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Partial proceeds from this training goes to the Hidden Angel Foundation Multi Sensory Environment (MSE) Training SENSORIUM 1 11/8/20091(c) Fornes, 2009.

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Presentation on theme: "Partial proceeds from this training goes to the Hidden Angel Foundation Multi Sensory Environment (MSE) Training SENSORIUM 1 11/8/20091(c) Fornes, 2009."— Presentation transcript:

1 Partial proceeds from this training goes to the Hidden Angel Foundation Multi Sensory Environment (MSE) Training SENSORIUM 1 11/8/20091(c) Fornes, 2009

2 SENSORIUM 1 INTRODUCTION Rationale and purpose OVERVIEW OF MSE Definition, history, and benefits of MSE OVERVIEW OF NEUROANATOMY AND THE SENSES Sensory processing and the senses, 11/8/20092(c) Fornes, 2009

3 SENSORIUM 1 INTRODUCTION Rationale and purpose 11/8/20093(c) Fornes, 2009

4 It is all about the ENVIRONMENT We take the environment for granted. On a daily and moment by moment bases we interact with our environment 11/8/20094(c) Fornes, 2009

5 These are our Hidden Angels teaching all of us life’s most valuable lessons. “There are no guarantees in life, except that everyone faces struggles. This is how we learn (and grow). Some face struggles from the moment they are born. They are the most special of all people, requiring the most care and compassion and reminding us that love is the sole purpose of life” - Elisabeth Kubler-Ross 11/8/20095(c) Fornes, 2009

6 11/8/20096(c) Fornes, 2009

7 The Purpose The main objective is that through the use of MSE, quality of life, health, and social well-being of people with various challenges will be enhanced. The purpose of this training is: First, to provide a definition and overview of MSE, discuss new developments and converging themes around MSE, why MSE maybe have positive outcomes, and build a theoretical framework and delivery model of MSE. Second, provide tools, protocols and hands-on experience for effective used of the equipment to achieve our main objective. 11/8/20097(c) Fornes, 2009

8 DISABILITY DEFINED MSE can be beneficial for all children Yet, important for people with disabilities because essential services and educational tools are needed to improve learning, social integration, and quality of life for children with disabilities. People with disabilities constitute the largest minority group for whom access to public places, education, and the political sphere is still limited “Society creates a handicap [disability] when it fails to accommodate the diversity of all its members,” when attitudinal and environmental barriers prevent “full, equal and active participation in society”. Thus, disability is a social construct and one that can be changed. 11/8/2009 8 (c) Fornes, 2009

9 DISABILITY DEFINED When physical barriers are removed, attitudinal barriers are nil leading to community inclusion. MSE may be seen as a tool to remove physical and attitudinal barriers. People with disabilities simply have different challenges and different capabilities. Everybody has possibilities and potential 11/8/2009 9 (c) Fornes, 2009

10 “ There are no guarantees in life, except that everyone faces struggles. This is how we learn (and grow). Some face struggles from the moment they are born. They are the most special of all people, requiring the most care and compassion and reminding us that love is the sole purpose of life” - Elisabeth Kubler-Ross “People with a developmental disability often have the unique capacity to touch our lives. They have gifts of welcome and spontaneity, and their sensitivity to matters of the heart allows them to break the barriers, to enrich and challenge us as human beings.” --- L. Arche Noah Sealth, Seattle 11/8/200910(c) Fornes, 2009

11 MSE AND COMMUNICATION People with disabilities are exceptional at giving lessons on the appreciation of simplicity and the meaning of love and caring Sometimes we fail to learn these lessons because we fail to understand the language. People with disability see the environment differently and have a different form of communication. It may be through the experience of our senses that we are better able to communicate and to be understood. An MSE opens up the means to this kind of communication and understanding. As we begin to learn the language, barriers are broken and inclusion takes place. 11/8/2009 11 (c) Fornes, 2009

12 Sensory stimulation is a basic human need that is essential to life and survival. We must assist those who are unable to access sensory stimulation on their own due to disabilities and/or impoverished environments. MSE can provide such essential stimulation and indeed, can be seen as the medium through which an individual lives.  MSE provides a whole new world for individuals with cognitive, emotional, and physical challenges 11/8/200912 The Need for MSE (c) Fornes, 2009

