TEST BANK
Sensory Integration: Theory and Practice
Anita C. Bundy, and Shelly J. Lane
3rd Edition
,Table of Contents
Chapter 01 Sensory Integration-A. Jean Ayres’ Theory Revisited 1
Chapter 02 Sensory Integration in Everyday Life 3
Chapter 03 Composing a Theory-An Historical Perspective 5
Chapter 04 Structure and Function of the Sensory Systems 6
Chapter 05 Praxis and Dyspraxia 13
Chapter 06 Sensory Modulation Functions and Disorders 19
Chapter 07 Sensory Discrimination Functions and Disorders 23
Chapter 08 Assessment of Sensory Integration Functions Using the Sensory Integration and
Praxis Tests 27
Chapter 09 Using Clinical Observations within the Evaluation Process 29
Chapter 10 Assessing Sensory Integrative Dysfunction Without the SIPT 31
Chapter 11 Interpreting and Explaining Evaluation Data 33
Chapter 12 The Art of Therapy 35
Chapter 13 The Science of Intervention-Creating Direct Intervention from Theory 37
Chapter 14 Distilling Sensory Integration Theory for Use-Making Sense of the Complexity 39
Chapter 15 Advances in Sensory Integration Research-Clinically Based Research 41
Chapter 16 Advances in Sensory Integration Research-Basic Science Research 44
Chapter 17 Using Sensory Integration Theory in Coaching 46
Chapter 18 Complementary Programs for Intervention 48
Chapter 19 Application of Sensory Integration with Specific Populations 52
Chapter 20 Planning and Implementing Intervention Using Sensory Integration Theory 58
Chapter 21 Planning and Implementing Intervention-A Case Example of a Child with
Autism 60
Chapter 22 Viewing Intervention Through Different Lenses 62
Chapter 23 Is Sensory Integration Effective 64
,______________________________________________________________________________________________
Test Bank - Sensory Integration: Theory and Practice, 3rd Edition (Bundy, 2020)
Chapter 1: Sensory Integration: A. Jean Ayres’ Theory Revisited
TRUE/FALSE
1. Somatodyspraxia is a more severe practice deficit than Vestibular Bilateral Integration and
Sequencing (VBIS) disorder.
ANS: T PTS: 1
2. Ayres’ theory focused primarily on contributions of the auditory and visual systems to
motor planning.
ANS: F
Ayres’ theory focused primarily on the contributions of the tactile, proprioceptive, and
vestibular systems.
PTS: 1
3. Sensory integration (SI) theory hypothesizes that deficits in learning and behavior are
because of poor processing and integration of sensation in the central nervous system
(CNS).
ANS: T PTS: 1
4. Deficits in a child’s learning, behavior, and arousal following a traumatic brain injury can be
attributed to sensory integration (SI) dysfunction.
ANS: F
A diagnosis of SI dysfunction requires evidence of deficits in the central processing of
vestibular, proprioceptive, or tactile sensation that are not attributable to frank peripheral
nervous system or central nervous system damage or associated with cognitive deficits.
PTS: 1
5. The theory of sensory integration (SI) can be used to explain the cause of low muscle tone
and poor proximal stability in a child with Down syndrome.
ANS: F
SI theory is not intended to explain dysfunction in motor planning or sensory modulation
because of frank central nervous system damage, genetic issues, or other diagnostic
conditions.
PTS: 1
MULTIPLE CHOICE
6. Which of the following is NOT an assumption associated with sensory integration (SI)
theory?
______________________________________________________________________________________________
1|Page
, ______________________________________________________________________________________________
Test Bank - Sensory Integration: Theory and Practice, 3rd Edition (Bundy, 2020)
A. Children have an inner drive to develop SI through participation in sensorimotor
activities.
B. Adaptive interactions are critical to the development of SI.
C. Environmental interactions have limited effects on the central nervous system.
D. The brain functions as an integrated whole, meaning that cortical and subcortical
structures are important for SI.
ANS: C PTS: 1
7. Which of the following statements is MOST accurate?
A. Poor self-esteem is primarily an outcome of poor sensory modulation, not poor
praxis.
B. Challenges with attention, self-regulation, and arousal are seen more often in
children with poor sensory modulation as opposed to poor praxis.
C. Deficits in proprioceptive processing primarily lead to poor sensory modulation,
not deficits in praxis.
D. Avoidance of meaningful activities is primarily seen in children with dysfunction
in praxis, whereas children with poor sensory modulation rarely avoid
engagement.
ANS: B PTS: 1
MATCHING
Match the term to the definition.
