KNOW AUTISM, KNOW YOUR CHILD with < My Thoughts > by Sara Luker
UNIT # 7 - 5 CAMs Who May Help?
PART 2 –
3. anti-inflammatory therapy
4. auditory integration therapy
NOTE: PROCEED WITH CAUTION. Complementary and Alternative Medicine (CAMs) treatments are still very controversial and may even be very dangerous. Before starting any treatment program, investigate thoroughly, and ALWAYS, ALWAYS talk to your child’s doctor first.
UNIT # 7 - 5 CAMs Who May Help?
PART 2 –
3. anti-inflammatory therapy
4. auditory integration therapy
NOTE: PROCEED WITH CAUTION. Complementary and Alternative Medicine (CAMs) treatments are still very controversial and may even be very dangerous. Before starting any treatment program, investigate thoroughly, and ALWAYS, ALWAYS talk to your child’s doctor first.
3. Anti-inflammatory therapy
Asimenia, A., Konstantinos-Dionysios, A., et al. (2012) assert that health care providers should be alerted to ‘‘allergic-like’’ symptoms that could be challenging in cases of atypical presentations or non-verbal individuals with ASD. It is imperative that proper epidemiologic studies be conducted to determine the true prevalence of mast cell activation in well-defined ASD populations, and identify its role in the neuropsychiatric manifestations of ASD, including the part of extracellular mitochondria.
Case-Lo, C. (2014) concludes that women with certain pro-inflammatory conditions—such as rheumatoid arthritis and celiac disease—are at greater risk of having kids with autism, and that inflammation affects the brains of infants with autism after birth. The exact causes of autism are not entirely known and are likely to be a mixture of genetic and environmental factors resulting in patches of disorganization in the neocortex of the brain. This can form only while the brain is developing in the womb. Another intriguing avenue of investigation to the rise in ASD diagnoses is the impact of inflammation.
Inflammation is the body’s way of fighting back when a ‘foreign’ substance – a toxin, bacteria, or virus – enters the body until an anti-inflammatory process begins and the body calms down. Women with chronic immune diseases or have had an infection during pregnancy may also be at risk for having a child with autism; according to animal studies. These studies also found that inflammation during development can mimic autism-like cognitive and behavioral symptoms.
Siri, K. (2010) believes that in most cases, it took your child years to develop the GI condition; you need to get him regular for months to shrink the colon back to size. If your child has frequent nighttime awakenings and/or other wetting, they should have a full GI workup; nighttime awakenings can mean reflux, and wettings can mean allergies. The presence of chronic (long-standing) GI symptoms demands medical evaluation.
The symptoms typically consist of any/all of the following –
Children with autism frequently have gastrointestinal problems, particularly constipation and diarrhea. When a child has GI symptoms, we generally find inflammation somewhere along the GI tract, but particularly in the terminal ileum.
Many autistic children have evidence of abnormal intestinal permeability, or what we call ‘leaky gut’. We continually find inflammatory bowel disease that is different from Crohn’s disease and ulcerative colitis. Undiagnosed abdominal issues are the cause of many of the behavior symptoms of autism. If you imagine yourself as a nonverbal or poorly communicative individual who has chronic or intermittent abdominal pain, a lot of those behaviors are going to look pretty autistic.
There’s a great body of evidence in the literature documenting immune dysregulation in autistic children leaving them prone to infection, chronic inflammation, and autoimmune reactions; it can affect any organ system, but the brain and the GI tract seem to be the worst hit. Treatments for GI issues have significantly benefited Alex and though still non-verbal, his behaviors, control and vocalizations have improved over the last two years of treatment for those GI issues.
The pattern of the inflammation is not consistent with the brain as the primary source. This is critical, because it suggests that the inflammation is starting somewhere else and the brain is a secondary target organ, not the primary source. We think that the inflammatory process in the bowel may result in secondary inflammation in the brain.
