivity Disorder |
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The disorder typically presents itself during childhood, and is characterized by a persistent pattern of inattention and/or hyperactivity, as well as forgetfulness, poor impulse control or impulsivity, and distractibility. ADHD is currently considered to be a persistent and chronic condition for which no medical cure is available. ADHD is most commonly diagnosed in children and, over the past decade, has been increasingly diagnosed in adults. About 60% of children diagnosed with ADHD retain the disorder as adults. Studies show that there is a familial transmission of the disorder which does not occur through adoptive relationships. Twin studies indicate that the disorder is highly heritable and that genetics contribute about three quarters of the total ADHD population. While the majority of ADHD is believed to be genetic in nature, roughly 1/5 of all ADHD cases are thought to be acquired after conception due to brain injury caused by either toxins or physical trauma prenatally or postnatally. According to a majority of medical research in the United States, as well as other countries, ADHD is today generally regarded as a chronic disorder for which there are some effective treatments. Over 200 controlled studies have shown that stimulant medication is an effective way to treat ADHD. Methods of treatment usually involve some combination of medications, behaviour modifications, life style changes, and counseling. Certain social critics are highly skeptical that the diagnosis denotes a genuine impairment and question virtually all that is known about ADHD. The symptoms of ADHD are not as profoundly different from normal behavior as are those of other chronic mental disorders. Still, ADHD has been shown to often impair functioning, and many adverse life outcomes are associated with ADHD.
ADHD is a developmental disorder that is often said to be neurological in nature. The term "developmental" means that certain traits such as impulse control significantly lag in development when compared to the general population. This developmental lag has been estimated to range between 30-40 percent in ADHD sufferers in comparison to their peers; consequently these delayed attributes are considered an impairment. ADHD has also been classified as a behavior disorder and a neurological disorder or combinations of these classifications such as neurobehavioural or neurodevelopmental disorders. These compounded terms are now more frequently used in the field to describe the disorder.[citation needed] The behavioral classification for ADHD is not completely accurate in that those with Predominately Inattentive ADHD often display few or no overt behaviors.
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| Audio Feedback |
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Audio feedback is one of the signals patients will receive in response to the success of their session. Audio feedback will occur when both the Reward and Inhibit conditions are being met.
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| Audition |
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The ability to comprehend various sounds; hearing.
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| Auditory Memory |
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Involves the ability to retain and recall material presented through the auditory channel.
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| Auditory Processing Disorder |
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An auditory processing disorder is marked by an individual's inability to process or distinguish between distinct sounds or consonants. This is due to weak connnections in the auditory cortex of the brain- the location of neural circuits that support language. Individuals with this kind of disorder cannot distinguish between similar short sounds, like "da" and "ba". Likewise, consonants that race by in less than a millisecond, like "k" and "s" are difficult in everyday speech. As a result, an individual with an auditory processing disorder misses words in conversation, in a classroom setting, and at work. Additionally, a person who cannot distinguish sounds orally will have difficulty connecting them to their representation therefore limiting a person's reading ability as well.
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| Auditory Processing Speed |
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The time it takes to perceive relevant auditory stimuli, encode, and interpret it, and then make an appropriate response.
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| Autism |
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The disability that usually presents itself within the first three years of life.
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| Autonomic Nervous System |
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Controls functions in the body which are involuntary and unconsious such as breathing, sweating, shivering, and digesting.
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| Aversive Response |
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A feeling of disgust and hatred toward a sensation associated with an extreme desire to avoid it.
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| Axon |
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A long projection of a neuron that transmits impulses away from the cell body.
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| Bandwidth |
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Frequency range; i.e. 4-8 HZ.
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| Basal ganglia |
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A group of nerves in the brain that coordinate and modify body movement.
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| Basic visual skills |
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The involuntary mechanisms of sight.
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| Behavior Modification Class |
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Parents are taught about Behavior Modification and how to implement a system in their family to help promote improved behavior.
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| Beta |
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Fast brainwave activity, generally associated with alertness; occurs with focused attention. High levels of arousal or orientation; 13-21 cps or HZ
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| Bilateral coordination |
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The capability of simultaneously using both sides of the body in a synchronized manner.
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| Binaural Integration |
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The ability of the listener to process different information presented simultaneously to both ears.
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| Binaural Separation |
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Refers to the ability to understand and focus on one auditory signal, the primary speaker, in the presence of background noise.
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| Bipolar disorder |
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A disorder that involves extreme change in perceptions, emotions and behavior, alternating from mania to depression.
