The summer goes by so quickly as I see kids individually and in groups. The groups at our clinic are called summer combos. There is (in order) 1 part music therapy, 1 part OT and 1 part speech. My aide and I run a group of five 5-7 year olds. They are delightful, but quite a handful. One of the boys has ADHD, another has a sensory modulation disorder. When one "goes off", the other follows. (During the first session, the aide and I learned this the hard way!)
After 6 sessions, we are finally able to run a structured obstacle course in our open gym without both boys making their own agenda. But we worked hard to get them modulated in our environment. I think that our successful formula during the first 5 sessions was this: for the first 1/2 hour, we gave them free play - but with limited options. For example, 3 on a bench swing, 2 in the ball pit, then switch. This let them blow off a lot of steam, but in a semi-controlled manner as they rev-up in the ball pit and then cool-down on the swing. The next 1/2 hour was spent at a table top activity, and so was quite structured. At the end of the hour, they were able to march off to speech (and snack) and sit (relatively) quietly for another hour.
I can't say that combos are my favorite part of the day - I am completely worn out, but I am very glad for these children to have the opportunity to work through modulation issues under adverse conditions.
Wednesday, July 23, 2008
Monday, July 7, 2008
TED Video on Right/Left Brain
There is an amazing video by Jill Bolte Taylor, (http://www.ted.com/talks/view/id/229) a Harvard-trained and published neuroanatomist who teaches at the Indiana University School of Medicine in Bloomington, IN. Dr. Taylor witnessed and then recorded her experience of undergoing a stroke. As a brain scientist, she has incredible insight. She discusses the differences between the left and right brains.
Dr. Taylor describes the right brain's organization as a parallel processor ... that is, it has it's pulse on all the senses, but has no structure to make sense of the input it receives. For example, she talks about hearing "wah, wah-wah, wah-wah", rather than "Hi, my name is Joe". Another example, she had difficulty distinguishing numbers on paper. She couldn't discriminate figure/ground.
She described the left brain as a serial processor (a typical computer) that is able to analyze, organize and communicate. She says that the left brain has the sense of self (ego?) whereas the right brain is cosmic / in touch with energy. This is all very interesting, quite fantastic, and depending on your religion and training, may make a lot of sense. It did for me.
I wonder if autism doesn't have some sort of right/left brain connection .... I've seen a number of children without verbal skills who struggle with reality and appear to be content in their inner world of songs, touch, lights, and spinnng (right brain with left brain missing). And then there is true Asperger's Syndrome, which seems to be all left brain.
Dr. Taylor has a book, "My Stroke of Insight", that covers this same ground in depth.
Dr. Taylor describes the right brain's organization as a parallel processor ... that is, it has it's pulse on all the senses, but has no structure to make sense of the input it receives. For example, she talks about hearing "wah, wah-wah, wah-wah", rather than "Hi, my name is Joe". Another example, she had difficulty distinguishing numbers on paper. She couldn't discriminate figure/ground.
She described the left brain as a serial processor (a typical computer) that is able to analyze, organize and communicate. She says that the left brain has the sense of self (ego?) whereas the right brain is cosmic / in touch with energy. This is all very interesting, quite fantastic, and depending on your religion and training, may make a lot of sense. It did for me.
I wonder if autism doesn't have some sort of right/left brain connection .... I've seen a number of children without verbal skills who struggle with reality and appear to be content in their inner world of songs, touch, lights, and spinnng (right brain with left brain missing). And then there is true Asperger's Syndrome, which seems to be all left brain.
Dr. Taylor has a book, "My Stroke of Insight", that covers this same ground in depth.
Sunday, June 22, 2008
Working with adults and teens
I plan to move into an adult practice during the next year. My husband and I are looking at a possible site for the clinic today. We will offer Interactive Metronome, Therapeutic Listening, Samonas Listening, psycho-therapy, and sensory integration therapy.