Zeliadt, N. (2018) tell us that ‘tummy troubles’ may be more likely in children with autism than their typical peers. For instance, ASD kids are four times as likely as other children to have symptoms of constipation, diarrhea, or abdominal discomfort which often has them considered to be referred for Inflammatory Bowel Disease (IBD), they are also more likely to be prescribed certain medications for bowel problems.
< My Thoughts > “…prescribed certain medications…”
So often, one of the side effects of heavy medication will be constipation, diarrhea, or abdominal discomfort. More unfortunate too, is that the most prescribed drug for acid and gastric relief was pulled off the market for causing even more problems. Beware also of other Over-the-Counter (OTC) drugs which may not work well with some prescribed medications. Fiber supplement products often increase in size after swallowing, thus causing uncomfortable even dangerous bloating or gas. Always check with a physician before introducing or stopping any meds (including OTC meds) from your child’s medication regime.
4. AUDITORY INTEGRATION THERAPY
Asimenia, A., Konstantinos-Dionysios, A., et al. (2012) assert that health care providers should be alerted to ‘‘allergic-like’’ symptoms that could be challenging in cases of atypical presentations or non-verbal individuals with ASD. It is imperative that proper epidemiologic studies be conducted to determine the true prevalence of mast cell activation in well-defined ASD populations, and identify its role in the neuropsychiatric manifestations of ASD, including the part of extracellular mitochondria.
Case-Lo, C. (2014) concludes that women with certain pro-inflammatory conditions—such as rheumatoid arthritis and celiac disease—are at greater risk of having kids with autism, and that inflammation affects the brains of infants with autism after birth. The exact causes of autism are not entirely known and are likely to be a mixture of genetic and environmental factors resulting in patches of disorganization in the neocortex of the brain. This can form only while the brain is developing in the womb. Another intriguing avenue of investigation to the rise in ASD diagnoses is the impact of inflammation.
Inflammation is the body’s way of fighting back when a ‘foreign’ substance – a toxin, bacteria, or virus – enters the body until an anti-inflammatory process begins and the body calms down. Women with chronic immune diseases or have had an infection during pregnancy may also be at risk for having a child with autism; according to animal studies. These studies also found that inflammation during development can mimic autism-like cognitive and behavioral symptoms.
Siri, K. (2010) believes that in most cases, it took your child years to develop the GI condition; you need to get him regular for months to shrink the colon back to size. If your child has frequent nighttime awakenings and/or other wetting, they should have a full GI workup; nighttime awakenings can mean reflux, and wettings can mean allergies. The presence of chronic (long-standing) GI symptoms demands medical evaluation.
The symptoms typically consist of any/all of the following –
- Abdominal pain
- Diarrhea… stool has no shape
- Constipation… infrequent passage of stool or overly hard stools
- Painful passage of stools
- Rectal prolapse (where rectum protrudes through the anus)
- Difficulty controlling bowel movements, or lose the urge to defecate
- Failure to maintain normal growth (height & weight)
- Regurgitation and/or Rumination (regurgitating and chewing again, previously swallowed food)
- Abdominal distention
- Food avoidance
Children with autism frequently have gastrointestinal problems, particularly constipation and diarrhea. When a child has GI symptoms, we generally find inflammation somewhere along the GI tract, but particularly in the terminal ileum.
Many autistic children have evidence of abnormal intestinal permeability, or what we call ‘leaky gut’. We continually find inflammatory bowel disease that is different from Crohn’s disease and ulcerative colitis. Undiagnosed abdominal issues are the cause of many of the behavior symptoms of autism. If you imagine yourself as a nonverbal or poorly communicative individual who has chronic or intermittent abdominal pain, a lot of those behaviors are going to look pretty autistic.