13 Sensory stimulation enriches our lives. A person will fail to thrive - and often withdraw - when their environment offers nothing. People with cognitive, emotional, and physical challenges rarely, if ever, experience the world as the majority of us do Limitations of movement, vision, hearing, cognitive ability, behavioral difficulties, perception issues, pain, and other problems limit ability to interact with and control their surroundings. The level of function achieved by an individual is a reflection of the stimulation and opportunities afforded the individual by his or her environment. An individual must be provided with a great enough stimulation to get through even the poorest sensory channel Stimulation that is produced in the sufficient frequency, intensity, and duration, Increases brain arousal, Improves the organization of the brain, and Permits increased functional activity. 11/8/200913 The Rationale for a MSE (c) Fornes, 2009

14 MSE provides new ways of:  Encouraging learning  Motor and cognitive development  Language and social interaction skills MSE has been shown to increase:  Awareness, concentration, and alertness  Brain arousal  Exploration  Choice  Mental and physical relaxation  Enjoyment Improved Social Well Being and Quality of Life The Rationale for a MSE 11/8/200914(c) Fornes, 2009

15 The Problem  Throughout Europe, Israel, Australia MSE has been around for 40 years, as a learning environment and therapeutic recreational activity, for individuals with:  developmental disabilities, intellectual disabilities, profound multiple disabilities, and cognitive challenges, autism, traumatic brain injury, dementia, Alzheimer's, emotional and mental challenges, chronic pain syndrome, coma, and relaxation for people without disabilities.  Yet, MSE in special education and as an activity for individual with disabilities is limited in the USA.  Due to limited Empirical Research and lack of a theoretical foundation.  Given the observed and qualitative benefits of MSE, empirical research and a tested theoretical foundation would strength the argument of the benefits, as well as add to the body of knowledge in complementary theories such as neuroplasticity and life quality. 11/8/200915(c) Fornes, 2009

16 Sensorium 1 MSE Overview History Definition Benefits of MSE 11/8/200916(c) Fornes, 2009

17 Multi Sensory Environments - The History Cleland and Clark – 1966 ◦ Sensory Cafeterias  To advance individuals with cognitive and behavioral impairments Verheul and Hulsegge (Netherlands) – 1970 ◦ Snoezelen  To enrich the living and life of individuals with sever cognitive impairments and disabilities. A concept of recreation/relaxation for disabled adults. AAMSE (American Assoc. of MultiSensory Environment) - 2006 ◦ Today MultiSensory Environments benefiting every age and targets individuals with cognitive and physical disabilities, brain injury, dementia, young children, etc. Today Sensory concepts extended into all aspects of life 11/8/200917(c) Fornes, 2009

18 The concept was defined in the late 1970’s by two Dutch therapists, Ad Verheul and Jan Hulsegge, while working at the De Hartenberg Institute in Holland, a center for people with intellectual disabilities. Hulsegge and Verheul gave the concept a name, the word “Snoezelen”, a contraction of the Dutch verbs “snuffelen” – to seek out, sniff out, or explore – and “doezelen” – to relax. Multi Sensory Environments - The History 11/8/200918(c) Fornes, 2009

19 Multi Sensory Environments (MSE) - Defined A MSE is a dedicated space or room where multiple sensory stimulation is used as an educational tool or recreational activity for individuals with severe disabilities in order to increase brain activity and as a result, enrich their lives. Designed with two goals in mind: to promote intellectual activity and to encourage relaxation. Controlled environments designed for active or passive interaction, and matched to fit the perceived motivation, interests, leisure, relaxation and/or educational needs of the user. 11/8/200919(c) Fornes, 2009 MSE MSE can be used to: Calm Relax Stimulate Empower Enjoy Enrich The sensory input we take for granted every second -- seeing, hearing, touching, moving, and more – is vitally important to individuals challenged with mental or developmental disabilities.

20 Multi Sensory Environments (MSE) - Defined MSE is a dynamic pool of Intellectual Property (IP) developed over 35 years. The multi sensory environment IP is a medium for communication that centers around a natural process of multi sensory stimulation that is accessible, demand-free, choice-driven, empowering, meaningful, and pleasurable, based on the needs and interest of the person with respect, equality, and human dignity. This MSE multidimensional IP platform can be used in different applications including recreation and leisure, education, and treatment. 11/8/200920(c) Fornes, 2009 MSE MSE can be used to: Calm Relax Stimulate Empower Enjoy Enrich

