FREE Two-Day Shipping for students on millions of items. Learn more |
| |||||||||||||||
Product Details
Would you like to update product info or give feedback on images?
|
|
Share your thoughts with other customers:
|
||||||||||||||||||||||
|
Most Helpful Customer Reviews
19 of 20 people found the following review helpful:
5.0 out of 5 stars
A MUST HAVE!!!,
This review is from: Is It Sensory or Is It Behavior?: Behavior Problem Identification, Assessment, and Intervention (Hardcover)
Being a Mom with a child with SPD and also an OTR, I have read just about every book on the market covering sensory processing disorders and I believe that this is definitely one of the best, at least in the top 3! It answers questions that parents and teachers have been asking themselves, and each other, over and over again; "Is this (punching, falling out of his chair, not paying attention, fidgety, activity avoidance, whining, impulsive, etc.) really a sensory issue, because it just seems like he/she is just: being a pill, the class clown, being a trouble maker, someone who likes to be controlling, etc."). The authors write with well-earned authority in a clear and well-organized way. They draw on their many years of experience and have produced a comprehensive and helpful tool to help parents, teachers, counselors, and therapists help children to feel and act appropriately, as well as increase their ability to focus and learn. They have kindly included legally reproducible and brilliant work sheets and flow charts to help therapists easily organize, interpret, and plan strategies. Big thanks to the Murray-Slutsky and Paris OT/PT team!
23 of 26 people found the following review helpful:
2.0 out of 5 stars
Sensory or Behavior,
This review is from: Is It Sensory or Is It Behavior?: Behavior Problem Identification, Assessment, and Intervention (Hardcover)
Is It Sensory or Is It Behavior? (Murray-Slutsky, C. & Paris, B. A.)There are several concerns which I find to be damaging to the credibility of this book. Primary among the concerns is a lack of attribution of other's work upon which this book is predicated. For example the authors self reference their 2000 book as the primary citation for central processing disorders, sensory modulation and self-regulation, the behavioral and emotional characteristics of dyspraxia, receptive language problems related to comprehension, and stereotypic behavior. However a search of the ERIC and PUBMED databases return no references for research articles based upon the authors' names. The authors do present a body of information which has been well researched within the field of behaviorism however the appropriate referencing of the significant contributions of researchers is neglected. Based upon the lack of attribution it may appear as if the authors have wholly created this information by themselves. The level of analysis and application of behavior principles and sensory integrative principles seems to indicate a lack of clarity in the authors' interpretation of their case examples. In several case examples the level of analysis appears superficial and contradictory to the information presented within their book. For example the concept of using sensory based activities as a primary reinforcement for children who directly benefit from sensory integration intervention appears to go against the precepts of occupational therapy treatment. Why would a therapist withhold a proven treatment modality for a given child when that child benefits from the treatment? Should a treatment modality be withheld because the child did not meet his criterion for reinforcement? This also begs the behavioral intervention principle of conducting a functional analysis to determine frequency of behavior and developing a reinforcement schedule that presents the intervention prior to the occurrence of the behavior. The authors do address the need to be proactive in developing effective strategies and state several times it is more effective to recognize the warning signs of a given child and intervene prior to the occurrence of a targeted behavior. While continuous and intermittent reinforcement schedules are mentioned no significant discussion of how to implement and evaluate effectiveness of schedules is provided. The proposed use of pairing a sensory strategy as a consequence, which they seem to equate with punishment, would possibly lead to an effective treatment strategy becoming associated with a negative emotional state. This directly goes against sensory integration principles and occupational therapy precepts. They note intervening after an incident has to be done with sufficient "...intensity...to affect his nervous system. If the workload is difficult enough, it will be effective in addressing both the sensory and learned components of the behavior after it has occurred." (p. xv). The authors acknowledge that this example is reactive however they also state that "Challenging behaviors, in a horse or child, should seldom be excused, even if the sensory issues cause them" (p.xv). While the authors profess the goal of treatment and intervention is to use a proactive, multi-faceted, non-linear approach to address underlying sensory needs (for sensory based behavior) in order to then more effectively address the behavioral manifestation of the underlying sensory issue it is difficult as a practicing therapist to resolve the use of sensory strategies as punishment with proactive treatment. The authors do note the need for objective testing to determine if the child has sensory integrative processing issues and they provide helpful reminders to consider environment (internal/external), special events, sensory challenges, skill challenges, and communication challenges to assess why a behavior occurs and what might sustain a given behavior. While the need for objective analysis/testing is stressed they omit the most objective measure of sensory, motor, and praxis issues, the SIPT (WPS). Clinical observations were recommended yet the reference for an excellent clinical observation training tool was omitted (Observations Based On Sensory Integration, Blanche, Pediatric Therapy Network). The authors present an overview of behavior and sensory issues that when interpreted solely through their case examples is flawed. The cases do not present a complete and thorough exposition of behavior principles nor sensory integration principles. The information outside of the cases presents a basic framework to interpret a child's behavior however the authors do not provide adequate nor thorough citations to lead the practitioner to the significant number of original source materials upon which behavioral theory and sensory integration theory are based. Richard Furbush MS OTR/L
14 of 15 people found the following review helpful:
5.0 out of 5 stars
Problem solving made easy,
By Sue (Ireland) - See all my reviews
This review is from: Is It Sensory or Is It Behavior?: Behavior Problem Identification, Assessment, and Intervention (Paperback)
This book was written by two practicing therapists who have combined to produce a book which provides other therapists with a fund of information which can be easily accessed. The book contains chapters on identifying the problem, whether it is from a sensory [sensory integration based] deficit or a behavior that is learned and reinforced to become habit. It can be read through as a learning experience, but can also then be referred back to as specific difficulties are identified with particular children. The layout is clear and the text concise and accessable. No I am not their agent, just a fan!
Share your thoughts with other customers: Create your own review
|
|
Suggested Tags from Similar Products(What's this?)Be the first one to add a relevant tag (keyword that's strongly related to this product).
|
|
This product's forum
Active discussions in related forums
Search Customer Discussions
|
Related forums
|