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| Body Awareness |
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One's own perception of the body, including how the body moves, where the various parts are located, and how they interact with one another.
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| Body Position |
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The arrangement of one's head, limbs, and trunk.
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| Brain |
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The brain sends out messages to produce motor, language, or emotional responses.
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| Brain Mapping |
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Quantitative EEG brainmapping (QEEG) or quantitative electroencephalogram is a cutting edge diagnostic procedure that can actually pinpoint the abnormal brainwaves in ADD patients. By itself, the QEEG does not diagnose ADD, but carefully correlating the QEEG information with other clinical findings, it can support the diagnosis of ADHD or suggest otherwise. Because of different subtypes of ADD, we feel that a QEEG is important in complex cases or patients with co-morbidities such as anxiety, depression, high functioning autism, obsessive-compulsive disorder, tics, overly aggressive or explosive behavior, and oppositional-defiant disorder. The QEEG can identify the specific pattern of the brainwave abnormality and help in developing the most effective neurofeedback protocols for the patient.
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| Brain Plasticity |
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The concept that the brain undergoes physical and chemical changes as we learn new skills.
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| Brain stem |
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A portion of the brain which controls basic sensory-motor processes, for instance, breathing, swallowing, and arousal.
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| Brain-behavior |
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Associated with the relationship of incoming sensory messages and outgoing motor responses.
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| Central Auditory Processing |
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The ability to process auditory signals appropriately. There are several different areas in which the processing can break down.
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| Central Nervous System |
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The central nervous system coordinates the activity of the entire nervous system.
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| Central Processing Speed |
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The time it takes to encode, categorize, and understand the meaning of any sensory stimuli which is the focus of attention.
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| Cerebellum |
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A part of the brain that coordinates voluntary movements, balance, and process various other sensations.
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| Cerebral Cortex |
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The outer layer of the cerebrum that coordinates the higher brain functions.
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| Cerebral Hemispheres |
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The two halves of the cerebrum, which work together to direct voluntary behavior.
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| Cerebrum |
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Frontal portion of the brain, where processing of sensation takes place.
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| Child Therapy |
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This is to help with secondary problems identified or reported at the evaluation, or surfacing during treatment.
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| Compressed visual attention |
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Focusing attention on just one object as opposed to seeing the whole picture.
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| Conceptual Reasoning |
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The cognitive skills which include concept information (the capacity to analyze relationships between objects), abstraction (the ability to think symbolically), deductive logic (the application of general rules or concepts in making a decesion for a specific set of stimuli), and/or inductive logic (the analysis of feedback or identification of relevant details in formulating a concept to use in decision making).
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| Conduct Disorder |
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serious violation of rules. Onset can be in Childhood (prior to age 10) or Adolescence.
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| Cortical lobes |
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The four sections of the cerebral hemispheres devoted to processing vision, propriocephion, hearing, touch, memory, problem solving, emotions, voluntary movement, speech.
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| CPS |
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Cycles per second (measured in HZ)
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| Decoding |
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When children have "cracked the alphabetic code," they have added decoding skills to their solid reading foundation. Decoding is sophisticated understanding of how printed letters represent the sounds of language. This includes an understanding that print conveys meaning and an awareness of relationships between print and speech.
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| Defensive System |
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The part of our sensory system that is innate which alerts us to real or potential danger and causes a self-protective response.
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| Delayed Recall |
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The ability to remember via recognition or recall numbers, letters, symbols, words, sentences, stories, visual sequences, or images after performing mental exercises which may interfere or compete with the specific information presented. These interfering or competing mental exercises are operationally defined as lasting 30 seconds or more.
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| Delta |
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Deep, dreamless sleep. Very low arousal; 0-4 hz
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| Delta-Theta |
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Combination of Delta and Theta brainwaves; associated with action of falling asleep.
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| Depth perception |
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Being able to see objects in three dimensions and to determine distances between objects or between a person and the objects.
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| Detailed Reading |
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The ability to read, understand, and implement detailed instructions correctly. Once an individual has mastered basic reading skills, then this skill can be trained by requiring the player to read the exercise instruction screens without the text being spoken.
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| Developmental Delay |
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Specific skills that are acquired after the expected age, e.g. speech, walking, etc.
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| Diencephalon |
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The part of the brain that relays incoming sensory information and outgoing motor responses.
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| Discrimination |
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Being able to judge the similarities and differences in color, position, form, pattern, size, and shape.
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| Discriminative System |
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This system develops over time and practice.
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| Distractibility |
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The inability to focus attention on any one stimulus.