There’s a great body of evidence in the literature documenting immune dysregulation in autistic children leaving them prone to infection, chronic inflammation, and autoimmune reactions; it can affect any organ system, but the brain and the GI tract seem to be the worst hit. Treatments for GI issues have significantly benefited Alex and though still non-verbal, his behaviors, control and vocalizations have improved over the last two years of treatment for those GI issues.
The pattern of the inflammation is not consistent with the brain as the primary source. This is critical, because it suggests that the inflammation is starting somewhere else and the brain is a secondary target organ, not the primary source. We think that the inflammatory process in the bowel may result in secondary inflammation in the brain.
Zeliadt, N. (2018) tell us that ‘tummy troubles’ may be more likely in children with autism than their typical peers. For instance, ASD kids are four times as likely as other children to have symptoms of constipation, diarrhea, or abdominal discomfort which often has them considered to be referred for Inflammatory Bowel Disease (IBD), they are also more likely to be prescribed certain medications for bowel problems.
< My Thoughts > “…prescribed certain medications…”
So often, one of the side effects of heavy medication will be constipation, diarrhea, or abdominal discomfort. More unfortunate too, is that the most prescribed drug for acid and gastric relief was pulled off the market for causing even more problems. Beware also of other Over-the-Counter (OTC) drugs which may not work well with some prescribed medications. Fiber supplement products often increase in size after swallowing, thus causing uncomfortable even dangerous bloating or gas. Always check with a physician before introducing or stopping any meds (including OTC meds) from your child’s medication regime.
4. AUDITORY INTEGRATION THERAPY
The most recognized auditory integration therapy seems to be the Berard Method of Auditory Integration Therapy (AIT). According to their website, Berard AIT is to be differentiated from any other sound-based programs. They say that the key program elements require that each practitioner follow the Berard AIT protocol. The key points of this protocol include – 10 days of listening sessions, directly through the Berard AIT designed headphones. This audio stimulation is provided 2 times a day for 30 minutes each session. It is acceptable, they say, to have a 1- or 2-day break but only after the first 5 days of listening. The minimum age for beginning this program is 3 years old, and there is no upper age limit.
Sokhadze, E., Casanova, M., et al. (2016) tell us that an auditory integration therapy (AIT) was developed by Dr. Guy Berard to improve sound integration in children with autism.
Parental questionnaires clearly demonstrated behavioral and psycho-physiological changes in impairments in behavioral symptoms such as irritability, hyperactivity, repetitive behaviors.
AIT was studied and found to provide important promise, but that a more standardized procedure and collection of ASD-specific data needed to be gathered. These authors did conclude that auditory discrimination of infrequent changes in streams of auditory stimuli appeared to influence sensory processing in children with ASD.
They also found that low functioning children were NOT able to cooperate with the ‘audiometry’ test procedures which help determine the kind of music, auditory level, sound frequency and other necessary data needed to proceed. Some children were given fidget toys to keep their hands away from the required headphones. While others were able to quietly watch nature videos with the sound off, allowing practitioners gathered that individual’s data.
< My Thoughts > “…audiometry’ test procedures…”
An audiometry exam tests how well your hearing functions. It tests both the intensity and the tone of sounds, balance issues, and other issues related to the function of the inner ear. A doctor who specializes in diagnosing and treating hearing loss called an audiologist administers the test.
Auditory processing disorder can include other problems, like difficulty hearing difference between sounds. Due to these symptoms, those with APD may appear to have difficulty hearing. However, because the problem involves processing sounds, testing often shows that their ability to hear is normal.
Because they have problems processing and understanding sounds, people with APD often have trouble with learning activities, especially those that are presented verbally.
Mukhopadhyay, T. (2011) Only after I heard the silent voices, could I tell my story to the mirror. Stories with sounds of blue, white, red, or brown. Or, stories with the colors of air.
Real voices. I could be waiting behind a shadow listening to a story in red and green, when I would be interrupted by a real voice made of sound, thus dissolving the story of red and green. And then, to my utter horror, I would find myself surrounded by real voices. Voices made of sounds, on the real side of the mirror.
