Presentation on theme: "Partial proceeds from this training goes to the Hidden Angel Foundation Multi Sensory Environment (MSE) Training SENSORIUM 5 11/8/20091(c) Fornes, 2009."— Presentation transcript:
Partial proceeds from this training goes to the Hidden Angel Foundation Multi Sensory Environment (MSE) Training SENSORIUM 5 11/8/20091(c) Fornes, 2009
SENSORIUM 5 The Facilitator Identifying the needs of the user Introducing the Room and Equipment Protocol
Know client Have empathy Build trust Plan the session Observe closely Allow client to choose Read signals Remain connected Remain silent unless spoken to Respect clients wishes Reinforce positive activities Remove from negative activities Take time Build relations Communicate Understanding CAREGIVER
4... a sensitive, caring, non- directive approach in which the atmosphere of safety and security is encouraged. The enabler and client will share a common, positive emotional experience during the activity. There is no formal focus upon therapeutic outcome – rather the focus is to assist users to gain maximum pleasure from the activity that they and the enabler are involved in. Louise Haggar THE ENABLING APPROACH
CAREGIVER Find a champion to lead effort Appoint multi-disciplinary task force Appoint individual with direct responsibility for usage, policy and backup Provide adequate training to all caregivers Train most receptive group of staff first Involve maintenance staff in planning and ongoing maintenance Monitor usage and results
BEFORE YOU BEGIN Review client profile / sensory diet Communicate with staff re: mood, sensory interests and current health etc.
Sensory Diet Sensory Diet is the multi-sensory experiences that one prefers to seek on a daily basis to satisfy ones need for sensory produces self-regulation. A SENSORY DIET IS OUR ATTEMPT TO MODIFY STRESSORS AND CONTROL AROUSAL LEVELS AND IT IS UNIQUE TO EACH OF US. The difference between a Sensory Diet and Personal Preferences: A Sensory Diet is an unconscious process Personal Preferences is a cognitive process Combined They Serve to Establish Motivation Sensory Diet
Ask questions of the person or family member What is their favorite food, dessert, fruit etc. What smells do they like. Look to places/vacations for hints. Did they enjoy the smell of the ocean or pine trees? Remember some of the earliest memories maybe the most pleasurable. Observation: Observe the individual in their environment. What seems to make the happy, what do they enjoy. Use a questionnaire to determine the individuals choice of preferred equipment motivator. 8 Identifying Someones Sensory Diet
Identify the Sensation Each element / piece of MSE equipment has multiple layers of sensory output that influences the individuals sensory system. For example: the bubble tubes offer, visual, auditory and tactile (particularly vibration) output. The primary output is visual. The secondary output could be the auditory Hum. The third output could be the tactile vibratory sensation How this input is approached or avoided by the individual is their sensory diet and personal preference. For example: If they enjoy touching the bubble tube; putting their face and other body parts against the tube in all likelihood they are seeking the vibratory input.
Equipment Preference _________ Seeks/Enjoys: Avoids/Dislikes: Visual Visual Light TouchLight Touch Deep Pressure TouchDeep Pressure Touch MovementMovement Vestibular / RockingVestibular / Rocking Constant MovementConstant Movement Being off the FloorBeing off the Floor Being on the FloorBeing on the Floor SmellsSmells Sound InputSound Input Sound OutputSound Output VibrationVibration Sitting / Position ChangeSitting / Position Change Comments: MSE can be one piece of equipment or a dedicated room. The decision to use which depends on the individual or population you are serving and what outcomes or goals are being set and individual preferences
Presenting the MSE experience Requires 1.Present the multi-sensory equipment in the same consistent order and sequence of turning it on. Developing a individual protocol. 2. MSE Room must be a match with the individuals sensory diet. Work with the body Goal: to establish feeling good about ones self Utilize tactile & proprioceptive feedback activities within the MSE context As the individual experiences pleasure/fun, over time an emotional repertoire will result and the person is ready for generalizing relationship building with others, first in the MSE and then outside.
