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| Foreword | |
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| Acknowledgments | |
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| Self-Regulation in Infants and Children | |
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| Normal Development of Regulatory Processes in Infancy | |
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| What Is a Regulatory Disorder? | |
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| Outcomes of Regulatory-Disordered Infants | |
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| Early Symptoms and Their Relationship to Later Diagnostic Outcomes | |
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| Impact of Early Symptoms on Later Developmental Outcome | |
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| Self-Regulation | |
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| Sleep Problems | |
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| Feeding | |
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| Attention | |
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| Sensory Processing | |
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| Attachment/Emotional Functioning | |
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| Types of Regulatory Problems | |
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| Case Example of Hypersensitive, Fearful and Cautious Type | |
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| Case Example of Hypersensitive, Negative and Defiant Type | |
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| Case Example of Underreactive, Withdrawn and Self-Absorbed Type | |
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| Case Example of Hypersensitive, Motorically Disorganized Type | |
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| Summary | |
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| References | |
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| Assessment of Regulatory Problems in Children | |
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| Assessment Strategies for the Regulatory-Disordered Infant | |
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| The Intake Interview | |
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| The Home Visit | |
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| Clinical Assessment of the Child | |
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| Self-Regulation and Sensory Processing and Reactivity | |
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| Parent Report Measures | |
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| Instruments for Direct Clinical Observation of the Child | |
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| Child Temperament: Parent Report Measures | |
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| Sustained Attention | |
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| Parent Report Measures | |
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| Instruments for Direct Clinical Observation of the Child | |
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| Parent-Child Interactions | |
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| Case Example of Assessment Process | |
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| Background History | |
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| Tests Administered | |
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| General Observations | |
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| Test Results | |
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| Case Summary | |
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| Recommendations | |
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| Summary | |
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| References | |
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| The Therapeutic Process: Working through the Parents | |
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| The Family-Centered Approach: Addressing the Concerns of Parents | |
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| Parent Guidance | |
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| Sensory Integrative Therapy Approach | |
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| Child-Centered Activity | |
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| Description of Child-Centered Activity (CCA) | |
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| Goals of CCA | |
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| Instructions in How to Teach CCA | |
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| The Process of Therapy | |
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| Role of the Therapist in CCA | |
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| Therapeutic Challenges in Application of CCA | |
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| Debriefing about the Process | |
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| Modifications of CCA to Accommodate Family and Child Needs | |
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| Examples of Responses Parents Have Had to CCA | |
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| Research Examining the Effectiveness of Treatment Approaches | |
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| Case Examples | |
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| A Challenging Case Example of a Child with Attachment Disorder | |
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| Case Example of Child with Developmental Delays and High Irritability | |
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| Summary | |
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| References | |
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| Treatment of Irritability and Other Mood-Regulation Problems | |
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| What Is an Emotion? | |
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| Cognitive Appraisal | |
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| Reading of Social Cues | |
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| Perceptual Understanding of Facial Expressions | |
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| Predicting One's Own Behavior and That of Others | |
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| Physiological Aspects of Emotion | |
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| Mediation of Emotion via Autonomic Responses | |
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| The Specificity of Emotions | |
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| Autonomic Responses Associated with Discrete Emotions | |
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| The Polyvagal Theory of Emotion | |
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| Neural Mechanisms Underlying Physiological Changes | |
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| Expression of Emotion | |
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| Universality of Emotional Expression | |
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| Developmental Differences in Affective Expression | |
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| The Socialization of Emotions | |
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| The Inhibition of Affective Expression | |
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| Neural Mechanisms Mediating Affective Expression | |
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| Modulation of Emotion and Mood States | |
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| Regulation of Negative Affects | |
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| Emotion Regulation and Adaptation | |
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| The Role of Arousal in the Socialization of Emotions | |
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| Mood Regulation | |
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| A Developmental-Structuralist Approach to Organizing Sensory and Affective Experiences | |
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| Level of Engagement: Homeostasis and Attachment | |
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| Level of Intentional, Interactive, Organized Behavior and Affects | |
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| Level of Representational Elaboration and Differentiation | |
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| Application of Developmental-Structuralist Model | |
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| Level of Homeostasis and Engagement | |
