Sensational Kids integrated child therapy
Sensational Kids Pty Ltd Australia 2007
Sensory Integration (SI) is the process by which the nervous system takes in and organises information through the senses for use in daily life. When faulty or inefficient sensory processing occurs, a range of functional challenges may exist; including a lack of control of emotions and behaviour, difficulties in motor skills, poor coordination, learning and attention challenges, and under or over reaction to sensation. SI Treatment strategies incorporate a range of techniques and equipment to address these challenges
Sensory integration was first described, by A. Jean Ayres, as "the neurological process that organizes sensation from one’s own body and from the environment and makes it possible to use the body effectively within the environment” (1972, p.11). This concept is now commonly referred to as sensory processing with challenges in this area referred to as sensory processing disorders (SPD's) (Miller, 2006). Sensory integration disorders include challenges in bilateral integration and sequencing, motor planning or praxis and sensory modulation or regulation.
Therapeutic Listening is a sound therapy home program designed by an occupational therapist, Sheila Frick. This very effective home program consists of modulated CD music with a required amount of listening that has to be completed on a daily basis.
Therapeutic Listening® uses modulated and filtered music, prescribed by a trained therapist, individually selected for your child in combination with sensory integrative activities. Therapeutic Listening® can provide positive changes in attention, regulation of sensation and behaviour, body awareness and control, and speech and language difficulties.
The Floortime™ model is a relationship-based therapeutic technique where the therapist follows the child’s natural emotional interests while challenging the child toward greater achievement. The therapist meets the child at the child’s developmental level and builds on the child’s strengths. The Floortime™ model also emphasizes the critical role of parents and other family members.
Relationship-based treatment involves child centered activity that aims to improve the child’s functional, emotional, and communication abilities. As the process is child centered, it involves following the child’s lead and honoring the child’s choices. The caregiver then aims to encourage and support the child to expand communication, ability to relate and regulatory capabilities through meaningful relationship-based interactions.
Relationship-based treatment, as presented in Greenspan’s Floor-Time Approach (Greenspan & Wieder, 1998) is interaction that is enjoyable and spontaneous which encourages engagement and interaction. In the Floor- Time Approach there are four “functional-emotional” goals: “Encouraging attention and intimacy; Two-way communication; Encouraging the expression and use of feeling and ideas; Logical thought” (Greenspan & Wieder, 1998, p125). While regulation is important to each of these goals, the process of attaining these goals through meaningful relationships can also be instrumental in improving the child’s ability to regulate.
Floortime techniques provide a good basis for beginning sensory integrative treatment and support throughout intervention. These techniques can assist in establishing good rapport, increased trust within the child-caregiver relationship and promoting feelings of safety in the child within the relationship (Schore, 2003b). It may also provide increased motivation to interact and increase the level of meaning the child attributes to child-caregiver interactions. This allows the child to feel more able to actively interact and explore enhanced sensation when it is available and produce an adaptive response.
A sensory diet is a form of home program intervention plan that incorporates organizing sensory input, or utilizes already existing sensory input, into everyday life in order to assist the person to maintain a regulated behavioral state, such as the calm, alert state required during certain school activities (Wilbarger & Wilbarger, 2006; Williams & Shellenberger, 1994; Cool, 1990). Sensory diet strategies may be implemented at regular intervals throughout the day. In particular, these strategies may be performed prior to times that may be considered challenging, in order to prepare or set up the body to maintain an organized state throughout the activity, or they may also be used during activities in order to assist the client to maintain an organized state throughout the activity (Williams & Shellenberger, 1994).
Every human uses sensory strategies, often non-consciously, to assist them to calm down, wake up, and/or maintain attention. Such strategies, when used consciously and strategically may be considered sensory diet strategies. These sensory diet strategies are individualized and vary from person to person; where one person may take a shower to become more awake, another to calm down, another for both reasons and another dislikes showers, preferring only to have baths. When helping clients and caregivers create and implement sensory diets, the occupational therapist collaborates with them to identify what challenges exist that may be assisted by a sensory diet, what sensory strategies does the client seek, what naturally occurring possibilities exist and/ or may be included and when to implement the strategies (Williams & Shellenberger, 1994).
It is important to note that not all sensory experiences are organizing events. Effects vary form one person to another and sensory experiences vary in how powerful they may be in assisting the person to regulate their behavior. For this reason, sensory diets are individualized to the specific person preferences and needs and monitored accordingly. Sensory diets generally include activities that incorporate proprioceptive input, deep pressure and movement but may also include other sensory experiences, such as visual, auditory as well as oral motor and respiration activities (Wilbarger, 2002). Many authors have discussed the calming effects of deep pressure and proprioception (Edelson, Goldberg Edelson, Kerr & Grandin, 1999; Grandin, 1992; Krauss, 1987; Zisserman, 1992). Sensory diets may also include environmental adaptations to assist functioning by promoting a more wakeful state such as opening the blinds in a room; or reducing distractions, such as decreasing visual stimuli on classroom walls.
Our therapeutic playgroups are designed for children aged 2 to 5 years that demonstrate difficulties in social, developmental, language or sensory processing skills. The playgroups prepare the child for success in the preschool environment. The children are introduced to a more structured day and play environment through developmentally appropriate fun activities and games. We incorporate lots of movement, sensory and fun activities into the program.
