A' Jean Ayres and Lela Llorens

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A. Jean Ayres and Lela Llorens

• Emily K. Schulz. PhD, OTR/L, CFLE

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A. Jean Ayres, PhD, OTR

• Dr. Jean Ayres began her scientific approach to
  studying sensory integrative function at a time
  when few occupational therapists were interested
  in research.
• She was dedicated to providing services to
  children who would otherwise be lost in the
  education and health care systems.
• Her resolute drive to improve the knowledge and
  application of sensory integrative principles
  through continuous research was founded on the
  desire to help these children.
• Dr. Ayres was concerned about major problems
  confronting the use of sensory integrative
  theory.
• These problems included inappropriate application
  of sensory integrative theory and unrealistic
  claims of treatment efficacy.
• She lamented the theory was either accepted with
  absolute enthusiasm or rejected entirely.
• "It is believed to be either omnipotent or no
  good at all," Dr. Ayres said, "and knowledge
  simply does not develop that way."
• Dr. Ayres dedicated her life to the ongoing
  development of sensory integration theory and
  practice and the children whom it benefited.
• http//home.earthlink.net/sensoryint/ja.html

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Sensory Integration

• Sensory integration occurs in the central nervous
  system
• Occurs in the mid-brain and brainstem levels
• And has interactions with parts of the brain
  responsible for such things as
• coordination, attention, arousal levels,
  autonomic functioning, emotions, memory, and
  higher level cognitive functions.
• The senses
• Auditory (Hearing)
• Vestibular (Gravity and Movement)
• Proprioceptive (Muscles and Joints)
• Tactile (Touch) Visual (seeing)
• Integration of their inputs
• Effects Motor Output

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Sensory Integration

• OTs provide a "sensory diet" to a child
• involves a planned and scheduled activity
  program designed and developed to meet the needs
  of the child's nervous system.
• A sensory diet stimulates the "near" senses
  (tactile, vestibular, and proprioceptive) with a
  combination of alerting, organizing, and calming
  techniques.
• The sensory integrative approach is guided by the
  child's motivation in selection of the
  activities.
• By allowing them to be actively involved, and
  explore activities that provide sensory
  experiences most beneficial to them, children
  become more mature and efficient at organizing
  sensory information.
• http//www.healthatoz.com/healthatoz/Atoz/ency/sen
  sory_integration_disorder.html

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Lela Llorens, PhD, OTR, FAOTA

• Lela A. Llorens holds her BS in Occupational
  Therapy from Western Michigan University, her
  Master's Degree in Vocational Rehabilitation from
  Wayne State University and her Ph.D. in Education
  and Occupational Therapy from Walden University.
• She is a Professor Emeritus from San Jose State
  who has consulted extensively for Maternal and
  Child Health Services, demonstrating how
  occupational therapy can make a difference in
  community health.
• She was on the faculty at the University of
  Florida for 11 years, six of them as chair of the
  Occupational Therapy department.
• She received the AOTA/AOTF Presidential
  Commendation in Honor of Wilma L. West in 1997.
  At San Jose State, she coordinated the graduate
  program, was elected department chair for two
  terms until she became Associate Academic Vice
  President of Faculty Affairs and served for three
  years.

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Lela Llorens, PhD, OTR, FAOTA

• As a CORE faculty member at Stanford University's
  Geriatric Education Center, she participated for
  12 years in an ethnogeriatric grant project,
  which serves in part as a clearinghouse for
  ethnogeriatric literature and curricula she
  helped write and develop.
• Since retiring in 1996, she has continued
  contributing to the field of occupational therapy
  as a USC guest lecturer and consultant to the
  Department Chair.
• At USC, she participates in graduate seminars in
  occupational therapy and helps create a
  developmental cross-cultural therapy perspective.
  
• Since 1969, when she delivered a groundbreaking
  Eleanor Clarke Slagle Lecture concerning
  developmental theory and adaptation over the life
  span, her work has expanded and was ultimately
  adopted as part of the theoretical aspect of the
  doctoral program at Texas Women's University.
• Today her publications as well as biographical
  sketches about her are housed in the Special
  Collection of the Blagg-Huey Library at TWU.
  (http//www.usc.edu/assets/ot/faculty/LelaLlorens.
  html)

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Llorens Developmental Theory

• Llorens organized the developmental expectations,
  behaviors, and needs for each age group for
  illustrative purposes from theorists of the day
  into one chart.
• Neurophysiological-Sensorimotor (Ayres)
• Physical-Motor (Gesell)
• Psychosocial (Erikson)
• Psychodynamic ( Hall, Grant, Freud)
• Socio-Cultural (Gesell)
• Social-Language (Gesell)
• Activity of Daily Living (Gesell)

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Llorens Developmental Theory

• Llorens also organized the Facilitating
  Activities for evaluation purposes for each age
  group into one chart.
• Sensorimotor
• Developmental
• Symbolic
• Daily Life Tasks
• Interpersonal Relationships

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Llorens Developmental Theory

• Llorens also organized the Behavior Expectations
  and Adaptive Skills for each age group into one
  chart (Desired Outcomes).
• Developmental (Havighurst)
• Ego-Adaptive Skills (Mosey, Pearce, Newton)
• Intellectual Development (Piaget)

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Llorens Developmental Theory

• Three Steps in OT Process
• Screening/Evaluation
• Intervention
• Outcomes

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Llorens Developmental Theory

• Three Categories of Practice Technology
• Prevention
• Treatment Therapy (habilitative)
• Rehabilitation and Health Maintenance

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Llorens Developmental Theory

• Screening/Evaluation
• Universal techniques plus age appropriate tests
• To address prevention
• Identify Risks for dysfunction in
• occupational performance and
• occupational performance components

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Llorens Developmental Theory

• Intervention
• Activity prescription and administration,
  rehabilitation aids, adaptive equipment,
  counseling specific to developmental stage of
  child
• To address prevention
• Prevent dysfunction in
• occupational performance and
• occupational performance components
• specific to developmental stage of person (child)

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Llorens Developmental Theory

• Outcomes
• Functioning at highest potential
• To address prevention
• Prevent dysfunction in
• occupational performance and
• occupational performance components

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Misunderstood Minds

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Questions and Answers

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