Developing the Individualized Protocol Prioritize the order of turning the equipment on by what the individual likes most. (Match the Sensory Diet of the Individual with the equipment of choice). For example if they approach a fiber optics and seem to enjoy the visual and tactile component turn this on first. Then develop a sequencing for turning on the other pieces of equipment based on the interest, needs, and likes of the user.
Music The selection of music will depend on someones Life experience. Dont used music with voice. If the individual can articulate what they like you should use this type of music. If the type of music an individual likes is not prevalent some baroque works well. If they cannot express their choice, finding out what music works can be accomplished by: Finding out what music they listened to as a child. Finding out what music they listened to as a teenager and young adult. Areas to investigate: What music were the people around them listening to, when they had no choice in the matter ? What radio station, TV program, video games were they exposed to? 15
Aroma The use of aroma depends also on Life Experiences Remember the sense of smell is not inhibited and goes directly to the brain Many people have allergies to smells Finding a match for pleasure requires investigation 16
Protocol for the MSE: Order of Initial Equipment REMEMBER 1. Presentation the multi-sensory equipment in the same consistent order and sequence each session. 2. The MSE must be a match with the individuals sensory diet for motivation. 3. No talking PRIOR TO BEGINNING: Prior to starting the MSE experience with someone have the regular room lights on and the dimmer spot light turned on all the way. Bring the person into the room. Remember, at any time an individuals wish to leave and terminate the experience must be honored and respected immediately. Have the selected music playing
Example: Protocol for the MSE: Order of Initial Equipment Start: 1. Have the selected music playing 2. Turn on the Bubble tubes. WAIT 3. After two minutes dim the regular room lights off. WAIT a two minutes. 4. Turn on another piece of equipment based on the individual preferces ( for example: maybe the a second bubble tube or the fiber optics) 5. Wait another two to three minutes and start turn the regular lights slowly off (by turning the dimmer down slowly); as you do this turn on the projector with a liquid six inch effects wheel. (start with the multi-colored wheel) WAIT, …. Do not rush the experience!.... WAITING for THEIR RESPONSE AND ACTION….IS KEY!
6. The next move or not, is up to the individual! This will all depend on the persons sensory interested, their arousal level, and the objectives of whether to increase or decrease arousal. 7. Using one DST switches (mega buttons or cube), demonstrate the function of turning the tube on and off a few times, or changing color. Put down the switch near the user and fade back out of sight. WAIT. 8. About fifteen into a session and you should start to observe a person begin to relax. Example: Protocol for the MSE: Order of Initial Equipment
9.If the individual has remained in a comfortable position and appears relaxed, just let the gentle and unobtrusive atmosphere prevail. There is no need to rush things. 10.This maybe all that is required for equipment in the first session depending on the individuals level of arousal or relaxation level. You may not achieve relaxation for a number of sessions until the environment is perceived as safe and it is considered predictable by the individual. 11.At about twenty five minutes into a session you want to reverse your order of turning equipment off slowly. The regular room lights should be the last to be turned on at the end of a thirty minute session. Example: Protocol for the MSE: Order of Initial Equipment
WHEN IN MSE: VISION VISION Use light effects, fiber-optics, bubble tubes, Colorful toys, objects, parachute, Reflection, shadows, - Penlight play Winking, blinking, making faces Interactive switches LISTENING LISTENING Background music Strong rhythms Musical instruments, noisy toys Clapping, copying rhythms Miscellaneous sound effects Sound effects to accompany effect wheels Singing, humming, whistling Making sounds Interactive switches COMMUNICATION Facial expressions – joy, surprise, happy, bored, excited Body gestures, touch, pantomime Eyes – smiling, crying, sleepy, awake, winking, blinking Eye-pointing for choice, selection Eye contact -communications Body posture – interested, agreeable, available Touch the device Vocalizations, making sounds MOTION Rocking – therapy rocker Swinging - leaf chair Bouncing Rolling, sliding Jumping Changing positions Moving with effect wheels
EXPLORATION Exploratory phase: (Week one) Following the equipment protocol that you have created for the individual allow the person to explore the environment and relax.