21 Multi Sensory Environments (MSE) - Defined The goal, in all applications, is for the multi sensory stimulation to change brain arousal to improve neurological physiology and functional ability leading to improved communication, quality of life, and well-being. The multi sensory stimulation approach can be tailored in intensity and frequency of stimulation to individual thresholds (consisting of auditory, visual, tactile, gustatory, olfactory, and kinetic modes) in an attempt to increase arousal and awareness and elicit a meaningful behavioral response. MSE provides a feedback loop where a facilitator makes observations and keeps the individual engaged in the MSE experience. The feedback loop allows for each MSE experience to be different and suited to the individual. 11/8/200921(c) Fornes, 2009 MSE MSE can be used to: Calm Relax Stimulate Empower Enjoy Enrich

22 Multi-Sensory Environment Concepts: Choice Driven, Demand Free, Empowering Slide By: Linda Messbauer RelaxationLearningTreatment Promoting the relaxation continuum from Distraction to the Neuro-physiological state of Relaxation Promoting a continuum of exploration to teaching & setting learning objectives with outcomes. Allows for multiple styles of learning Utilized with various treatment techniques based on current Theory and Best Practices for that specific Diagnostic category. 11/8/200922(c) Fornes, 2009

23 Groups for MSE Three groups benefit from the use of multi sensory stimulation: (a) those with profound disabilities who, because of a disability, have limited opportunity to access multi sensory stimulation on their own, such as people with mental retardation, dementia, learning disabilities, etc., Their sensory experience is limited. (b) those who may have sensory processing challenges and need varying sensory stimulation in order to process self-regulation, such as people with autism. (c) those without disabilities where multi sensory stimulation and experiencing the environment is a basis for learning and relaxation, such as infants and preschool children. 11/8/200923(c) Fornes, 2009

24 WHY CREATE AN MSE ? 11/8/2009(c) Fornes, 2009

25 SENSORY EXPERIENCE Children and adults with disabilities and other complex conditions often find the world confusing, boring, restrictive, and over or under stimulating. This leads to stress, dependence, lack of control and/or sensory deprivation. “ The average person touches 300 different surfaces every 30 minutes……” “ The average person with a profound disability will likely touch 1 – 5 surfaces in the same timeframe ” For Example 11/8/200925(c) Fornes, 2009

26 “ People need to understand that behavior is always communication, it is always telling us something.” Lorna Jean King Centre for Study of Autism SENSORY EXPERIENCE 11/8/200926(c) Fornes, 2009

27 SENSORY DEPRIVATION Impaired functionality Impaired cognitive skills Lowered sensory acuity Limited memory Limited focus Low engagement Reduced opportunities for personal interaction Leads to behavioral challenges “ Our sensory diet needs are similar to our nutritional diet needs. We need the right combination of sensory input to keep an optimal level of alertness and performance. ” Patricia Wilbarger OTR June 1995, Sensory Integration 11/8/200927(c) Fornes, 2009

28 as defined by Patricia Wilbarger a constellation of symptoms concerning aversive or defensive reactions to non- noxious stimuli across one or more sensory modalities reaction involves primitive survival and arousal mechanisms which have a potentially negative effect on every aspect of a person’s life. Two components of Sensory Defensiveness are Sensory Defensive Behavior or Emotional Behaviors (Affective Disorders) SENSORY DEFENSIVENESS 11/8/200928(c) Fornes, 2009

29 Mild Sensory Defensiveness a normal system pushed to extreme. these people are considered “Touchy”, “Slightly Picky”, and “Slightly Controlling” they can be close with relatives and a few close friends they can be affectionate with loved ones, have a social life and recreational pursuits Moderate Sensory Defensiveness two or more areas of life are involved, primarily self-care and relationships categorized by seeking and avoiding behavior, with extreme control of the sensory environment intimacy is difficult and is with only a trusted few they can be thought of as “Controlling”, “Compulsive”, “Phobic”, “Anxious”, “Avoiding”, and often suffer from “Stress and Anxiety Disorders” an/or “Sleep Disorders”. they typically avoid crowds, shopping, movies, theaters, elevators, and any extraneous noise Severe Sensory Defensiveness all aspects of life are affected they have rigid routines, often can not work, if at all, only in sheltered work they are very isolative, avoid particular sensory input or seek out a particular input, and are often self-abusive they would be considered “psychotic” or near “psychotic” 11/8/200929(c) Fornes, 2009

30 The Features of MSE Interactive tactile walls Sound walls and floors Bubble tubes Fiber optics Ball pools Mirror balls Soft floors, water beds, cushioned bases Effect projectors Vibroacoustics Music and sounds 30 MSE feature equipment focusing on visual, tactile, auditory, olfactory, gustatory and proprioception stimulation including: 11/8/2009(c) Fornes, 2009 A relaxed atmosphere Pleasant surroundings Soothing sounds Intriguing aroma Interesting lighting effects Comfortable seating Choice of sensations Opportunities for interaction and engagement

