Special Ed

Sensory integration is an innate neurobiological process and refers to the integration and interpretation of sensory stimulation from the environment by the brain. www.Autism.org
The sensory system can be broken down in to different systems, the most well known being visual, smell (olfactory) and auditory. In fact the most fundamental systems we use to function properly, which are explained below, are Vestibular, Proprioceptive and Tactile. If these systems are not communicating with each other this can lead to problems with perception and affect development and behaviour. Music or music-related activities can help in these situations because it can be a distraction to the senses. This can open a window of opportunity for therapists to influence and stimulate the learning process.

Three basic sensory systems:

• Vestibular – Receptors found in the inner ear along with sight help us to deal with gravity and spatial orientation based on position of the head.
If this system doesn’t work properly it can lead to: constant vertigo experience, low muscle tone, disorientated feeling, a sense of falling or the ground being slanted.
Methods of Treatment: Spinning, Jumping (trampoline) provides constant stimulus to this sensory system leading to brain learning how to make changes in body position to maintain balance. Constant rhythm important to aiding adaptive process. (Fisher 1991) E.G. Jumping in rhythm to a song with words. (vestibular and proprioceptive)

• Proprioceptive – perception of energy and position of muscles, joints and tendons needed to perform any physical action. Touch and movement senses again work together with sight to create awareness of body position. Trial and error in normal development helps to refine these skills.
If this system doesn’t work properly it can lead to: Not being able to do physical tasks properly (e.g. dyspraxia), when motor planning is weak this can lead to difficulties in walking, running, writing, speaking.
Methods of Treatment: Role of therapist is to teach or re-teach actions or movements through activity allowing the brain to establish new connections about body awareness. E.G. Learning to hold and play an instrument correctly. (vestibular, proprioceptive and tactile)

• Tactile – First sensation along with hearing. Receptors found on skin, in mouth and other areas of body. Two main channels: Protective (potential danger such as extremely light touches like a mosquito bite, unexpected touches and pain, burning, stabbing and other touch sensations). Discriminative (how and where body is touched and also how hot, cold, wet, dry, tasty etc. it is).

If this system doesn’t work properly it can lead to: Tactile and sensory defensiveness, a hypersensitive tactile system can put a person on full alert constantly which disrupts the ability to function properly, living in constant stress. Avoidance of physical contact, over sensitive to light, certain types of food or textures and even hyperactivity.
Methods of Treatment: Music in this situation can (but not always) act as a relaxant and make the body feel safe. Brain is attending to the sounds and person temporarily forgets the tactile hypersensitivity and is able to pick up instruments and play.

Case Study:

Jason has autism, no expressive language capabilities. Did not respond to name being called. Typical autistic behaviour e.g. l ack of eye contact, in his ‘own-world’, facial grimaces, some dyspraxia, etc. Seemed to show enjoyment of music because sat in front of TV especially when showing adverts with songs. Therapist tried to play song on piano, sing, but Jason either sat in the corner and appear to ignore or run around the room screaming and crying. Changes in volume, tempo or rhythm pattern did not help, only made it worse. Only showed slight change in discomfort after few sessions. Only when he discovered the gong in the sixth week of therapy did he visibly begin to enjoy the session. The instrument made an incredibly loud sound which made him smile and everyone else in the room jump.

Respect

© Donna Williams

Some of what I am is mine.
Some of what I am is the product of a reactive breakdown
In the dialogue between two clashing systems?
Your’s and mine.
Building bridges, not facades?
That’s humanity.
If you can’t dare to be wrong,
Why should I?
In the face of unreasonable behavior,
There is the question of feeling respected.
…It’s all relative.

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