When no one was around, Mother’s voice would tell me that if I tried hard enough I could talk. The sound of her voice made me come back from behind the mirror.
My voice would scream, and I would realize Mother’s voice was singing something familiar in my ear. I would slowly concentrate on the words of her song and try to mentally sing along because I had most of them memorized. To my relief, I would realize that my voice had stopped screaming. I would continue to think about the mirror. I would rush upstairs only to realize that Mother was following me with her voice, her song.
< My Thoughts > “…slowly concentrate on the words…”
So much goes into the sending and receiving language, the complexity of the process can be overwhelming for all of us.
The Berard website states that all practitioners are trained by an approved Berard AIT instructor. That only Berard approved devices are used and that any music used is from an approved list. Other caveats are that they take no students under the age of 3 years, and can expect to have 10 straight days of listening sessions; provided twice a day for 30 minutes. Also, that it is possible to have a 1-2 day break after 5 days of listening.
Thompson, T. (2012) Along with this, he mentions “Auditory integration therapy is a type of sensory integration for autism that has received considerable attention. The proponents of auditory integration therapy suggest that music can “massage” the middle ear (hair cells in the cochlea), reduce hypersensitivities, and improve overall auditory processing ability.”
< My Thoughts > “…a type of sensory integration for autism…”
Many Occupational Therapists use a combination of therapy methods, depending upon the individual’s needs. OT’s may include auditory integration therapy (AIT) treatments within sensory-integration treatments.
LaFrance, D., Miguel, C., et al. (2013) learned that Auditory Integration Treatment is an intervention which seems to be rooted in the notion that children with autism may not be able to process certain sounds; this can be helped by exercising and toning certain muscles in the ear. This in turn, may improve the brain’s ability to process missing sounds. During the intervention 30 min., twice a day and up to 35 hours per week, the participant wears specially designed headphones while listening to prescribed music.
Squaresky, M. (2014) Greg now walked more purposefully, as if a cloud of indecision about how to proceed through life had disappeared. Greg looked right at Jay for the first time ever, and although he didn’t say anything, there was a connection that we’d never seen before. Greg walked more purposefully, as if a cloud of indecision about how to proceed through life had disappeared.
Flashback to the auditory process treatments in Oregon. They included a great variety of music, from classic to rock and roll. Clearly progress was made. Our lives had changed.
Post Oregon, our new life included vacations because Greg now slept. He now allowed food shopping in super markets where he’d previously pitched a fit because the noise of food cooler’s motor was too loud; and so much more.
We were visiting relatives exactly three months after the Oregon AIT treatments. Greg lay on the floor of Aunt Jaime’s basement when Uncle Jeff heard, “Bert! Everybody must get ‘sconed’. ert, I would not feel so all alone.ert! Everybody must get ‘sconed’!.”
I ran downstairs and was accosted by the delightful sound of Greg imitating singer Bob Dylan’s raspy rendition of a song that represented the hippie era of American history.
In Jay’s opinion, Greg associated Bob Dylan’s voice with Bert of Sesame Street. An astounding connection. But where did he get Dylan’s lyrics?
“Sconed” might be what Greg processed’ we all know that “stoned” is the correct lyric, but we’ll take “sconed.”
Lai, G., Pantazatos, S., et al. (2012) “Despite language disabilities in autism, music abilities are frequently preserved. Paradoxically, brain regions associated with these functions typically overlap,” making it possible for learning musical pieces. Especially songs.
Thompson, B. & Andrews, S. (2000) tell us that the originating theories behind the Tomatis Method of audio training was the connection between the brain and the nervous system. He believed that sound stimulation can provide a valuable remediation and developmental training tool.
