I had an opportunity to check gains in the sensory processing skills of a 7 year old girl who had undergone 6 months of SI. Her clinic-based OT consisted primarily of vestibular & tactile interventions was 1/2 hour weekly sessions with modulated music playing in the backgound. This was followed by 1/2 hour sessions with a music therapist. In addition, she received 6 weeks (so far) of Therapeutic Listening and a very good sensory diet program at her school.
She made significant gains in her parent's eyes and it also registered on the Sensory Profile (SP). She now accepts hugs from her family without tactile defensiveness (talk about huge!). On the SP, She gained 10 points overall (from 497 to 487). Her Touch Processing score moved from definite difference to probable difference and the Sedentary Factor moved from probable difference to typcial.
Friday, May 16, 2008
Thursday, May 8, 2008
Tyler's Case Study
Here is an Interactive Metronome case study that I wrote up for IM. Thought I'd reproduce it here.
Tyler is an 11 year old boy with high functioning autism who attends regular education and special education classes. Before his IM program, he displayed low tone, poor motor planning, and poor attention and organization skills. He also demonstrated poor overall motivation. Tyler could not tie his shoes. He had difficulty playing the typical games of children his age that involved motor planning, rules and social interaction. Tyler had language skills but engaged in very little communication. For example, he did not acknowledge his mother when she asked him what he wanted to eat or requested that he clean up his toys.
His mother’s stated goals for Tyler’s IM program were improved organization and motivation skills. Tyler’s personal goal was to be able to compete with family members when they played Wii. The IM long form pre-test indicated average to severely-below-average scores for Tyler. He was given a four-week, 12-session program with adaptations for low tone in his lower extremity (therapy ball), tempo modification and use of the visual mode. He began with 800 repetitions and by the twelfth session was able to maintain 1800 repetitions that included 30 minutes of continued focus.
Initially, Tyler showed poor motivation and tried to find ways to take frequent breaks. Introduction of a therapy ball during an early session increased his overall compliance. After 3 sessions, he independently taught himself in the space of one day to tie shoes. He also began to learn new gross motor skills in the gym. More important, he began to demonstrate a noticeable sense of pride in his accomplishments and to work diligently in the program. After two weeks, his mother said he was acquiring better focus, as well as improved attention, memory and sense of responsibility. He also beat his brother in a game of Wii. After three weeks, his mother said, “I was blown away. I asked him to pick some things up, and he said, ‘Sure, Mom, I’ll get it in a few minutes.’” She went on to say, “He had never done that before!” Tyler completed the program with above-average scores. Four months later, his gains including his newly-developed reciprocal communication skills remained intact and are growing.
Tyler is an 11 year old boy with high functioning autism who attends regular education and special education classes. Before his IM program, he displayed low tone, poor motor planning, and poor attention and organization skills. He also demonstrated poor overall motivation. Tyler could not tie his shoes. He had difficulty playing the typical games of children his age that involved motor planning, rules and social interaction. Tyler had language skills but engaged in very little communication. For example, he did not acknowledge his mother when she asked him what he wanted to eat or requested that he clean up his toys.
His mother’s stated goals for Tyler’s IM program were improved organization and motivation skills. Tyler’s personal goal was to be able to compete with family members when they played Wii. The IM long form pre-test indicated average to severely-below-average scores for Tyler. He was given a four-week, 12-session program with adaptations for low tone in his lower extremity (therapy ball), tempo modification and use of the visual mode. He began with 800 repetitions and by the twelfth session was able to maintain 1800 repetitions that included 30 minutes of continued focus.
Initially, Tyler showed poor motivation and tried to find ways to take frequent breaks. Introduction of a therapy ball during an early session increased his overall compliance. After 3 sessions, he independently taught himself in the space of one day to tie shoes. He also began to learn new gross motor skills in the gym. More important, he began to demonstrate a noticeable sense of pride in his accomplishments and to work diligently in the program. After two weeks, his mother said he was acquiring better focus, as well as improved attention, memory and sense of responsibility. He also beat his brother in a game of Wii. After three weeks, his mother said, “I was blown away. I asked him to pick some things up, and he said, ‘Sure, Mom, I’ll get it in a few minutes.’” She went on to say, “He had never done that before!” Tyler completed the program with above-average scores. Four months later, his gains including his newly-developed reciprocal communication skills remained intact and are growing.
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