It is interesting for me to see and compare the difference in working with adults versus children. The poor folks who were sensory kids, but did not get therapy are now sensory adults who have self-adapted to the world around them and may still have a lot of difficulties in coping, adapting and interacting. The therapies that I use with children work with adults. The biggest problem is simply reducing the accumulated baggage that an adult has from years of dealing with physical, mental and sensory issues in the form of praxis, autism/Asperger's syndrome, and/or overall poor inter connectivity to the world and other people. Having access to psycho-therapy will help.
I am expecting to see fewer adult clients with autism than I do in my pediatric practice, but this will be offset by clients with traumatic brain disorder (TBI) and aging-related problems including stroke. I expect the same number of sensory-related issues and the issue of self-regulation will still play out strongly. For outcomes: those with auditory issues will be able to relax and be less volatile, those with vestibular issues will appear to be smarter and will probably act-out less. Those with social issues will lose fear of social situations and pay attention to social rules. Folks with TBI will find increased organization.
I'm not sure what to expect with teenagers. Probably a mixture of everything but stroke. And probably plenty of clients with autism.
My study of the adult parents of children with autism is near completion. There are still 2 post-tests to complete and then we can look at the results.
It is interesting for me to see and compare the difference in working with adults versus children. The poor folks who were sensory kids, but did not get therapy are now sensory adults who have self-adapted to the world around them and may still have a lot of difficulties in coping, adapting and interacting. The therapies that I use with children work with adults. The biggest problem is simply reducing the accumulated baggage that an adult has from years of dealing with physical, mental and sensory issues in the form of praxis, autism/Asperger's syndrome, and/or overall poor inter connectivity to the world and other people. Having access to psycho-therapy will help.
I am expecting to see fewer adult clients with autism than I do in my pediatric practice, but this will be offset by clients with traumatic brain disorder (TBI) and aging-related problems including stroke. I expect the same number of sensory-related issues and the issue of self-regulation will still play out strongly. For outcomes: those with auditory issues will be able to relax and be less volatile, those with vestibular issues will appear to be smarter and will probably act-out less. Those with social issues will lose fear of social situations and pay attention to social rules. Folks with TBI will find increased organization.
I'm not sure what to expect with teenagers. Probably a mixture of everything but stroke. And probably plenty of clients with autism.
My study of the adult parents of children with autism is near completion. There are still 2 post-tests to complete and then we can look at the results.
Auditory Fight or Flight
A large number of my pediatric clients have auditory issues. For most, the noise of a cafeteria or gym is too much to handle and they are put into fight or flight movement with unexpected or loud noises. They have been known to scream, run and cry in response to everyday situations making them very unpopular with teachers. In addition, they may talk to themselves or make unusual noises (vocal tics for example) that drive classmates nuts. These poor children have a very hard time making and keeping friends.
These sensory kids may or may not have autism - and it seems that a lot of them are on a sort of continuum from "typical" to "high functioning autism". My first step is to give the children strategies to keep their cool. I recommend earplugs (with a pediatrician's approval), or headphones in noisy environments. There are chewy necklaces and pencil grips that can provide them with oral input and serve to limit the vocal tics. Then I discuss ways to self-calm using breathing and focus on breathing. With one bright child, I explained what fight or flight means and suggested that she provide herself with self talk by telling herself that she is safe and that her reaction to noise is just an over-reaction by her body.
These strategies help, but not all children can use them independently. My next stage of therapy is twofold - vestibular stimulation and a listening program. We have Therapeutic Listening at our clinic.
Vestibular Stimulation
Given that the vestibular and auditory "organs" are in close physical proximity, it is common for a child with auditory issues to have vestibular problems as well. I look for dizziness or fear, and treat it by finding the plane (lateral, vertical, horizontal) and type of movement (rotational, linear, stationary, head down, etc) that makes the child dizzy or fearful. I then acclimate the child to the difficult positions and types of movement by alternating them with safe movement (usually linear swinging). I count out loud so that the child knows when the movements will start and end. This helps to remove fear. I have them check themselves for dizziness, and report on progress. These types of vestibular problems usually heal in just a few 15-minute sessions. It is harder to accomplish with a child with moderate-severe autism because they may not pay attention to what I am telling them (or may not initially trust me) and so go into a state of fear. The trick with them is to go slow and back off if it looks like it's going to backfire.