Decker, J. (2012) divulged that in elementary school, the counselors tried to solve her son Jake’s sensory overload by giving him a huge set of noise-reducing headphones. Yeah, that was nice. Now he not only didn’t fit in, but he had a monstrous set of yellow earphones to even further separate him from his peers. He looked like a big, sweaty bumblebee. Eventually they were replaced with orange ear plugs that he now wears in the gym, in the noisy hallways, and often in the classroom. Add a mini bottle of antibacterial gel to his arsenal of protection, and all he needs is a pocket protector and a lisp and he’s right out of central casting for Nerds III. “I am the Walrus, goo- goo g’joob.”
< My Thoughts > “…monstrous yellow earphones...”
While the study states that headphones playing music may not work for all those trying to cope with sensory processing issues, it seems to work for many. As a parent and educator, I am continually aware of filtering interventions through the process of what is ‘age appropriate’. And, I know that getting someone to accept an ‘earbud’ placed in their ear would require a careful learning-acceptance process, over time. But everywhere you look today, you will see students and adults with that white cord dangling from their ear as they listen to their tunes. So, it becomes ‘age-appropriate’.
Gee, B., Thompson, K., et al. (2013) believe that when sensory processing is impaired it impacts a person’s daily routine. That when the environment is acoustically modified with music, delivered using specialized headphones and a CD player, it can help children with autism cope. Auditory hypersensitivity and abnormal responses to sounds that are neither threatening nor uncomfortable for most can cause behavioral disturbances in people with ASD.
REFERENCES: UNIT 7-5 CAMs PART 2 – 3. anti-inflammatory therapy, 4. auditory integration therapy
Asimenia, A., Konstantinos-Dionysios, A., et al. (2012). Corticotropin-releasing hormone and extracellular mitochondria augment; Retrieved online from – https://www.researchgate.net/publication/224912332/
Berard Method (2019). Berard Method of Auditory Integration Therapy (AIT); Retrieved online from – berardaitwebsite.com/
Case-Lo, C. (2015). What’s the Connection Between Autism & Inflammation?; Retrieved online from – healthline.com/
Decker, J. (2011). I Wish I Were Engulfed in Flames: My Insane Life Raising Two Boys with Autism; eBooks 2011 Edition.
Gee, B., Thompson, K., et al. (2013). Efficacy of a Sound-based Intervention with a Child with an Autism Spectrum Disorder and Auditory Sensory Over-responsivity; Occupational Therapy, Int. V21:12-20.
LaFrance, D., Miguel, C., et al. (2013). A Case Study on the Use of Auditory Integration Training as a Treatment for Stereotypy; Behavioral Interventions; V30, p286-293.
Lai, G., Pantazatos, S., et al. (2012). Neural Systems for Speech & Song in Autism. Journal of Neurology; V135:3, p961-975.
Mukhopadhyay, T. (2011). How Can I Talk If My Lips Don’t Move?: Inside My Autistic Mind; eBook Edition.
Siri, K. (2015). 1,001 Tips for the Parents of Autistic Boys; eBook Edition.
Sokhadze, E., Casanova, M., et al. (2016). Electroysiological & Behavioral Outcomes of Berard Auditory Integration Training (AIT) in Children with ASD; Applied Psychophysiology & Biofeedback Journal; V41: p405-420.
Squaresky, M. (2014). A Spot on the Wall; eBook Edition.
Thompson, B. & Andrews, S. (2000). An Historical Commentary on the Physiological Effects of Music: Tomatis, Mozart & Neuropsychology; Integrative Physiological & Behavioral Science; V35:3, p 174-188.
Thompson, T. (2012). Making Sense of Autism; Second Edition; Baltimore, Maryland: Brookes Publishing Company.