Depending on their response you may: Demonstrate turning on the equipment with the switch. Do not verbalize what you are doing, or make requests of the individual. Just role model the behavior and move back. If the individual speaks to you, and makes a request, honor it immediately. This has been positive engagement. Unless of course, they come over and hit you! Session Ends, slowly turn off all equipment. If the session ended as described: The next day try again. When the equipment goes off, you intervene first and help the individual appropriately request the equipment be turned on. (Utilizing the appropriate skill level of the individual.). You are beginning to develop a relationship with the person Next utilize the equipment and entire room to reinforce positive behaviors and interactions. EXPLORATION
AFTER THE MSE: Return the person to quiet location or Restore MSE room equipment and effects to original condition Clean/disinfect Record session Update users info card if necessary Communicate with staff
Once you have gained the trust and respect of the individual you are ready to apply any Best Practices to obtain targeted outcomes with the person. Add complexity into the experience by using a control or DST technology to provide the user with an intermittent reward, making the situation a learning opportunity. Have the equipment motivator set to go on as usual but, have it set (using the DST) to turn off after a predetermined length of time. (This will be the intermittent variable reinforcement) When the equipment turns off, wait to see what happens do not rush to assist the individual. This is the time to observe how they now deal with frustration, their ability to problem solve, their own motivation level. Engage the individual by put small but obtainable fun demands on the individual. Advance protocol
How to pick the best piece of equipment for motivation? – Use switches Attributes: produce cause & effect, plus factor produce the rewarding feedback within three and a half seconds It must be reliable operable by the intended person changes the duration: [The amount of time the item/toy will stay on before turning off itself, preset cycle] changes to Intensity - Frequency : [The item/toy has some element of change of speed, volume or light effect control. Do this at least for three to five sessions. (You may need more time to determine the motivator, if the individual is difficult to relax and the novelty effect is still operating.)
Types of Switches Visual / Eye Gaze : usually high tech, control with eye control or gaze Sound: making an noise or sound will cause an activation, microphones Movement: switches which are placed on the individual and use some form of voluntary movement of the individual to activate the item/toy; example: Mercury switch. Touch: This is probably the largest group of switches available; they use touch pressure movement to activate the item/toy Switches are made to be very motivating
Use sensory assessments Look for sensory opportunities in the bedroom, bathroom, dining room, day room, garden Make life a sensory cafeteria Enjoy the results alongside your clients! THE ONGOING MSE
DIFFERENT POPULATIONS USING THE MSE FOR DIFFERENT POPULATIONS
31 IMPACT OF AUTISM Odd responses to sensory stimuli Oversensitivity to sounds Oversensitivity to being touched Exaggerated reactions to lights or odors High threshold for pain
SENSORY EXPERIENCE Possible goals for those with Autism Improve social interaction and communication Decrease the cycle of repetitive & stereotyped patterns of behavior Decrease aggressive and other challenging behaviors Decrease agitated behavior
LMessbauer,OTR33 AUTISM Remember Multi-Sensory Environments Increases: Social Skills Communication Skills Awareness and Interaction with the environment Decreases: The need for self stimulatory behaviors Challenging Behaviors
IMPACT OF AGEING Social Breakdown Declining Physical Health Intervention Decline Institutionalization Reaction of confusion, apathy, aggression Continued withdrawal Dementia Hopelessness
Break the loop of preservative speech Decrease the cycle of wandering aimlessly Decrease aggressive and other challenging behaviors Decrease agitated behavior SENSORY EXPERIENCE Possible goals for those with Dementia
DEMENTIA Remember Multi-Sensory Environments Maintains and/or Increases: Communication skills Control & empowerment Self esteem, personal identity, social confidence. Decreases: Isolation and withdrawal Anxiety, stress and depression associated with loss
Our Inspiration Christopher Douglas Fornes (1981-2006) 1 For further information: Sandra Fornes phone: 205-594-4875 fax: 954-252-2522 e-mail: email@example.com www.CDHAF.org Christopher Douglas Hidden Angel Foundation (CDHAF) is a registered charitable organization in Canada and the USA.