31 Sensorium 1 Benefits of MSE 11/8/200931(c) Fornes, 2009

32 The Value of MSE Alternative and powerful forms of sensory stimulation for individuals who have previously been isolated in their perceptual disabilities 32  New ways of encouraging learning, motor development, cognitive development, language and social interaction skills  A whole new world for individuals with cognitive, emotional, and physical challenges 11/8/2009(c) Fornes, 2009

33 Who benefits 11/8/200933(c) Fornes, 2009

34 Who Benefits from MSE Individuals with: Autism Cerebral Palsy Profound multiple disabilities Developmental disabilities Chronic Pain Syndrome Hearing Impairment ADHD (Attention Deficit Hyperactivity Disorder) and ADD (Attention Deficit Disorder) Pervasive developmental delays Mental dysfunction Brain injury Stroke Coma Alzheimer's and Dementia 3411/8/2009(c) Fornes, 2009

35 11/8/2009(c) Fornes, 200935

36 Illustrative Results of MSE Enable and empower children and adults with significant disabilities. Provides a pleasurable experience of a variety of sensory motor activities Produces an atmosphere of trust and relaxation or heightened awareness Promotes self-choice Increases concentration, awareness, and alertness Improves coordination and motor development Enhances cognitive development and increased brain function Encourages more social interactions and more vocalization Induces relaxation and less stress Increases opportunity for choice and self-determination Relives pain 3611/8/2009(c) Fornes, 2009

37 Anecdote 1 Subject: “Tom” Situation: Subject to violent, aggressive outbreaks, hurting mother Courts were considering institutionalizing Lynall Application: OT works with Tom in a MSE room 6 months for 30 mins a day – 4 days / week. Observation: After 6 months, no more violent outbreaks, was accomplishing tasks no one realized he could do, and his medication was reduced. Today: He now lives in the community with his mother and was never placed in an institution. The above anecdotes are intended to illustrate the impact of a multi sensory environment. They are not intended to suggest cause/effect.. 3711/8/2009(c) Fornes, 2009

38 Anecdote 2 Subject: “Gary” Situation: 5 year old boy with, Autism non-commutative, non- verbal. Application: He enjoyed using the cube (a switching devise) to influence and control his environment. Used the MSE in an educational setting, 20 to 30 minutes daily. Observation: After the first few session, Gary, at age 5, said his first word and from their his communication skills have improved significantly. Today:Attending school and is interacting with parents and other children. The above anecdotes are intended to illustrate the impact of a multi sensory environment. They are not intended to suggest cause/effect. 3811/8/2009(c) Fornes, 2009

39 Anecdote 3 Subject: “Susan” Situation: 1 year old girl with profound mental retardation, suffered a stroke at 3 months. Was severely withdrawn, non reactive, poor feeding, failure to thrive. Application: Staff, caregivers and parents provided daily multi sensory stimulation in the MSE as well as stimulating activities throughout the day. Observation: Susan became more reactive, started to smile and recognized caregivers, gained weight. Today: At age 2 is progressing, happy and has an improved quality of life. The above anecdotes are intended to illustrate the impact of a multi sensory environment. They are not intended to suggest cause/effect.. 3911/8/2009(c) Fornes, 2009

40 Multi Sensory Enrichment Multi Sensory Enrichment provides alternative resources for professionals and practitioners to work purposefully and effectively with people with severe and profound disabilities. By adapting and modifying the environment we enable and empower children and adults with significant disabilities. Multi Sensory Enrichment: (a) provides a pleasurable experience of a variety of sensory motor activities, (b) produces an atmosphere of trust and relaxation or heightened awareness, and (c) promotes self- choice opportunities. Encourages learning and improves one’s quality of life. 11/8/200940(c) Fornes, 2009

41 Why is MSE Important for Development and Learning Our sensory system it the window to the brain Sensory experience is a precursor to all development Multi sensory experiences affect our motivation, attitudes, emotions, learning, physical activities and our very being. The constant stream of data obtained through our senses gives us vital tools to survive and thrive. 11/8/200941(c) Fornes, 2009

42 MSE and Development By working towards a better organized, stronger, and more efficient nervous system, individuals become better able to demonstrate and access their true potential. The ultimate goal of MSE is to facilitate recovery or improvement of the nervous system so that individuals are able to process information of increasing variety and complexity. Multi sensory stimulation is essential for individuals with disabilities, where sensory pathways are stressed and had not formed the appropriate connections. 11/8/200942(c) Fornes, 2009