Using a multidisciplinary approach, Developmental Playgroups integrate the philosophies of education, mental health, occupational therapy, and speech therapy into a structured preschool framework. The curriculum is adapted to the individual needs of the child and is assessed on an ongoing basis.
Children learn to:
- Say goodbye and separate from parents
- Participate in an environment which is semi-
structured - Communicate and play cooperatively with peers, using language to make their needs and feelings known appropriately
- Connect with other children both verbally and gesturally. This nonverbal communication is crucial to interpersonal relationships.
- Develop large and small muscle skills necessary within the preschool environment
- Attend, follow directions, transition and follow a routine.
Our purpose built clinic is filled with sensory rich materials is designed to improve the sensory, motor and social development of each child. The groups include no more than 4 to 6 children and have at least two therapists. This allows for both an intensive and intimate atmosphere that is proven to be effective in facilitating growth.
Children who attend these developmental playgroups vary in their challenges. Groups are developed by mixing children with varying strengths and weaknesses. A typical preschool framework is used, including:
- meet and greet time
- large motor (gym time)
- guided play choices
- circle time
- fine motor activities
- snack time
- good byes.
Guided play choices may include sensory motor activities, sensory exploration, fine motor activities, problem solving activities, motor planning activities and symbolic play. Activities, toys, and sensory supports are chosen to match the developmental needs of each child. Adaptations are made on an individual basis to ensure the developmental appropriateness of the activities for all of the children.
Throughout the session the children are supported to remain at their highest functional levels. The playgroup staff strive to be sensitive to each child's individual needs, emphasising empathy and facilitating improvement within the child's areas of developmental difficulty. The goal being to maintain an emotional atmosphere that fosters long periods of attention and regulation, needed to promote learning and overall developmental growth.
Interactive Metronome (IM) is a cutting-edge neurological assessment and treatment tool that is redefining traditional expectations for pediatric and adult therapy outcomes.
IM was developed in the early 1990s and first used to help children with learning and developmental disorders, such as:
* Sensory Integration Disorder
* Autism Spectrum Disorder
* Cerebral Palsy
* Non-verbal Learning Disorder
* ADD/ADHD
IM has been shown to improve:
* Attention & Concentration
* Motor Planning & Sequencing
* Language Processing
* Behavior (Aggression & Impulsivity)
* Balance and Gait
* Endurance
* Strength
* Motor Skills
* Coordination
Therapressure and the Wilbarger approach to Sensory Defensiveness
The Wilbarger approach to the treatment of sensory defensiveness was developed by Patricia Wilbarger and is most commonly used by occupational therapists in the treatment of children with sensory defensiveness. The Wilbarger approach combines education, sensory diet strategies and professionally guided treatment and often, includes the Therapressure protocol. The Therapressure protocol has been known under many names; the most common include ‘brushing’ and the ‘Wilbarger Protocol”.
Therapressure
The Wilbarger approach to the treatment of sensory defensiveness is comprised of three components. These include education and increasing awareness of sensory defensiveness and its symptoms, individualized sensory diet and an individualized professionally guided treatment program.
Interactive Metronome
Therapeutic Brushing
Sensory Diet Program
If your child is experiencing difficulties from a social, emotional, language or physical perspective then help him/her by joining a therapeutic program that will work on all of these issues and more ..... No more than 6 children in a group with at least two therapists
MAGIC MATES (3-6 years)
This group is designed for children who need enrichment in social skills, sensory integration, ability to transition, attention and direction in following skills as well as fine motor development. Children participate in a wide range of carefully selected multi sensory activities such as ball games, obstacle courses and social games. The program focuses on providing children with a foundation of basic values required for the development of positive relationships.
KIDS CONNECT (6-9 years)
This group is geared towards the 6 to 9 year old child who has difficulty with social or general anxiety, social interaction, attention and focus and a poor sense of self. Sessions incorporate group motor skills, multi sensory processing as well as attention and direction following. The program also focuses on the development of self-esteem, dealing with feelings, perspective taking, group participation and problem solving.
BOXING BLUES (9-12yrs)
This group is for those who are explosive, impulsive, have difficulty sitting still, have difficulty expressing their feelings in a positive way, including not managing their anger. Boxing will be conducted by a personal trainer in a small group setting. Whilst developing better coping strategies, the children will also work on building social skills and developing positive peer interactions.
GIRL TALK (9-12yrs)
This group is designed for girls aged 9- I 2 yrs who may be experiencing difficulties with friendships, are shy and withdrawn and require a positive group experience to normalize adolescent behaviour and development. We will also be working on building social skills, developing confidence and facilitating positive peer interactions.
SENSATIONAL FAMILY
This is a semi-structured playgroup for families with a child aged newborn to 6 yrs who has a developmental delay or a diagnosed disability. This playgroup enables you to join in with your child and explore new play experiences, while meeting other parents sharing similar experiences.
HOW TO PLAY WITH YOUR CHILD?
Parent training course to teach you how to improve your child's social interaction, overall motor and sensory processing skills by gaining a better understanding of who your child is. We incorporate the DIR Floortime Model of the six functional milestones necessary for childhood learning and development.
PARENT SUPPORT GROUP
An interactive and fun experience open to parents and caregivers of children. Enjoy a cup of coffee while talking about your experiences or listening to others share their journey. This will be a great place for you to share concerns with our team of professionals as well as receive support from other parents. Learn how to deal with various child behaviours and find out about other supports and resources.