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| Divided Attention |
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The capability to attend to, process and respond appropriately to two or more different types of sensory stimuli (typically visual and auditory) which occur simultaneously or in close temporal proximity in the environment.
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| Down Syndrome |
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This disorder is caused by an extra chromosome.
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| Dyslexia |
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Having extreme difficulty in understanding or using language while speaking, listening, spelling, reading, or writing.
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| Dyspraxia |
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Difficulty in sequencing, conceptualizing, motor planning, and carrying out unfamiliar actions in a skillful manner.
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| Early Intervention |
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A type of therapy that helps reduce and improve a young child's health and development, such as eye glasses or ear tubes for medical problems, and occupational therapy and/or speech/language for developmental problems.
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| Electroencephalogram (EEG) |
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A machine which records electrical activity of the brain.
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| Electromyograph (EMG) |
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Instrument used to convert the electrical activity associated with skeletal muscles. i.e. muscle tension
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| Emotional security |
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The feeling that one is lovable and loved, that one can trust others, and that one has the ability to function in an effective manner in everyday life.
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| Enuresis |
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Unintentional urination in a child who is five years or older without the child having any physical abnormalities.
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| Epoch |
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The basic organizational unit for stored EEG data. The amount of time encompassed by an epoch is proportional to the sampling rate what which the data was collected.
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| Essential Fatty Acids |
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These substances must be provided in the form of fats because the body does not naturally produce this.
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| Evaluation |
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These can also be used to find out if the person has any difficulties
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| Excitation |
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This happens in the brain when the sensory receptors form a connection between something you sense and the outcomming behavior that this will cause.
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| Expressive Language |
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This includes participating in class, recounting events and stories in their proper order and confidently and accurately expressing thoughts. Because they understand better, students with improved receptive language skills can develop better expressive language skills.
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| Extension |
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Straightening or stretching muscles towards the front side of the body by pulling.
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| External Senses |
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This is the name of our five senses; touch, smell, taste, hearing, and vision.
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| Exteroception |
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This is the word that can be used when speaking about the five senses.
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| Eye-ear coordination |
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The capability to see a word or letter, and say or use it.
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| Eye-foot coordination |
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The gross motor activities through the guidance of the eyes.
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| Eye-hand Coordination |
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The ability to coordinate movements between the eyes and hands during activities amd gameplay.
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| Eye-motor skills |
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Other aspects of eye motor skills are, fixation, which refers to steay attention on an object, Saccades, which means movement of eyes from point to point in an efficient way, Focusing,which means when you need to accomodate your vision from near and far away objects, and smooth pursuits which can also be known as tracking and invloves the movement of the eyes while following an object.
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| Family Counseling |
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Parents and adult patients will receive counseling in order to help them steer their children, families, homes, and lives in a productive direction. Here, parents will receive one-to-one help with implementing their Behavior Modification System, staying in touch and up to date with their child's teacher, and being a conscientious and positive parent. Adult patients will learn how to recognize their own behaviors and symptoms in their daily lives. They will learn to recognize the things in their lives that make it more difficult and how to go about changing certain things.
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| Far Senses |
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The environmental or external senses of hearing and vision.
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| Fetal Alcohol Syndrome (F.A.S.) |
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Such symptoms include facial abnormalities, growth and mental retardation, and developmental delays.
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| Fight-or-flight response |
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The body's instinctive reaction to defend itself from real or perceived danger by withdrawing, becoming aggressive, or being unable to move.
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| Figure-ground |
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Being able to discern between objects in the background and foreground.
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| Fine Motor Control |
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The ability to accurately control fine motor movements and avoid making erroneous responses.
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| Fine Motor Speed |
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The time it takes to perform a simple motor response independent of central processing speed.
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| Fine-motor |
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This refers to the movement of the small muscles in our toes, fingers, tongue, and eyes.
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| Fixing |
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Pressing one's knees together or elbows into one's sides for more stability.
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| Flexion |
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Bending of one's muscles around a joint to pull a body part towards its center or front.
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| Floortime |
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Method used by Stanley I. Greenspan which fosters healthy emotional development in children through the use of intensive, one-on-one interactions with adults on the child's level.
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| Fluctuating responsivity |
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A combination of having too much responsivity and not enough responsivity as the child's brain quickly moves back and forth.
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| Focus Challenge |
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Patients are working towards maintaining their focus, yet remaining in a calm state. The overall goal is to gradually increase the length of time they can "hold on to" a scoring streak. During the Focus Challenge, patients will be aiming for a minimum of three point in a row, Triplets. Each Triplet lets the patient know he/she has maintained their focus.