Zeliadt, N. (2018). Large Study Ties Gut Issues in Autism to Inflammation; Retrieved online from – //www.spectrumnews.org/news/large-study-ties-gut-issues-autism-inflammation/
DISCLAIMER Know Autism – Know Your Child: with < My Thoughts > by Sara Luker
Just to let you know that I, Sara Hayden Luker, have put forth my best efforts in presenting what I have learned about autism, by sharing the stories and studies of those who have gone before us. Any author’s mention of products, services, treatments, and interventions or actions are not to be considered an endorsement, thereof. Know that to some, autism is an ‘unregulated business’. The content of this website material, digital or in any other form does not represent medical advice; nor does it constitute medical suggestions in any way. The material, including any downloadable parts, is for informational and/or educational purposes only. Your download and/or use of any of this material indicates your acceptance of this disclaimer.
This is a Personal Use Electronic Download. By downloading, you hereby agree and acknowledge that you are not acquiring any right, title or interest in, or to, the material; y associated copyrights, other than the right to possess, hold and use for personal, non-commercial purposes. Furthermore, you agree that you will: (i) not scan, copy, duplicate, distribute or otherwise reproduce the material(s) to resell, (ii) not use the material(s) for any commercial purposes. By purchasing/downloading you agree to these terms unconditionally. No ‘rights’ are given or transferred.
Sokhadze, E., Casanova, M., et al. (2016) tell us that an auditory integration therapy (AIT) was developed by Dr. Guy Berard to improve sound integration in children with autism.
Parental questionnaires clearly demonstrated behavioral and psycho-physiological changes in impairments in behavioral symptoms such as irritability, hyperactivity, repetitive behaviors.
AIT was studied and found to provide important promise, but that a more standardized procedure and collection of ASD-specific data needed to be gathered. These authors did conclude that auditory discrimination of infrequent changes in streams of auditory stimuli appeared to influence sensory processing in children with ASD.
They also found that low functioning children were NOT able to cooperate with the ‘audiometry’ test procedures which help determine the kind of music, auditory level, sound frequency and other necessary data needed to proceed. Some children were given fidget toys to keep their hands away from the required headphones. While others were able to quietly watch nature videos with the sound off, allowing practitioners gathered that individual’s data.
< My Thoughts > “…audiometry’ test procedures…”
An audiometry exam tests how well your hearing functions. It tests both the intensity and the tone of sounds, balance issues, and other issues related to the function of the inner ear. A doctor who specializes in diagnosing and treating hearing loss called an audiologist administers the test.
Auditory processing disorder can include other problems, like difficulty hearing difference between sounds. Due to these symptoms, those with APD may appear to have difficulty hearing. However, because the problem involves processing sounds, testing often shows that their ability to hear is normal.
Because they have problems processing and understanding sounds, people with APD often have trouble with learning activities, especially those that are presented verbally.
Mukhopadhyay, T. (2011) Only after I heard the silent voices, could I tell my story to the mirror. Stories with sounds of blue, white, red, or brown. Or, stories with the colors of air.
Real voices. I could be waiting behind a shadow listening to a story in red and green, when I would be interrupted by a real voice made of sound, thus dissolving the story of red and green. And then, to my utter horror, I would find myself surrounded by real voices. Voices made of sounds, on the real side of the mirror.
When no one was around, Mother’s voice would tell me that if I tried hard enough I could talk. The sound of her voice made me come back from behind the mirror.
My voice would scream, and I would realize Mother’s voice was singing something familiar in my ear. I would slowly concentrate on the words of her song and try to mentally sing along because I had most of them memorized. To my relief, I would realize that my voice had stopped screaming. I would continue to think about the mirror. I would rush upstairs only to realize that Mother was following me with her voice, her song.
< My Thoughts > “…slowly concentrate on the words…”
So much goes into the sending and receiving language, the complexity of the process can be overwhelming for all of us.
The Berard website states that all practitioners are trained by an approved Berard AIT instructor. That only Berard approved devices are used and that any music used is from an approved list. Other caveats are that they take no students under the age of 3 years, and can expect to have 10 straight days of listening sessions; provided twice a day for 30 minutes. Also, that it is possible to have a 1-2 day break after 5 days of listening.
