Individual mutualodeystvie autistic child with his surrounding world characterized by considerable indifference to it, own « author » autistic activities and special behavior, which is reflected not only the environment, but also a complex multi-dimensional, usually incomprehensible to others, the inner world of the child.
One of the conditions totorye contribute to the development of such behavior is the disintegration of sensory perception. Sensory integration is the structuring of sensations, which would later be used once. Feeling gives information about the physical body and the environment. Every moment in our brain usually comes a myriad of sensory information, and not just from the SFAs and ears, but from the entire body as a whole. We also feel particularly when the effect of gravity is fixed, and accordingly the motion relative to the Earth. In other words touch integratsiya- an organization of our sensory input, with thanks to which, the brain provides an effective response body shapes emotions and thoughts. The way a child PereireIt is activated it is environmental and internal information influences the development of all his feelings, thoughts and actions. Even minor irregularities in the activity of the brain can influence how a child acquires domestic skills, learn and communicate.
The order of the mental processes of the child:
they are carried out in such a posledovatelnosti- from sensation to perception of perception into account, the attention to the memory and so on. The ability to perceive sensations with the world around us through three main channels of perception (hearing, sight and body) and interpret their sensory called.
The process of feelingNotices and perception in children with developmental disabilities tend to be saved, but is distorted or no interpretation of the sensed signal. Child feel discomfort, but can not understand the cause, and instead of this condition. And the reaction of the child focused on discomfort voobshche he can scream, cry, show aggression or aggression itself. When Otsucorrela- interpretation, the child may be unable to detect the desired signal anxiety, which may even lead to the termination of its physical existence.
A common manifestation of dysfunction touch regulation is the inability of the child to maintain the necessary degree of attention, as well as the inability to focus on the task, standing in front of him.
The introduction of body-sensory therapy, we expect the following effect:
- The expected effect Qualitative indicators;
- Adaptive "answers" to the child's pain and discomfort stimuli. Reducing the time between stimulus and response;
- Improved landmarkovki child in his own body and space. The increase in motor abilities;
- Touch saturation. Reduction or termination of auto stimulation.
The child in violation of the autistic spectrum is usually sensory impairments of varying degrees. It is difficult to localize tactile stimulation andunderstand where its limbs, if the child does not see them. Motor planning too often neglected. This can be concluded by asking the child to repeat not quite familiar pose, which shows the therapist. Touch the disintegration of a child with autistic symptoms may appear in nechuttevosti to the borders withYour own body and personal space. It was not set up the notion of his own body. This is evident in the disintegration vector "eye- hand", the reduction of pain, reduction or distortion of tactile sensitivity, to an inadequate response to an abrupt change in body position in space. In order to eliminate these violations carried out.
There are three types of "poor quality" Treatment is usually sensory signals, which are quite common in children with autistic spectrum development. Firstly, it's a touch signal that not "registered" by the brain as it should, so the child for something draws your attention, and the other reacts too violently. In the WTOond, found itself very poor modulation of sensory input, especially vestibular and tactile: it is the cause of gravitational insecurity and over sensitivity. The third does not work and a part of the brain that is responsible for the action to action, especially in the new, or a change in action. This leads to the fact that suppressesis Busy interest in the work, which is usually considered to be a constructive and very helpful. That is, in the brain (the limbic system) is an area that "decides" to which sensory impulses whether to register and whether to offer to our attention. In children with autistic spectrum breach it functions poorly, so they almost do not fix muchfrom the fact that it is easy to notice others. The worse it works, this area of ??the brain, the harder it is to help the child to acquire some of the skills needed in everyday life.