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| Focused Attention |
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The ability to recognize and respond to specific relevant stimuli.
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| Form constancy |
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Being able to recognize a shape despite of its texture, size, or position.
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| Four Fs |
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Robert Ornstein used this system to remember the reflexive and instinctive functions of the limbic system, which are feeding, fighting, fleeing, and sexual reproduction.
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| Four Levels |
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Dr. Ayres idea of the sequential development of sensory integration, from early infancy through elementary school age.
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| Fragile X Syndrome |
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A group of symptoms that are caused by an abnormality of the X chromosome and include mental retardation, facial anomalies, and deficits in communicative, behavioral, social, and motor skills.
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| General Attention |
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The ability to focus, sustain and selectively attend to relevant stimuli and make corerect response (a combination of focused, sustained, selective attention).
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| General Memory |
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Refers to global, gross forms of retaining information.
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| Grading of Movement |
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The ability to flex and extend muscles according to how much pressure is necessary to exert.
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| Gravitational Insecurity |
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Intense anxiety that one will fall when one's head or neck position changes, normally resulting from poor vestibular processing.
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| Gravity receptors |
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These are organs that are located inside the ear and respond to changes in gravitational pull.
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| Gross motor |
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Movement of large muscles located in the legs, arms and trunk.
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| Gustatory sense |
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Sense of taste and flavor.
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| Habituation |
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The neurological process of ignoring senses that are familiar.
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| Hand Preference |
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Right or lefthandedness, which becomes established as lateralization develops in the early brain.
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| hemiparesis |
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weakness of one side of the body
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| hemiplegia |
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no movement on one side of the body
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| Hidden senses |
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One's internal senses.
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| Hippocampus |
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Also involved in the production of memory.
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| Hyperactivity |
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Excessive physical movement, mobility, or activity; such as fidgeting, fingertapping, fingernail bitting, and constantly moving or playing with some part of the body.
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| Hypersensitivity |
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Many times accompanied by exaggerated emotional responses.
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| Hypothalamus |
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The struture of the brain that regulates unconscious bodily processes, body temerature and metabolic activity.
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| HZ |
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Hertz; frequency
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| Ideation |
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The process of forming or creating of an initial action to take.
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| IEP |
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A program providing special services or special education for a child with disabilities.
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| Immediate Memory |
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The ability to recognize or recall numbers, letters, symbols, words, sentences, stories, visual sequences, or images immediately. The immediate delay period is operationally defined as less than 30 seconds after viewing or hearing stimuli. The definition includes the ability to perceive and identify the relevant information that needs to be recalled, but excludes the need for additional processing or mentally manipulation in order to correctly respond. Also, no specific competing on interfering information is to be presented during this brief delay.
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| Impedance |
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Integrity of the connection between an electrode and its placement.
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| Impulse Control |
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The ability to control one's actions, words or emotions.
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| Increased Tolerance for Movement |
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This is sometimes characterized by excessive movement such as rocking, spinning, and jumping.
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| Inhibit |
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The inhibit setting corresponds to the decreasing brainwave.
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| Inhibition |
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Stopping or delaying a response to a stimulus
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| Inion |
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The ridge or knob that can be felt as you run your finger up the back of the neck to the skull.
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| Inner Drive |
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A person's self-motivation to participate in experiences
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| Inner ear |
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An organ within the ear that receives information about balancing and head position.
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| Intake Evaluation |
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Based on the findings from all the information collected a treatment plan is created which will outline full care for each patient.
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| Integration |
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The creation of a cohesive whole out of the combination of many smaller, related parts.
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| Internal senses |
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The subconscious senses that control internal bodily functions; such as hunger, thirst, and emotional arousal.
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| International Ten-Twenty System of Electrode Placement |
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The International Ten-Twenty System of Electrode Placement was developed in 1858 by electroencephalographers who wanted a standard format and common terminology to describe the location of scalp electrodes, so that EEG records could be compared serially, exchanged among electroencephalographers and shared through the literature. The International 10-20 system of Electrode Placement is a procedure for the measured location of equally spaced electrode positions on the scalp, using identifiable skull landmarks as reference points. The system is based on the proven relationship between a measured electrode site and underlying cortical structures and areas. The system is termed "10-20" because electrodes are spaced wither 10% or 20% of the total distance between a given pair of skull landmarks. Percentages rather than absolute distances are used to allow for normal differences in head size and shape. The absolute distances between electrodes vary from one patient to another, but the distances are proportionally the same. The 10-20 system is designed to give adequate coverage of the head and provide flexibility for the placement of additional electrodes within the prescribed framework using the 10-20 nomenclature.