43 A MSE Continuum to Learning and Development Life Enrichment Improves Social well- being. Improved Health Increases Relaxation Fosters Communication Fosters learning Failure to thrive Improves Development Changes Behavior Sensory deprivation due to limitations or sensory issues All learning involves the senses Senses are the only way to communicate with the world Increased self- choice & independence Increases Brain Arousal 11/8/200943(c) Fornes, 2009

44 SENSORIUM 1 Overview of Neuroanatomy and the Senses 11/8/200944(c) Fornes, 2009

45 The Olfactory Nerve The Olfactory Nerve Olfactory Stimulation The sense of smell is the olfactory sense. The olfactory receptors are cells on hairs extending from the ends of the olfactory bulbs. The smell receptors are stimulated by gaseous molecules, although the exact mechanism is unknown. The afferent pathways for smell funnel directly to the brain through the limbic system, displaying the primitiveness of this sense organ. Thus, smell has a more direct route to the brain than other senses. 11/8/200945(c) Fornes, 2009

46 The Gustatory Nerve The Gustatory Nerve Gustatory Stimulation The perception of taste is augmented by smell and touch. To a person whose nostrils are shut tight, a raw apple tastes the same as a raw potato. There are four primary tastes – sweet, sour, salt, and bitter. The taste receptors are in taste buds distributed around the tongue. The number of taste buds decreases with age. 11/8/200946(c) Fornes, 2009

47 The Auditory Nerve The Auditory Nerve Auditory Stimulation Auditory stimulations, the stimuli for hearing, are vibrations (sound waves) transmitted through the air. The vibrations stimulate nerve fibers in the ear, which generate impulses. The nerve impulses terminate in the auditory area of the temporal lobes of the brain and sound is thus perceived. 11/8/200947(c) Fornes, 2009

48 The Visual System Visual Stimulation Visual stimuli are created by fibers in the eye responding to direct stimulation as well as to stimulation of neighboring fibers. If a receptor is responding to a weak stimulus but a nearby receptor is responding to a stronger stimulus, the weaker response will be inhibited by the stronger. The effect of this is to accentuate borders and contours (i.e., differences) and to obscure uniform fields (i.e., habituation). Lateral inhibition functions for the cutaneous, auditory, and gustatory modalities. There are environmental cues to which the organism is prewired to respond, presumably those cues that are most necessary for survival (Kaufman, 1987). 11/8/200948(c) Fornes, 2009

49 Tactile Nerve Tactile Stimulation Touch is crucial to human survival, and plays an important role in our emotional development, creation of memories, and connecting with our environment. The sense of touch is the ability to distinguish various objects through touch and pressure. Tactile sensations arise from receptors located in the skin that fire when touching or being touched. Touch is the mother of all sensory systems. The human finger is so sensitive it can detect a surface bump just one micron high, while the human eye can’t resolve anything much smaller than 100 microns. Touch is an ancient sense in evolution: even the simplest single-celled organisms can feel when something brushes up against them and will respond by nudging closer or pulling away. While we can perceive something visually or acoustically from a distance and without really trying, if we want to learn about something tactilely, we must make a move, we must rub the fabric. While the sensory receptors for sight, vision, smell, and taste are clustered together in the head, conveniently close to the brain, touch receptors are scattered throughout the skin and muscle tissue and must convey their signals by way of the spinal cord. 11/8/200949(c) Fornes, 2009

50 Touch Touch provide the brain with body boundaries so we can differentiate “me” from “not me” Tactile Sensations are processed in two separate and distinct touch systems that make it possible for us to differentiate light touch from pressure touch (Sometimes referred to as Deep Touch). One three quarter inch square patch of skin contains 9’ of blood vessels 30 hairs 300 sweat glands 4 oil glands 13 yards of nerves 9000 nerve endings 6 cold sensors 36 heat sensors 75 pressure sensors 600 pain sensors 11/8/200950(c) Fornes, 2009

51 Light touch system carries: Light touch system carries: a primitive system and dominant sensation. Carries pain, temperature, tickle, itch, and scratch the sensations tend to spread rapidly making it difficult to tell precisely where the original contact was made your response is to most naturally avoid the sensation. it is a Dominant sensation. Its pathways lead to the RS, Limbic System and ANS it can “tripwire” strong sympathetic response to activate and energize (produce High Arousal) for possible “Fright, Flight, or Fight” it is an evaluative system: “Is it new?”, “Do we Care?”, “Are we concerned?” 11/8/200951(c) Fornes, 2009