Thompson, T. (2012) Along with this, he mentions “Auditory integration therapy is a type of sensory integration for autism that has received considerable attention. The proponents of auditory integration therapy suggest that music can “massage” the middle ear (hair cells in the cochlea), reduce hypersensitivities, and improve overall auditory processing ability.”
< My Thoughts > “…a type of sensory integration for autism…”
Many Occupational Therapists use a combination of therapy methods, depending upon the individual’s needs. OT’s may include auditory integration therapy (AIT) treatments within sensory-integration treatments.
LaFrance, D., Miguel, C., et al. (2013) learned that Auditory Integration Treatment is an intervention which seems to be rooted in the notion that children with autism may not be able to process certain sounds; this can be helped by exercising and toning certain muscles in the ear. This in turn, may improve the brain’s ability to process missing sounds. During the intervention 30 min., twice a day and up to 35 hours per week, the participant wears specially designed headphones while listening to prescribed music.
Squaresky, M. (2014) Greg now walked more purposefully, as if a cloud of indecision about how to proceed through life had disappeared. Greg looked right at Jay for the first time ever, and although he didn’t say anything, there was a connection that we’d never seen before. Greg walked more purposefully, as if a cloud of indecision about how to proceed through life had disappeared.
Flashback to the auditory process treatments in Oregon. They included a great variety of music, from classic to rock and roll. Clearly progress was made. Our lives had changed.
Post Oregon, our new life included vacations because Greg now slept. He now allowed food shopping in super markets where he’d previously pitched a fit because the noise of food cooler’s motor was too loud; and so much more.
We were visiting relatives exactly three months after the Oregon AIT treatments. Greg lay on the floor of Aunt Jaime’s basement when Uncle Jeff heard, “Bert! Everybody must get ‘sconed’. ert, I would not feel so all alone.ert! Everybody must get ‘sconed’!.”
I ran downstairs and was accosted by the delightful sound of Greg imitating singer Bob Dylan’s raspy rendition of a song that represented the hippie era of American history.
In Jay’s opinion, Greg associated Bob Dylan’s voice with Bert of Sesame Street. An astounding connection. But where did he get Dylan’s lyrics?
“Sconed” might be what Greg processed’ we all know that “stoned” is the correct lyric, but we’ll take “sconed.”
Lai, G., Pantazatos, S., et al. (2012) “Despite language disabilities in autism, music abilities are frequently preserved. Paradoxically, brain regions associated with these functions typically overlap,” making it possible for learning musical pieces. Especially songs.
Thompson, B. & Andrews, S. (2000) tell us that the originating theories behind the Tomatis Method of audio training was the connection between the brain and the nervous system. He believed that sound stimulation can provide a valuable remediation and developmental training tool.
Decker, J. (2012) divulged that in elementary school, the counselors tried to solve her son Jake’s sensory overload by giving him a huge set of noise-reducing headphones. Yeah, that was nice. Now he not only didn’t fit in, but he had a monstrous set of yellow earphones to even further separate him from his peers. He looked like a big, sweaty bumblebee. Eventually they were replaced with orange ear plugs that he now wears in the gym, in the noisy hallways, and often in the classroom. Add a mini bottle of antibacterial gel to his arsenal of protection, and all he needs is a pocket protector and a lisp and he’s right out of central casting for Nerds III. “I am the Walrus, goo- goo g’joob.”
< My Thoughts > “…monstrous yellow earphones...”
While the study states that headphones playing music may not work for all those trying to cope with sensory processing issues, it seems to work for many. As a parent and educator, I am continually aware of filtering interventions through the process of what is ‘age appropriate’. And, I know that getting someone to accept an ‘earbud’ placed in their ear would require a careful learning-acceptance process, over time. But everywhere you look today, you will see students and adults with that white cord dangling from their ear as they listen to their tunes. So, it becomes ‘age-appropriate’.
