Frequently asked Questions

This is a list of questions that we have been asked often by parents and other professionals. It includes questions relating to therapy terms and treatment approaches. Please feel free to contact the centre and ask to speak to a therapist if you have any queries regarding your concerns for your child or our therapy programs and approaches.

What types of diagnoses and conditions do we see?

We see all kinds! All children are welcome at the centre and there are very few diagnoses that benefit from therapy input that at least one of our therapists is not familiar with. Rather than the diagnosis or condition, the important point is that the child is struggling with either a motor, sensory, social, communication, educational or emotional challenge that is affecting their ability to succeed in performing necessary tasks and developing healthy relationships with others at home, school or in play.

What is sensory integration therapy?

This is how Dr Jean Ayres the developer of sensory integration therapy defined sensory integration.

"Sensory integration is the organization of sensation for use. Our senses give us information about the physical conditions of our body and the environment around us…Countless bits of sensory information enter our brain at every moment, not only from our eyes and ears, but also from every place in our bodies. We have a special sense that detects the pull of gravity and the movements of our body in relation to the earth. The brain must organize all of these sensations if a person is to move, learn and behave normally…When sensations flow in a well- organized or integrated manner, the brain can use those sensations to form perceptions, behaviors, and learning. When the flow of sensations is disorganized, life can be like a rush- hour traffic jam."
Jean Ayres (2000): Sensory Integration and the Child

Sensory Integration Therapy

Kaleidoscope therapists use sensory integration theory and treatment as one of our treatment methods. It is rare for the therapist to use this approach alone but rather it is used alongside other approaches that the therapist feels are beneficial to the child.

SI therapy starts with a good assessment of the child followed by a parent interview. The therapist uses standardized parent questionnaires, (such as The Sensory Profile) and clinical observations to find out about which areas are of concern. Sometimes a thorough evaluation using the SIPT (The Sensory Integration and Praxis Tests) is required. This is a 2-hour test for children between ages 4 and 8. In other cases, a thorough observational assessment is sufficient to determine the areas of weakness.

SI therapy looks like play. The idea of sensory integrative therapy is to provide the child with the sensations that he needs for his development. Input through the vestibular (balance), proprioceptive (sensations from muscles and joints) and tactile (touch) systems are particularly important. For example, you may see the therapist playing a game where the child is swinging on a hammock on his tummy (activating the vestibular sense), pulling a rope to speed up the swing (activating the proprioceptive sense), catching fidget toys (tactile sense) to throw them in a bucket (visual sense).

More information is available at:

Reading material:

A Jean Ayres (2000) (14th ed): Sensory Integration and the Child.

Carol Stock Kranowitz (1998): The Out of Sync Child.

Web:

www.incrediblehorizons.com
http://www.youtube.com/watch?v=6O6Cm0WxEZA&feature=related

What is sensory processing disorder (SPD)?

Sensory processing disorder is the new term that therapists are using to describe dysfunction of sensory integration and modulation disorders. It is an umbrella term and encompasses other terms such as dyspraxia as a subtype. In short, it refers to a difficulty in processing information efficiently from the body's sensory systems. Some indicators of SPD include:

Over reacts to sensory input (emotional outburst during messy play or on playground equipment etc)
Under reacts to sensory input (does not notice hands being dirty at all)
Excessively seeks input (jumps and crashes more than normal)
Disorganized movement (poor balance or coordination)

(There is a great checklist on the sensory processing disorder website that provides more indicators)

Please refer to the websites below for detailed explanations of SPD.
www.spdfoundation.net
www.sensory-processing-disorder.com

What is neuro-developmental therapy (NDT)?

NDT is a specialized treatment approach that is used by some occupational, speech and physiotherapists to help children with motor coordination problems. The following is a brief description of movement development and how it can be adversely affected in some children, especially those with cerebral palsy.

NDT is an effective therapeutic approach that aims to inhibit abnormal movement patterns so that normal patterns of movement can be facilitated. This is done through specific handling techniques that provide the child with the experience of normal patterns of movement. The experience of normal movement and the resulting inhibition of abnormal muscle tone enables the child to learn new movement patterns using more efficient muscle tone. Speech, breathing and oral motor control for feeding is facilitated with NDT through correct positioning and specific interventions.

In summary, the NDT approach helps children learn the basic patterns of movement for functional activity. Functional activity includes play. A child's engagement in play is important for physical, social, intellectual, perceptual and behavioural development.

Who benefits from this approach?

NDT is used for children who have:

Cerebral palsy.
Cerebral palsy is a disorder of posture and movement due to non progressive brain damage. This causes motor and possibly sensory deficits. The child with cerebral palsy grows and develops but the pattern of growth and development is delayed or arrested at certain stages. Each child has different movement challenges and needs specific intervention to develop appropriately according to his/her ability.
Developmental coordination disorder
Even children who have relatively mild motor dysfunction as seen in DCD can benefit from this intervention as it addresses challenges with postural control, coordination and balance.