52 Pressure touch system carries: Carries vibration, and joint and muscle sensations it’s a newer system and is discrete, the sensations tend to be precise. We can tell where contact was made, when it started and stopped and how hard it is this sensation is usually approached. it is a Subordinate sensation and pathways go to areas of the brain that gives us a vague sense of what it is and then to the cortex for precise identification. It inspires us to learn and explore. It calms and organizes us it triggers parasympathetic responses to counteract sympathetic arousal and calm us 11/8/200952(c) Fornes, 2009

53 The Vestibulor – Ocular Reflex Vestibular Stimulation Vestibular sensations arise from firing of the vestibular apparatus in the inner ear and influence one’s movement and motion. The vestibular system talks to and influences every other system. Vestibular perception or sense of gravity provides input to the middle ear and its balance mechanism, including activity such as rolling, swinging, seesaw, merry-go-round, and other rocking activities. Some people will become dizzy and nauseous; others will show no reaction 11/8/200953(c) Fornes, 2009

54 Vestibular sensations: arise from firing of the vestibular apparatus in each inner ear. tell the brain we are moving, surrounded by something that is moving, on something that is moving, or a combination of the three. tell the brain where down is because the vestibular apparatus registers the pull of gravity The Vestibular system talks to and influences every other system 11/8/200954(c) Fornes, 2009

55 Proprioception Proprioception Stimulation Proprioceptive sensation is tied to receptors embedded in muscles, tendons, and ligaments that help us identify where body parts are in space. Proprioceptive sensations help us feel grounded, secure, organized, settled, and calm. The best proprioceptive sensory feedback is active movement of the muscles and joints and when the muscles contract against resistance. Some children will crave these activities and others will show no reaction. Activities that encourage proprioception are jumping, hopping, or tumbling. Every effort of voluntarily walking, standing, or running gives motion to the body and is directed by a sense of the condition of the muscles. Without this sense we could not regulate the actions of the muscles. 11/8/200955(c) Fornes, 2009

56 Proprioceptive sensations: arise from firing in tiny receptors located in muscles, tendons, and ligaments that surround joints tell the brain where body parts are and what they are doing without our having to look provide the sense of our body contents. Proprioceptive sensations help us feel “grounded”, “secure”, “organized”, “settled”, and “calm”. Movement is needed to keep the Proprioceptors from going to sleep. The best proprioceptive sensory feedback is active movement of the muscles and joints and when the muscles contract against resistance 11/8/200956(c) Fornes, 2009

57 The Sensory System Two sensory systems, the dorsal column – medial lemniscal system and the spinothalamic system, use three neurons to convey sensory information from peripheral sensory receptors to conscious levels of cerebral cortex. 1) Dorsal column – medial lemniscal system: Carries sensory informatioin for discriminative touch, joint position sense, vibratory, and pressure sensations from the trunk and limbs. 2) Spinothalamic system: Carries pain, temperature, and crude touch sensations from the extremities and trunk. 11/8/200957(c) Fornes, 2009

58 Dorsal Column Pathway 11/8/200958(c) Fornes, 2009

59 Spinothalamic Tract 11/8/200959(c) Fornes, 2009

60 Sensory Processing 11/8/2009(c) Fornes, 200960

61 Sensory Processing Sensory Processing allows us to take in and make sense of many different kinds of sensations coming into the brain through different sensory receptors and channels at the same time. Our ability to respond and function is dependent upon adequate and accurate sensory processing and help us to plan and execute adaptive responses to different challenges in order to learn and function in daily life. The sensations ultimately are responsible for much of how we learn to function. They are not often thought about consciously and are taken for granted. These sensations produce automatic responses and included vestibular, proprioceptive and tactile sensations. the MSE environment alone brings about the relaxation process without any conscious effort by the individual; “experiencing” it is sufficient this makes it a most powerful treatment modality for severely disabled individuals and a first step in treating Sensory Defensiveness 11/8/200961(c) Fornes, 2009

62 11/8/200962(c) Fornes, 2009

63 Our Inspiration Christopher Douglas Fornes (1981-2006) 1 For further information: Sandra Fornes phone: 205-594-4875 fax: 954-252-2522 e-mail: Christopher Douglas Hidden Angel Foundation (CDHAF) is a registered charitable organization in Canada and the USA. 11/8/200963(c) Fornes, 2009

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