When you watch this, take a minute to go find something that smells really nice.
It can be anything you like:
Freshly made bread (my personal favourite today… Rachel just made some bread… Yum!!),
Herbs from your spice collection,
A flower in the neighbour’s yard,
A new book,or even…
an essential oil. ;-)
You can use anything so long as you love it.
Now that you have the smell ready, if you want to do even better, get a back scratcher or ask someone to give you a nice back tickle.
Now, you can start the slideshow.
If you want a longer one. I am making one right now. You will see the link to it in the “related posts” section below this.
Multitexture Walk Holding a Bear
This exercise requires your child to walk barefoot on a line of different, textured surfaces. This is done while holding a teddy bear above his head.
By holding the teddy bear above his head, your child will not be able to use his arms to balance. He will also have to re-adjust how he walks and focus on body positioning with each new texture he steps on.
This exercise not only helps with tactile processing, but also with building a stronger mental
awareness of self.
As explained by researchers at Vanderbilt University, “Perceived body ownership and self-other relation are foundational for development of self-awareness, imitation, and empathy.”
[spacer size="20"] * Autism. 2012 Jul;16(4):406-19. doi: 10.1177/1362361311430404. Epub 2012 Mar 7. The rubber hand illusion in children with autism spectrum disorders: delayed influence of combined tactile and visual input on proprioception. Cascio CJ, Foss-Feig JH, Burnette CP, Heacock JL, Cosby AA. Department of Psychiatry, Vanderbilt University, 1601 23rd Ave South Suite 3057, Nashville, TN 37212, USA. [email protected] http://www.ncbi.nlm.nih.gov/pubmed/22399451 Abstract: In the rubber hand illusion, perceived hand ownership can be transferred to a rubber hand after synchronous visual and tactile stimulation. Perceived body ownership and self-other relation are foundational for development of self-awareness, imitation, and empathy, which are all affected in autism spectrum disorders (ASD). We examined the rubber hand illusion in children with and without ASD. Children with ASD were initially less susceptible to the illusion than the comparison group, yet showed the effects of the illusion after 6 minutes. Delayed susceptibility to the illusion may result from atypical multisensory temporal integration and/or an unusually strong reliance on proprioception. Children with ASD who displayed less empathy were significantly less likely to experience the illusion than those with more intact ability to express empathy. A better understanding of body representation in ASD may elucidate neural underpinnings of social deficits, thus informing future intervention approaches.
[spacer size="20"] Our proprietary software is based on the same mathematical structure used in Artificial Intelligence, re-engineered specifically for use in the selection of sensory enrichment exercises. The algorithm links a series of 301 questions through multiple levels of factors and weights to 18 categories of brain function (olfactory, tactile, vision, etc.). Based on the test responses, our software can determine the level of functionality, the level of activity, and the targetability of each category.
[spacer size="10"] In determining the best exercise, there are many considerations incorporated into the algorithm. This software includes:
[spacer size="0"] • Detecting which brain function is ready to develop next.
[spacer size="0"] • Detecting whether that brain function is strong enough on its own for direct stimulation or if it needs help from neighboring or closely connected brain functions (for example smell, brain function 4, can help trigger memory, brain function 12).
[spacer size="0"] • Sorting the exercises from most effective to least effective, based on brain functions priorities.
[spacer size="0"] • Eliminating exercises which are too hard or too easy.
[spacer size="0"] • Determining the right frequency for an exercise worksheet to worksheet, repeating it often enough to establish learning and pathways, but not so often it becomes boring and ignored by the brain.
[spacer size="0"] • Ensuring the worksheets are not to draining for the child.
[spacer size="0"] • Maintain a practical demand on the parent, being flexible to give the best exercises within the time available.
[spacer size="10"] This is what makes the difference between a generic program and a customized program. It’s the same difference you see when you wear shoes that fit well, not too large, not too small. And when your feet grow, you get new shoes.
[spacer size="10"] As your child improves, so does the program.
[spacer size="10"] Every time you take a test to report how your child is changing, the program knows where to go next and gives the best protocols available to support the brain in its own repair work.