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Tero Toivanen

Autism Research Blog: Translating Autism: Autism, neurofeedback , and the processing of... - 0 views

www.translatingautism.com/...eedback-and-processing-of.html

autism neurofeedback novel distracters

shared by Tero Toivanen on 09 Mar 09 - No Cached
  • Children with autism show increased reaction time and unique brain wave patters during tasks that include novel distracters.
  • Children with autism show increased reaction time and unique brain wave patters during tasks that include novel distracters.
  • The participants completed an Odd-Ball task. In this task, the participants are asked to press a key when they see the target letter ( "X" ) on a computer screen. This target letter is presented 25% of the trials. For 50% of the trials a common distracter (the letter "O") is presented instead. For the remaining 25%, a set of novel distracters are presented (different symbols). The researchers recorded the reaction time, accuracy, and brain electrical functioning during the task.
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  • The results showed that participants with autism were slower to press on the key when the target X was presented than typically developing peers. However, the groups did not differ in accuracy of responding.
  • That is, both groups were equally accurate in responding to the X target, but the group with autism showed a slower patter of responses. The group with autism also showed a different pattern of brain activation when confronted with the novel distracters. Their differences were observed in both hemispheres, but were stronger in the right frontal regions. The pattern of responses observed (longer latencies and higher amplitudes) suggest greater effort when processing novel stimuli. This finding is intriguing because the brain response patterns to the other stimuli (target X and the common distracter O) were identical between the groups. These results suggest that the group with autism had difficulty processing and disengaging from novel distracting stimuli.
  • In neurofeedback, the person receives real-time feedback on their brain functioning and is taught how to progressively modify their responses. However, the debate regarding the effectiveness of neurofeedback is ongoing as the research is limited and highly contradictory.
  • Tero Toivanen on 09 Mar 09
     
    Children with autism show increased reaction time and unique brain wave patters during tasks that include novel distracters.
Tero Toivanen

Sensory Friendly Classrooms with Dr. Roya Ostovar - The SPD Blogger Network - 3 views

www.spdbloggernetwork.com/...lassrooms-with-dr-roya-ostovar

classrooms sensory friendly accommodations school SPD special education special needs SPED classroom autism

shared by Tero Toivanen on 01 Apr 11 - No Cached
  • Having sensory friendly settings is common sense and it benefits everyone, all students and learners as well as teachers and staff. Changing the classroom also teaches all students how to find practical and adaptive ways of making their setting work for them to allow for optimal learning and functioning, a skill that is beneficial to everyone. It also makes more sense to change the environment to fit the child’s needs and not the other way around. Changing the classroom helps the child with SPD blend in with other students, and it is not isolating, or stigmatizing.
  • A sensory friendly classroom improves attention, concentration, ability to focus for longer periods of time, learning, social functioning, and it also reduces the overall level of stress
  • For more specific and multiple examples of the accommodations that can be made, a book I authored titled “The Ultimate Guide to Sensory Processing Disorder” offers a comprehensive guide.
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  • Vision: Reduce/ eliminate clutter and visual distractions; modify assignments to be shorter; use a highlighter
  • Auditory: Reduce/eliminate distracting noise; play Mozart or calming music in the background when possible
  • Tactile: Allow students to use chalk on the board because it is more tactile rich
  • Olfactory: Use scented markers to wake kids up; have lavender lotion or soap; and avoid noxious odors in the classroom
  • Vestibular: Allow movement and breaks; offer therapy balls to sit on; Movin-Sit cushions benefit the whole classroom; stretch breaks, start class with movement activities
  • Properioception: Movement, Movin-Sit cushions, Brain Gym, Yoga, Chair push ups (i.e. sitting on hands and pushing up); chairs and tables at right height and positioned correctly
  • A sensory friendly classroom gets the kids with SPD and ASD ready to learn; improves the overall functioning of the child including learning, attention, concentration, social functioning, and behavioral presentation; and lowers their stress and anxiety levels
  • Two quick suggestions: 1) Simplify the classroom: Less is more. Take a minimalistic approach to setting up the room and; 2) Support all learning styles: Some kids learn through auditory channels, some visual, and some through kinesthetic and hands on activities. By the same token, incorporate activities that support the sensory channel and each child’s sensory profile
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