A. Feedback that arises from actions that produce a change in the environment
B. Feedback that arises from the body and informs the child how it felt to move
C. The sense of where body parts are in relation to one another
8. Body scheme
9. Production feedback
10. Outcome feedback
8. ANS: C PTS: 1
9. ANS: B PTS: 1
10. ANS: A PTS: 1
______________________________________________________________________________________________
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Sensory Integration: Theory and Practice
Anita C. Bundy, and Shelly J. Lane
3rd Edition
,Table of Contents
Chapter 01 Sensory Integration-A. Jean Ayres’ Theory Revisited 1
Chapter 02 Sensory Integration in Everyday Life 3
Chapter 03 Composing a Theory-An Historical Perspective 5
Chapter 04 Structure and Function of the Sensory Systems 6
Chapter 05 Praxis and Dyspraxia 13
Chapter 06 Sensory Modulation Functions and Disorders 19
Chapter 07 Sensory Discrimination Functions and Disorders 23
Chapter 08 Assessment of Sensory Integration Functions Using the Sensory Integration and
Praxis Tests 27
Chapter 09 Using Clinical Observations within the Evaluation Process 29
Chapter 10 Assessing Sensory Integrative Dysfunction Without the SIPT 31
Chapter 11 Interpreting and Explaining Evaluation Data 33
Chapter 12 The Art of Therapy 35
Chapter 13 The Science of Intervention-Creating Direct Intervention from Theory 37
Chapter 14 Distilling Sensory Integration Theory for Use-Making Sense of the Complexity 39
Chapter 15 Advances in Sensory Integration Research-Clinically Based Research 41
Chapter 16 Advances in Sensory Integration Research-Basic Science Research 44
Chapter 17 Using Sensory Integration Theory in Coaching 46
Chapter 18 Complementary Programs for Intervention 48
Chapter 19 Application of Sensory Integration with Specific Populations 52
Chapter 20 Planning and Implementing Intervention Using Sensory Integration Theory 58
Chapter 21 Planning and Implementing Intervention-A Case Example of a Child with
Autism 60
Chapter 22 Viewing Intervention Through Different Lenses 62
Chapter 23 Is Sensory Integration Effective 64
,______________________________________________________________________________________________
Test Bank - Sensory Integration: Theory and Practice, 3rd Edition (Bundy, 2020)
Chapter 1: Sensory Integration: A. Jean Ayres’ Theory Revisited
TRUE/FALSE
1. Somatodyspraxia is a more severe practice deficit than Vestibular Bilateral Integration and
Sequencing (VBIS) disorder.
ANS: T PTS: 1
2. Ayres’ theory focused primarily on contributions of the auditory and visual systems to
motor planning.
ANS: F
Ayres’ theory focused primarily on the contributions of the tactile, proprioceptive, and
vestibular systems.
PTS: 1
3. Sensory integration (SI) theory hypothesizes that deficits in learning and behavior are
because of poor processing and integration of sensation in the central nervous system
(CNS).
ANS: T PTS: 1
4. Deficits in a child’s learning, behavior, and arousal following a traumatic brain injury can be
attributed to sensory integration (SI) dysfunction.
ANS: F
A diagnosis of SI dysfunction requires evidence of deficits in the central processing of
vestibular, proprioceptive, or tactile sensation that are not attributable to frank peripheral
nervous system or central nervous system damage or associated with cognitive deficits.
PTS: 1
5. The theory of sensory integration (SI) can be used to explain the cause of low muscle tone
and poor proximal stability in a child with Down syndrome.
ANS: F
SI theory is not intended to explain dysfunction in motor planning or sensory modulation
because of frank central nervous system damage, genetic issues, or other diagnostic
conditions.
PTS: 1
MULTIPLE CHOICE
6. Which of the following is NOT an assumption associated with sensory integration (SI)
theory?
______________________________________________________________________________________________
1|Page
, ______________________________________________________________________________________________
Test Bank - Sensory Integration: Theory and Practice, 3rd Edition (Bundy, 2020)
A. Children have an inner drive to develop SI through participation in sensorimotor
activities.
B. Adaptive interactions are critical to the development of SI.
C. Environmental interactions have limited effects on the central nervous system.
D. The brain functions as an integrated whole, meaning that cortical and subcortical
structures are important for SI.
ANS: C PTS: 1
7. Which of the following statements is MOST accurate?
A. Poor self-esteem is primarily an outcome of poor sensory modulation, not poor
praxis.
B. Challenges with attention, self-regulation, and arousal are seen more often in
children with poor sensory modulation as opposed to poor praxis.
C. Deficits in proprioceptive processing primarily lead to poor sensory modulation,
not deficits in praxis.
D. Avoidance of meaningful activities is primarily seen in children with dysfunction
in praxis, whereas children with poor sensory modulation rarely avoid
engagement.
ANS: B PTS: 1
MATCHING
Match the term to the definition.
A. Feedback that arises from actions that produce a change in the environment
B. Feedback that arises from the body and informs the child how it felt to move
C. The sense of where body parts are in relation to one another
8. Body scheme
9. Production feedback
10. Outcome feedback
8. ANS: C PTS: 1
9. ANS: B PTS: 1
10. ANS: A PTS: 1
______________________________________________________________________________________________
2|Page
