Factors Affecting the Development of the Central Nervous System
Genetic and environmental variables interact in both directions during the formation of a fully developed central nervous system. In a mature brain, the creation of synaptic connections requires more than just genetic information.
The sensory input that systems acquire from the environment has a big impact on how the child’s central nervous system develops. A healthy brain requires sensory input to function at its best. Abnormalities and behavioral problems arise in the brain during critical phases of development when there is insufficient or inappropriate sensory information.
Numerous studies have demonstrated that children and newborns with severe and irreversible mental, social, and emotional dysfunctions are caused by both a rich environment that can offer the required sensory experiences and a lack of opportunity for sensory-motor exploration.
When the physical surroundings are thoughtfully and intentionally designed, they can significantly influence how people experience and develop. An orderly physical environment helps a youngster be more self-reliant, pay attention to himself, engage with others more effectively, and develop superior perceptual and motor abilities.
Sensory Integration
It is a neurological process that allows the person to use their body in line with their surroundings by organizing the sensory information they get from both their own body and their surroundings.
Three Fundamental Sensory Integration Theory Assumptions are:
1. The ability to process movement and feelings from the environment (to the brain) and use these senses to plan and organize behaviors is a prerequisite for learning.
2. It is challenging for those with low or weak sensory processing abilities to produce appropriate, full behaviors that have an impact on behavior and learning.
3. Adaptive reactions elicited by sensory-enriched activities enhance sensory processing capacity, which enhances behavior and learning.
Sensory Integration Therapy:
According to theory, the vestibular, proprioceptive, and tactile senses are the cornerstones of therapy. But more therapists are realizing the advantages of incorporating the visual and auditory senses during treatment. Colorful and attractive swings, mats, balls, and toys are examples of sensory-enriched environments in which procedures for sensory integration therapy are used.
Sensory Spaces for Various Environments and Populations:
Sensory Modulation environments
Multisensory/Snoezelen environments
Sensory Integration Therapy environments
Sensory Modulation Environments
They are applied to mental health issues to either avoid or lessen stress and crises. It is utilized in psychiatric clinics, child care centers, nursing homes, and birthing centers, among other places.
Participating in meaningful activities, fostering self-worth, self-care, education, relaxation, enhanced focus, peak alertness, interacting with the surroundings, improved orientation, pleasant memories, enhanced muscle tone, enhanced motor planning, improved quality of life, and enhanced self-expression are all advantages of sensory modulation rooms.
Artificial aquariums or real fish tanks, big bean bags, rocking rockers, TVs, DVD players, large landscape posters, therapeutic balls, weighted balls, weighted blankets, calming music CDs, and calming scents are a few items that should be in sensory modulation rooms.
Snoezelen Rooms and Multisensory Environments:
These are settings intended to arouse the senses of hearing, touch, smell, balance, and sight. The goal of Snoezelen rooms is to improve daily living activities, functional performance, and well-being while lowering agitation, depression, and hostility in people. It is utilized in a variety of settings, including psychiatric clinics, schools, rehabilitation facilities, physiotherapy and occupational therapy offices, and nursing homes.
Bubble tubes, fiber optic light cables, projectors, vibrating chairs, various tactile stimulation items, scent-emitting devices, stereos with calming CDs, swings, ultraviolet lights, and various mirrors are some of the things featured in Snoezelen rooms.
Environment for Sensory Integration Therapy
With a therapy model based on theory, the goal of sensory integration rooms is to enhance each person’s participation, interaction, communication, fine-gross motor skills, motor planning, and emotional regulation abilities in environments rich in vestibular, proprioceptive, and tactile senses. It is applied by therapists (speech, physiotherapy, and occupational therapy) who have completed at least 50 hours of post-graduate coursework in sensory integration training. Sensory integration rooms are utilized at educational institutions and rehabilitation facilities staffed by professionals with appropriate training in therapy, such as occupational therapists, physiotherapists, and speech therapists. It is present in clinics, hospitals, and centers.
A variety of swings, big and tiny balls, cushions, slides, climbing equipment, toys with various textures, tunnels, and trampolines are some of the elements featured in sensory integration rooms.
The effectiveness, necessity, and qualification of the therapist in the use of Sensory Modulation rooms and Snoezelen rooms are not significantly emphasized when three different models of sensory rooms are evaluated; however, in Sensory Integration rooms, in addition to the environmental arrangement, the therapist’s quality and the use of the room with the therapist are frequently mentioned. Furthermore, resources pertaining to vestibular, proprioceptive, and tactile senses are prioritized in the Sensory Integration rooms, but materials catering to all senses are present in the other two rooms without any such differentiation or order. All methods of sensory treatment place a great deal of emphasis on environmental management, and social, academic, emotional, and motor functioning outside of therapy are all impacted by the surroundings and sensory stimuli.
REFERENCES
Balıkçı, A. (2013). Duyu bütünleme terapisinde çevresel düzenleme ve materyalin önemi. Ergoterapi ve Rehabilitasyon Dergisi, 1(2), 97-99.