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| Interoception |
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A body-centered sense controlling regulation of the bodily processes of the stomach, liver, and other internal organs.
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| Interosensory integration |
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The combination of different bodilysensations such as touch, sight, sound, and smell
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| Intolerance to movement |
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This is characterized by distress when spinning or moving.
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| Kinesthesia |
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Being aware of one's joint position and body movement, such as knowing how to naturally navigate without visual assistance.
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| Language |
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Terminology used to translate what one hears or reads in order to express one's thoughts and feelings.
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| Lateralization |
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Choosing one side of the brain for directing locomotory behavior on the other side of the body, while the opposite side of the body is used for maintaining balance that is required for dexterity and crossing the midline.
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| Learned Helplessness |
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Requiring dependence on others for direction, to be short of self-help skills, and to be a passive learner, which relates to having poor self-esteem.
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| Learning disability |
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SPD can at times show drastic learning problems that usually are not observed nor recognized as learning disabilities.
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| Limbic system |
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A part of the brain that interprets messages from the sensory system and is involved mostly with desire and emotion.
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| Linear movement |
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A movement where one moves in a line, going from front to back, side to side, or up and down.
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| Meltdown |
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A process that occurs because of excessive sensory stimulation, where an individual becomes "undone" or "unglued," followed by crying, screaming and writhing.
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| Memory |
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Storing, retrieving, associating, and recognizing visual details.
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| Mental Retardation |
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Having impairments in adaptive behavior and intellectual functioning that can be caused from a injury, disease, or an abnormality that occured before the age of eighteen.
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| MFT- Marriage and Family Therapist |
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adequate, satisfying, and productive marriage and family adjustments. This practice includes relationship and premarriage counseling. The application of marriage and family therapy principles and methods includes, but is not limited to, the use of applied psychotherapeutic techniques, to enable individuals to mature and grow within marriage and the family, the provision of explanations and interpretations of the psychosexual and psychosocial aspects of relationships, and the use, application, and integration of the coursework and training required by Sections 4980.37, 4980.40, and 4980.41.
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| Midline |
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Divides the body in two halves with a median line.
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| Modulation |
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The brain's capability to balance and arrange the intensity, degree, and nature of one's response to sensory input in an adaptive manner.
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| Motor Control |
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To be able to control and observe the movements of one's muscles for coordinated movement.
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| Motor coordination |
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The capability of most of the muscles or muscle groups to work together in order to achieve movements.
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| Motor cortex |
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A part of the cerebrum that is responsible for sending out messages to control the coordination and movement of muscles.
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| Motor Learning |
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Perfecting locomotory skills needed for generating compound locomotory skills
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| Motor Planning |
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The capability needed to sort and place in order the steps of an unknown and compound body movement in an arranged manner.
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| multiple sclerosis |
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an autoimmune inflammatory disorder affecting central nervous system myelin.
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| Muscle Tone |
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The amount of exertion that is experienced when an individual's muscles are in a relaxed or resting setting.
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| Myelination |
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A progressive insulation of a neural axon accompanied by a substance called myelin.
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| Nasion |
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The indentation between the forehead and the nose.
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| Neurology |
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The study of the nervous system, both central and peripheral.
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| Neuromuscular |
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Pertaining to the way nerves and muscles work together.
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| Neuron |
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A nerve cell is the fundamental building block of the brain and it builds the structure and functions of the nervous system
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| Obsessive- Compulsive Disorder |
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A disorder in which persistent innapropriate thoughts and repetitive behavior occur.
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| Olfactory sense |
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A sense that allows you to perceive odor and smell.
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| Oppositional Defiant Disorder |
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people, blames others for own mistakes, being easily touchy or easily annoyed by others, being angry or resentful or spiteful or vindictive.
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| Oral Apraxia |
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A sensory motor problem that does not allow you to produce and classify sounds necessary for speech.
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| Oral Language Comprehension |
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As phonemic and phonological awareness are developed, sophisticated skills such as language comprehension have a strong foundation. Additionally, visual word recognition, grammar, and syntax comprehension, the ability to follow directions, verbal and reading fluency, working memory, and event sequencing all combine to support the next level of skills involved in oral language comprehension and expressive language usage.
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| Overreactivity |
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Excessive neurological and physiological behaviors that is not observable and may cause unoverresponsive behavior.
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| Overresponsivity |
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Behavior that is observable that involves a fast response to sensory stimuli that the environment perceives as within the norm.