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| Problems at the Level of Intentional, Interactive, Organized Behavior and Affects | |
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| Level of Representational Elaboration and Differentiation | |
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| Treatment Approaches | |
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| Case Example | |
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| Summary | |
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| References | |
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| Treatment of Sleep and Separation Problems | |
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| Sleep Problems in Children | |
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| Impact of Sleep Problems on Development | |
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| Development of Sleep-Wake Cycles | |
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| Self-Soothing and the Process of Sleep | |
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| Where Children Sleep, the Sleep Environment, and Cultural Beliefs about Sleep | |
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| Types of Sleep Disorders in Children | |
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| The Hypersensitive Child | |
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| The Child Who Craves Movement | |
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| Problems with Attachment and Separation/Individuation | |
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| Evaluating Sleep Problems in the Child | |
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| Management of Sleep Problems | |
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| Separation Games that Help Support Sleep: Suggestions for Parents | |
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| Case Example of a Long-Standing Sleep Problem: When "Nothing Works" | |
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| Case Example: Resolving Sleep Problems through Parent-Child Psychotherapy and Sensory Integration Activities | |
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| Evaluation Findings | |
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| The Intervention | |
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| Summary | |
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| References | |
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| Treatment of Feeding Disorders in Children | |
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| The Developmental Stages of Eating | |
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| Development of Homeostasis As It Pertains to Feeding | |
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| Problems with Homeostasis that Affect Feeding | |
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| Impact of Early Feeding Problems on Parent-Child Dynamics | |
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| The Assessment Process | |
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| Treatment Intervention | |
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| Attachment Disorder | |
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| Refusal to Eat in an 18-Month-Old Boy | |
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| History | |
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| The Assessment | |
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| The Treatment Program | |
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| Food Aversions and Behavioral Resistance at Mealtime | |
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| The Assessment | |
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| The Treatment Program | |
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| Summary | |
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| References | |
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| Treatment of Attentional Problems | |
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| Types of Attentional Problems | |
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| Hyperactivity | |
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| Autism | |
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| Regulatory Disorders | |
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| The Processes that Underlie Attention | |
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| What Is Attention? Some Historical Perspectives | |
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| Arousal, Alerting, and Sensory Registration | |
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| The Orienting Reflex or the "What-Is-It?" Reaction | |
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| Habituation and Interest | |
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| Role of Stimulus Characteristics in Attention | |
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| The Neuronal Model | |
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| Sustained Attention: Attention Getting and Attention Holding | |
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| The Role of Effort in Attentional Tasks | |
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| Selective Attention: Screening and Selection | |
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| Motivation, Persistence, and Self-Control | |
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| Treatment Applications | |
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| Techniques to Improve Arousal and Alerting for Focused Attention | |
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| Things to Do to Help Develop Motivation, Self-Control, and Sustained Attention | |
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| Cognitive Activities that Help Children with ADHD | |
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| Case Example of Child with Attentional Problems | |
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| The Assessment | |
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| The Treatment Process | |
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| Summary | |
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| References | |
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| Treatment of Sensory-Processing Problems | |
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| Sensory-Integrative Dysfunction | |
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| The Concepts of Sensory Defensiveness and Sensory Dormancy | |
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| The Tactile System | |
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| Tactile Dysfunction | |
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| Tactile Defensiveness | |
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| Tactile Hyposensitivities | |
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| How Tactile Problems Evolve Over Time | |
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| Treatment Approaches for Children with Somatosensory Dysfunction | |
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| The Vestibular and Proprioceptive Systems | |
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| Vestibular-Based Problems | |
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| Treatment Approaches to Address Vestibular Problems in Children | |
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| Case Description of the Gravitationally Insecure Child with Developmental Dyspraxia | |
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| Case Example of Treatment Approach with Child with Pervasive Developmental Disorder | |
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| Presenting Concerns | |
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| History | |
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| Clinical Findings | |
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| Impressions | |
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| The Treatment Plan | |
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| The Treatment Program | |
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| Summary | |
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| References | |
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| Infant-Toddler Symptom Checklist: Long Version | |
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| Functional Emotional Assessment Scale | |
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| Sensorimotor History Questionnaire for Preschoolers | |
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| Index | |