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The nervous system acts based on excitation and inhibition. Under typical circumstances, the nervous system receives both excitatory and inhibitory messages, and must balance these competing inputs to determine an appropriate and adaptive response. Sometimes, the nervous system responses are out of balance; when those responses are larger than we would normally expect in a particular situation, it is referred to as ‘hyper responsive’. We hypothesize about a person’s hyperresponsiveness by observing behavior in a particular context. For example, a child who cringes and puts his hands over his ears during group instruction may be exhibiting hyperresponsiveness to the sounds in the classroom.
References(s):
Dunn, W. (1997). Implementing neuroscience principles to support habilitation
and recovery. (chapter 8), in Christiansen, C. & Baum, C. (eds.), Occupational
Therapy: Enabling Function and Well-Being. Slack, Inc., Thorofare, NJ. (p.
182-232).
Suggested Reading(s):
Lane, S., Miller, L. & Hanft, B. (2000). Toward a Consensus in terminology
in sensory integration theory and practice: part 2: sensory integration patterns
of function and dysfunction. Sensory Integration Special Interest Section Quarterly
(23:2), American Occupational Therapy Association, Rockville Maryland.
Greenspan, S., & Wieder, S. (1994). Diagnostic classification of Mental Health and Developmental Disorders for Infancy and Early Childhood. Zero to Three, Washington DC.
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