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| paralysis |
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no movement
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| Parameters |
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Limits set in regards to each brainwave, that onece met, will elicit audio and visual feedback. Likewise, if condition is not met, the feedback will change or disappear until condition is met once again,
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| Passive Movement |
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Locomotion caused by someone or something.
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| Passive Touch |
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Being touched without being the one to start it.
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| Perception |
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"The meaning that the brain gives to sensory input."
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| Peripheral Nervous System (PNS) |
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Peripheral organs send sensory impulses to the cranium and receive motor impulses from the cranium.
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| Peripheral vision |
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Being able to see objects, people, etc. through the sides of the eyes.
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| Pervasive Developmental Disorder |
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This affects the behavior of the child, the child's interaction with others, and his/her communication skills. This is similar to autism, but a lot more mild than autism.
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| Phonemes |
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The smallest units of sound that make a difference with regards to meaning.
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| Phonemic Awareness |
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Every spoken word is a sequence of phonemes. Because phonemes are the units of sound that are represented by the letters of an alphabet, an awareness of phonemes is key to understanding the logic of the alphabetic principle and the ability to then learn spelling and phonics. An individual with slow auditory processing speed cannot recognize and process word sounds accuretely, and will not be able to make the right associations between letter representation and spoken language.
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| Phonics |
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Instructional practices that emphasize how spellings are related to speech sounds in systematic ways.
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| Phonological Awareness |
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This is the general ability to recognize and use all sizes of sound units such as words, syllables, and phonemes. Noticing similarities between words in their sounds, ejoying rhymes, and counting syllables are indications of phonological awareness.
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| Physical Therapy |
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Therapy that is meant to help improve a person's physical abilities through activities that strengthen the muscles and motor coordination.
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| Plasticity |
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The ability of the brain to change or to be changed as a result of the brain experiencing different activities and sensations.
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| Play Therapy |
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This is to help with secondary problems identified or reported at the evaluation, or surfacing during treatment.
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| PMTG |
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recommendations, contact with outside professionals, stress care, supportive care, and social skills classes.
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| Position in space |
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Being aware of the spatial position of words, numbers, letters, or drawings on a page, or of an object in the environment.
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| Postural background adjustments |
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Automatic movements in a person's trunk or limbs which allow a person to use specific muscles that are important for a certain movement or motion.
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| Postural Disorder |
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A disorder which presents difficulty with moving or expecting the body to perform certain tasks that is expected of a person by the environment.
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| Postural insecurity |
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The feeling that one's body is not stable and secure.
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| Postural stability |
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The feeling that the body is secure and stable when moving in space.
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| Praxis |
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To be able to do what one wants to do and needs to do. To be able to plan, organize, ideate, and do things that are not familiar to you.
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| Pre-auricular points |
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The indentations just above the cartilage which covers the external ear opening.
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| Prefrontal cortex |
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The cortical lobe in the brain that is responsible for coordinating speech, reasoning, remembering, problem-solving, self-control and planning ahead.
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| Program Coordinator |
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care with the patient to coordinate treatment efforts. This person works closely with all members of the Drake treatment team to ensure the patient is getting the best possible care. The program coordinator will also assist with scheduling difficulties and ensure treatment plan is understood and all recommendations are followed.
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| Proprioception/Proprioceptive sense |
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An awareness that is not conscious of sensations that come from a person's muscles and joints that provides information about how and when muscles stretch and constrict.
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| Protective extension |
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Extending out an arm or leg to protect yourself while falling.
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| Psychotherapy |
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Psychological treatment of mental, emotional, or behavioral problems.
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| QEEG |
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Quantitative EEG brainmapping (QEEG) or quantitative electroencephalogram is a cutting edge diagnostic procedure that can actually pinpoint the abnormal brainwaves in ADD patients. By itself, the QEEG does not diagnose ADD, but carefully correlating the QEEG information with other clinical findings, it can support the diagnosis of ADHD or suggest otherwise. Because of different subtypes of ADD, we feel that a QEEG is important in complex cases or patients with comorbidities such as anxiety, depression, high functioning autism, obsessive-compulsive disorder, tics, overly aggressive or explosive behavior, and oppositional-defiant disorder. The QEEG can identify the specific pattern of the brainwave abnormality and help in developing the most effective neurofeedback protocols for the patient.
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| Receptive language |
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The ability to understand how words are responsible for expressing ideas and feelings.
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| Receptors |
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Special cells that are located throughout the body which are responsible for receiving sensory messages and then sending them for processing to the Central Nervous System.
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| Reflex |
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An automatic response to sensory stimulation.