Listening Program
I am still new to listening programs, but have seen progress with my kids and my colleague's clients, too. Therapeutic Listening (TL), as I mentioned in another post, has 4 classes of CDs: self regulation, time and space, praxis and connectivity (to the environment). I use the self-regulation CDs to help reduce the fight or flight response and the time and space CDs to help with correcting the auditory imbalance itself. After that, I move to the connectivity CDs to try and help re-integrate the child into his/her environment, with the hope that it'll help with social issues.
The self-regulation CDs appear to make a person more passive - which can be good or bad. I tried a week's worth myself and had a friend do so, too. We both became noticeably calmer, but more passive. I stopped standing up for myself. I certainly don't want that to happen with my clients. So, when I see that symptom, I move to a third stage - Interactive Metronome (IM). Perhaps not a full program, but certainly enough to break the passivity and induce a shot of confidence. With one client, I moved in and out of TL and IM in the hopes that he would find an easy place to settle. It appears to have worked and he is discharged. I'll check back in a few months to see if he is still doing well.
These sensory kids may or may not have autism - and it seems that a lot of them are on a sort of continuum from "typical" to "high functioning autism". My first step is to give the children strategies to keep their cool. I recommend earplugs (with a pediatrician's approval), or headphones in noisy environments. There are chewy necklaces and pencil grips that can provide them with oral input and serve to limit the vocal tics. Then I discuss ways to self-calm using breathing and focus on breathing. With one bright child, I explained what fight or flight means and suggested that she provide herself with self talk by telling herself that she is safe and that her reaction to noise is just an over-reaction by her body.
These strategies help, but not all children can use them independently. My next stage of therapy is twofold - vestibular stimulation and a listening program. We have Therapeutic Listening at our clinic.
Vestibular Stimulation
Given that the vestibular and auditory "organs" are in close physical proximity, it is common for a child with auditory issues to have vestibular problems as well. I look for dizziness or fear, and treat it by finding the plane (lateral, vertical, horizontal) and type of movement (rotational, linear, stationary, head down, etc) that makes the child dizzy or fearful. I then acclimate the child to the difficult positions and types of movement by alternating them with safe movement (usually linear swinging). I count out loud so that the child knows when the movements will start and end. This helps to remove fear. I have them check themselves for dizziness, and report on progress. These types of vestibular problems usually heal in just a few 15-minute sessions. It is harder to accomplish with a child with moderate-severe autism because they may not pay attention to what I am telling them (or may not initially trust me) and so go into a state of fear. The trick with them is to go slow and back off if it looks like it's going to backfire.
Listening Program
I am still new to listening programs, but have seen progress with my kids and my colleague's clients, too. Therapeutic Listening (TL), as I mentioned in another post, has 4 classes of CDs: self regulation, time and space, praxis and connectivity (to the environment). I use the self-regulation CDs to help reduce the fight or flight response and the time and space CDs to help with correcting the auditory imbalance itself. After that, I move to the connectivity CDs to try and help re-integrate the child into his/her environment, with the hope that it'll help with social issues.
The self-regulation CDs appear to make a person more passive - which can be good or bad. I tried a week's worth myself and had a friend do so, too. We both became noticeably calmer, but more passive. I stopped standing up for myself. I certainly don't want that to happen with my clients. So, when I see that symptom, I move to a third stage - Interactive Metronome (IM). Perhaps not a full program, but certainly enough to break the passivity and induce a shot of confidence. With one client, I moved in and out of TL and IM in the hopes that he would find an easy place to settle. It appears to have worked and he is discharged. I'll check back in a few months to see if he is still doing well.
Wednesday, June 18, 2008
Stay tuned
I have been incredibly busy the past few weeks - as all pediatric OTs certainly have been. I'll post updates and new material in the next several days and weeks. Lots to talk about!
T
T
Friday, May 16, 2008
Sensory Profile Score Gains
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.
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.
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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