In NDT, the child is encouraged to reach their full potential and achieve maximum independence within the limits of their physical challenges. This helps the child to develop a sense of self-worth and success.

More information is available at:
www.ndta.org

What is the DIR/Floortime approach?

The DIR/Floortime approach was developed by Dr Stanley Greenspan and Ms Serena Wieder in the USA as a playful approach to assess and support the child's emotional development. It is recommended for children that have difficulties communicating with, and relating to, people.

This is a description of Floortime by the developers:

"Floortime is a warm and intimate way of relating to children. A Floortime philosophy means engaging, respecting, and getting in tune with children in order to help them elaborate through gestures, words and pretend play, their thoughts and ideas. As a technique, Floortime is a 5- step process that can be used by teachers, parents and therapists to help support a child's emotional, social and physical development." (Greenspan & Wieder 1998).

A Floortime assessment leads to an individualized functional profile of the child's special abilities and helps to establish the child's current developmental level. Floortime treatment addresses their weaknesses in a playful way, helping the child to establish the skills needed for healthy development. The focus of the treatment is on helping the child to become warmly connected, spontaneous and interactive.

The goals of a DIR/Floortime based intervention program include: Helping the child to…

Become more alert.
Take more initiative.
Become more flexible.
Be more tolerate of frustration.
Sequence longer actions - plan and execute them.
Mediate the process of finding solutions.
Communicate with both gestures and words.
Take pleasure in learning.

(Sherri Cawn & Beth Osten/James J.Messina & Constance Messina 2000)

More information is available at:

www.icdl.com
www.stanleygreenspan.com

Reading material:
The Child with Special Needs by Stanley I. Greenspan & Serena Wieder (1998):

What do the terms self-regulation and arousal level mean?

Arousal level can be considered a state of the nervous system, describing how alert one feels. To attend, concentrate and perform tasks in a manner suitable to situational demands, one's nervous system must be in an optimal state of arousal for that particular task. (Mercer & Snell 19977)

Relf regulation is the ability to attain, maintain and change arousal appropriately for a task or situation. (Williams & Shellenberger) For example, a child with difficulty regulating their arousal level may be unable to tolerate sitting still during circle time or they might have difficulty screening out background noise in the classroom. Another child may have temper tantrums or socially withdraw on a regular basis when faced with situations they find challenging. Yet another child may be sluggish and sleepy on a regular basis during an exciting game of sport or when sitting at their desk. All of these children are having difficulty in attaining and maintaining a just right level of arousal and this can have significant impact on their behaviour, social performance, emotional wellbeing and their learning potential.

More information is available at:
www.alertprogram.com

What is craniosacral therapy?

The body's brain and spinal cord is protected by a system of membranes and fluid that is known as the craniosacral system. This system influences the development and performance of the brain and spinal cord and any imbalance or restriction in it could potentially contribute to any number of sensory, motor or neurological impairments. Craniosacral Therapy is a gentle technique of using light touch to detect and address restrictions in the craniosacral system. This is so that the body can use its own natural healing mechanism to release the stress on its central nervous system.

Which conditions does craniosacral therapy address?

Craniosacral therapy strengthens the body's ability to heal and take care of itself. It helps to alleviate a range of illnesses, pain and dysfunction, including:

Colic
Vomiting
Hearing problems
Seizures
Strabismus
Motor-coordination impairments
Central nervous system disorders
Learning disabilities
And many others

How is it Performed?

Craniosacral therapy is performed on a person fully clothed. Using a light touch, the practitioner monitors the rhythm of the craniosacral system to detect potential restrictions and imbalances. The therapist then uses gentle manual techniques to release those problem areas and relieve the pressure and tension on the brain and spinal cord. A session can last from about 15 minutes to an hour. It can be used alone or in conjunction with other therapeutic approaches.

More information is available at:
www.upledger.com
www.craniosacral.co.uk

What is sound therapy intervention?

Sound therapy is also called auditory training and involves listening to modified therapeutic music in order to improve listening skills, communication and various learning skills. Sound therapy trains the auditory system to attend to, discriminate and sequence sounds. It is done on a regular basis over a period of time, either at home or at a clinic using headphones.

As each child is different, sound therapy, just like any other effective therapy, needs to be highly individualized. Therapists are required to undergo specialized training. Kaleidoscope therapists provide Samonas Advanced Auditory Training and Therapeutic Listening programs for clients with auditory processing difficulties.

Would your child benefit from sound therapy?

More information is available at:
www.samonas.com
www.vanderbilt.edu/ans/psychology/health_psychology/TOMATIS.html