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| Regulatory Disorder |
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The inability to adapt to changing conditions such as falling asleep and waking up, eating, digesting, and eliminating, paying attention, etc.
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| Reptilian brain |
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The oldest part of the brain controlling reflexive, instinctive behavior.
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| Response Inhibition |
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The capability of understanding and holding in working memory, a rule which defines a correct response and of using this rule to help avoid automatically reacting to an incorrect stimuli.
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| Reticular core |
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Neurons in the brain that receive impulses from every sensory system. It is the center for arousal and calming down.
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| Reward |
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The Reward setting corresponds to the increasing brainwave.
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| Rotary movement |
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Spinning or turning in circles.
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| Sampling Rate (SR) |
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The speed at which data is collected
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| Satiety |
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The ability of being full beyond satisfaction.
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| Screening |
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An informal procedure that is quick and responsible for identifying children's developmental and health problems.
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| Selective Attention |
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The capacity to continue making a correct response during a task when competing or distracting stimuli are present
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| Selective mutism |
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A childhood anxiety disorder characterized by the inability speak and/or communicate comfortably in social situations.
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| Self-help skills |
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The ability to take care of one's personal needs such as bathing, dressing, eating, grooming, and studying.
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| Self-regulation |
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The ability to control one's level of activity and state of alertness.
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| Self-therapy |
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Voluntary participation in activities that help and promote self-regulation.
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| Sensitization |
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Being able to interpret stimuli as harmful, important, or unfamiliar, even if the stimuli are unimportant, familiar, and benign.
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| Sensorimotor Rhythm (SMR) |
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Associated with motor stillness. Alert but physically relaxed; 12-15 Hz
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| Sensory Cortex |
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May also be called sensory strip.
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| Sensory Defensiveness |
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May also be called overresponsivity.
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| Sensory diet |
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A sensory diet is a organized activity program that an occupational therapist develops to aid in one's self-regulation.
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| Sensory Discrimination Disorder |
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The inability to differentiate the characteristics of sensory stimuli and teh differences among them.
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| Sensory Integration (SI) |
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SI dysfunction is another name for Sensory Processing Disorder.
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| Sensory Integration Theory |
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A notion based on research, neurology, and behavior that describes the brain-behavior relationship.
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| Sensory Integration Treatment |
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The emphasis of this technique is to improve an individual's sensory-motor processing rather than skill training.
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| Sensory Modulation Disorder |
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The incapability to regulate and organize the intensity, degree, and nature of responses to sensory input in an adaptive manner.
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| Sensory Processing Disorder (SPD) |
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Sensory stimulation may cause difficulty in one's emotions, attention, movement, relationships, or adaptive responses.
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| Sensory Seeking |
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The continual pursuit for excessive sensory stimulation.
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| Sensory-Based Motor Disorder |
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Examples include Postural Disorder and Dyspraxia.
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| Sensory-Motor |
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Regarding the brain-behavior process of receiving sensory messages which is followed by a physical response.
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| Seperation Anxiety Disorder |
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An anxiety disorder of childhood that involves developmentally inappropriate, excessive anxiety related to seperation from home or attachment figures. Often manifested as school phobia.
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| Sequencing |
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Placing sounds, sights, movements, objects, thoughts, numbers and letters in consecutive order, according to time and space.
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| Sequential Memory |
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Involved in remembering things presented in a specific order.
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| Sleep Regulation Problem |
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An unbalanced pattern of sleep, such as difficulty falling asleep, or sleeping through the night, or the desire for an unusual amount of sleep.
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| Social Skills |
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Effective communication and interaction with others, that is neccessary for developing and keeping friendships.
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| Social Skills Training |
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This program helps children of similar ages learn how to interact with one another. Many people with ADHD have troubles, socially. This program helps teach children how to make and keep friends, how to function in groups of people, and to express themselves to others as well as receiving other's communications.
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| Somatosensory |
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Body sensing
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| Sound-Letter Recognition |
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To learn to read English, children must associate 44 phonemes of spoken English that can change with the 26 letters of the alphabet. This association requires a child to understand that words can be broken down into small sounds or phonemes.
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| Spatial relationships |
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Being aware of the distance of objects and their laterality, and how to move them around.
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| Special Education |
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Personalized instruction for the child who struggles with learning at school.
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| Specialization |
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When one part of the brain becomes more effective at executing a certain function.
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| Speech |
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The act of communicating verbally.
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| Speech-and-Language-Therapy |
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A treatment that helps a person develop or improve communication skills, oral-motor skills, and articulation.