Gee, B., Thompson, K., et al. (2013) believe that when sensory processing is impaired it impacts a person’s daily routine. That when the environment is acoustically modified with music, delivered using specialized headphones and a CD player, it can help children with autism cope. Auditory hypersensitivity and abnormal responses to sounds that are neither threatening nor uncomfortable for most can cause behavioral disturbances in people with ASD.
REFERENCES: UNIT 7-5 CAMs PART 2 – 3. anti-inflammatory therapy, 4. auditory integration therapy
Asimenia, A., Konstantinos-Dionysios, A., et al. (2012). Corticotropin-releasing hormone and extracellular mitochondria augment; Retrieved online from – https://www.researchgate.net/publication/224912332/
Berard Method (2019). Berard Method of Auditory Integration Therapy (AIT); Retrieved online from – berardaitwebsite.com/
Case-Lo, C. (2015). What’s the Connection Between Autism & Inflammation?; Retrieved online from – healthline.com/
Decker, J. (2011). I Wish I Were Engulfed in Flames: My Insane Life Raising Two Boys with Autism; eBooks 2011 Edition.
Gee, B., Thompson, K., et al. (2013). Efficacy of a Sound-based Intervention with a Child with an Autism Spectrum Disorder and Auditory Sensory Over-responsivity; Occupational Therapy, Int. V21:12-20.
LaFrance, D., Miguel, C., et al. (2013). A Case Study on the Use of Auditory Integration Training as a Treatment for Stereotypy; Behavioral Interventions; V30, p286-293.
Lai, G., Pantazatos, S., et al. (2012). Neural Systems for Speech & Song in Autism. Journal of Neurology; V135:3, p961-975.
Mukhopadhyay, T. (2011). How Can I Talk If My Lips Don’t Move?: Inside My Autistic Mind; eBook Edition.
Siri, K. (2015). 1,001 Tips for the Parents of Autistic Boys; eBook Edition.
Sokhadze, E., Casanova, M., et al. (2016). Electroysiological & Behavioral Outcomes of Berard Auditory Integration Training (AIT) in Children with ASD; Applied Psychophysiology & Biofeedback Journal; V41: p405-420.
Squaresky, M. (2014). A Spot on the Wall; eBook Edition.
Thompson, B. & Andrews, S. (2000). An Historical Commentary on the Physiological Effects of Music: Tomatis, Mozart & Neuropsychology; Integrative Physiological & Behavioral Science; V35:3, p 174-188.
Thompson, T. (2012). Making Sense of Autism; Second Edition; Baltimore, Maryland: Brookes Publishing Company.
Zeliadt, N. (2018). Large Study Ties Gut Issues in Autism to Inflammation; Retrieved online from – //www.spectrumnews.org/news/large-study-ties-gut-issues-autism-inflammation/
DISCLAIMER Know Autism – Know Your Child: with < My Thoughts > by Sara Luker
Just to let you know that I, Sara Hayden Luker, have put forth my best efforts in presenting what I have learned about autism, by sharing the stories and studies of those who have gone before us. Any author’s mention of products, services, treatments, and interventions or actions are not to be considered an endorsement, thereof. Know that to some, autism is an ‘unregulated business’. The content of this website material, digital or in any other form does not represent medical advice; nor does it constitute medical suggestions in any way. The material, including any downloadable parts, is for informational and/or educational purposes only. Your download and/or use of any of this material indicates your acceptance of this disclaimer.
This is a Personal Use Electronic Download. By downloading, you hereby agree and acknowledge that you are not acquiring any right, title or interest in, or to, the material; y associated copyrights, other than the right to possess, hold and use for personal, non-commercial purposes. Furthermore, you agree that you will: (i) not scan, copy, duplicate, distribute or otherwise reproduce the material(s) to resell, (ii) not use the material(s) for any commercial purposes. By purchasing/downloading you agree to these terms unconditionally. No ‘rights’ are given or transferred.