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| Splinter Skill |
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These skills are often associated with people who have autism, such as an autisic savant.
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| Stable visual-field |
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Differentiation of which objects remain still and which move around.
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| State |
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The degree of a person's mood, attentiveness, or motor response to stimulation from its enviornment.
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| Stereotypical Behavior |
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Habitual actions associated with autism that are nonproductive and/or repetitive.
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| Stimulus (Pl., Stimuli) |
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Anything that produces a response due to its activation of a sensory receptor.
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| Strattera |
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Strattera is the first and only non-stimulant medication approved by the US Food and Drug Administration (FDA) for the treatment of attention-deficit/hyperactivity disorder (ADHD) in children, adolescents, and adults. Strattera is a norepinephrine reuptake inhibitor, a class of ADHD treatment that works differently from the other ADHD medications available. Strattera is available by prescription only.
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| Synapse |
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That gap between two neurons where an impulse can be transmitted to create a response.
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| Syndrome |
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A collection of symptoms that are unrelated and vary in severity from one person to the next, such as dyslexia or aspergers syndrome.
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| Tacile Discrimination |
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Knowing and being able to distinguish between differences in sensations. Being aware of touch or of being touched.
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| Tactile Defensiveness |
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Reacting in a negative and emotional way to unexpected light-touch sensations.
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| Tactile sense |
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Sensory system that receives sensations of pressure, vibration, movement, temperature, and pain that happens mostly through receptors in the skin and hair.
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| Tactile-proprioceptive |
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Simultaneous sensations of touch and body position.
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| Temporal Sequencing |
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The ability to recognize appropriate acoustic contours. This leads to recognizing and using the prosodic features of speech. A student with a temporal processing problem may have difficulty extracting the key words from a spoken message or may be unable to discriminate subtle differences in the meaning of words based on stress.
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| Thalamus |
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Part of the brain that is responsible for all sensations except for smell.
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| Theta |
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Associated with drowsiness, day dreaminess, and state of being "half awake/half asleep". Low level of arousal; 4-8 Hz
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| Time Management Class |
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Helping patients to manage their time in a productive manner.
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| Touch pressure |
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Tactile stimulus that causes receptors in the skin to respond.
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| Triune brain |
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A theory from Paul MacLean stating that the brain is made up of three systems called the reptilian complex, the limbic system, and the cerebrum.
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| Underreactivity |
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Decreased neurological and physiological behaviors that is not observable and may cause unoverresponsive behavior.
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| Underresponsitivity |
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Not enough sensitivity to sensory stimuli.
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| Unilateral coordination |
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Using one side of the body independently, that is necessary for writing and handling tools.
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| uv |
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Microvolt (unit of brainwave measurment)
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| Vestibular sense |
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A physical sensory system that provides information about the head's position. It also coordinates movement of the eyes, head and body.
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| Vestibular-proprioceptive |
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When sensations in the body and head positions work together at the same time when one moves.
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| Vision |
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Being able to identify and understand what the eyes see and being able to respond to it.
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| Vision Therapy |
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A type of treatment that helps a person improve their visual skills.
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| Visual Discrimination |
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Being able to perceive and interpret sensory information as it is received through the eyes and body as a person interacts with the environment and moves through space.
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| Visualization |
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Being able to form mental images of people, scenarios or objects.
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| Visual-motor skills |
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A person's movements based on the ability to differentiate visual information.
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| Visual-sensory integration |
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Being able to combine sights with sensory messages such as touch and movement.
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Make The Most Of This School Year!
The Drake Institute recognizes the financial pressure facing most families today. For this reason, we are pleased to provide the following financial assistance:
- No-Interest financing for up to 2 years (for those who qualify)
- Payment Plans
- “Back to school” reduced fee program (limited availability)
- “Off hours” reduced fee program (limited availability)
Call today if you have further questions. We’re here to help you.
ADHD Success Story
The program design for our son was really helpful and gave our son a confident feeling like other normal kids have. At the beginning we had so many issues listed that we wanted Drake to deal with e.g. hyperactivity, focus, following instructions, eye to eye contact to name a few.
With the following program offered by Drake (Neurofeedback, Fast Forward, and Captain’s Log) our son developed tremendous improvement as he moves forward in his daily life. Imagine you’re watching the TV series (Flip your Habits!). Everything changes as time goes by.
There is no amount of words or money that can explain the feeling that we feel as a parent as we walk out towards the close out of our son’s program at Drake.
Again, we recommend Drake Institute to everybody who has a similar struggle that we have undergone with our son. Try it and it really works.
Ed, Father of an ADHD Child |
