REMEMBERING

Based on the medical literature, it is plausible to assume that correcting or improving the sensory systems that include auditory, visual, vestibular, proprioception and tactile, could lead to an improvement in remembering.

Sensory and memory stimulation can be effective non-pharmacological interventions for managing behaviors in individuals with remembering issues. Motor and multisensory stimulation may help to maintain or improve abilities such as communication and self-care. A motor and multisensory-based approach can improve engagement and attention to the environment, direct gaze, laughing and a reduction of closed eyes. There can also be an improvement in resting heart rate, overall mood, and in engagement of physical activity.

Auditory speech-processing deficits may be an early manifestation of memory loss and may precede the onset by many years. Visual performance is impaired, especially with visual field loss, in patients with memory issues. Visual problems may be the earliest and most prominent signs of future memory loss, even before objective signs appear. Vestibular loss may be a contributor to memory loss.

TARGETING THE 5 SENSE BELOW,SAVE PROGRAM CAN HELP IMPROVE THE PROBLEMS ASSOCIATED WITH THEM:

Tactile (Touch)

Importance
Body Awareness
Fine Motor Skills
Motor Planning

  • Problems
  • Trouble in Crowds
  • Bothered by Seams in Clothes
  • Pulls away from Hugs
  • Bothered by Food Textures
  • Has to Touch Everything

Auditory (Listening)

Importance
Speech, Language Development, Memory, Comparing Sounds, Associating sounds with Letters, Numbers, Musical Notes, Attention.

  • Problems
  • Lack of Speech
  • Poor Listening Skills Remembering
  • Reading
  • Inattention

Vestibular

Importance
Development of Balance, Coordination, Eye Control, Attention, Feeling Secure, Emotional Security, Language

  • Problems
  • Inattention
  • Coordination
  • Following Directions
  • Reading
  • Eye-hand Coordination
  • Immature
  • Language Skills

Visual (Seeing)

Importance
Academic Achievement, Reading, Proficiency at Work, Athletic Performance

  • Problems
  • Loss of Place while Reading
  • Skipping Words or Lines on a Page Poor Athletic Performance Words Move Around on Page
  • Reduced Comprehension
  • Reduced Perceptual Fields

Proprioception

Importance
Knowing Where Muscles & Joints Are in Space and How They Are Moving, Required Input from Tactile & Vestibular Systems

  • Problems
  • Clumsy
  • Falls
  • Stumbles
  • Is Aggressive Walks on Toes
  • Constantly Chewing
  • Difficulty with Motor Planning
  • Messy at Mealtime

MULTI-SENSORY INPUT

In the past, many therapies have used single sensory inputs. It has now been shown that multi-sensory input yielded responses that were significantly greater than those evoked by the best single component stimulus.

An intervention involving sensory- motor integration with an emphasis on proprioceptive and vestibular senses significantly improved attention deficits, hyperactivity and impulsivity in the studied population.

We do not perceive sensory events as singular events. Sound, touch, sight, taste, smell, proprioception, and vestibular information, all interact to form the learning experience. Behavior and cognition develop through the integration of sensory information.

When sound and touch were activated simultaneously, the activation of the auditory cortex was strongest. Tactile and auditory stimulation simultaneously may positively impact neuroplastic changes in individuals with neurological deficits or impairments.

THE EAR YOU USE IS IMPORTANT

Listening is different from hearing. Hearing is perceived sound. Listening is what the brain does with that sound, or how the brain understands the sound it hears.

The brain’s left hemisphere is more involved in language processing. Listening with the right ear allows the information to go directly to the left hemisphere. Therefore, if you are listening with the left ear, the signal has to travel from the right auditory cortex to the language-dominant left temporal region. This takes an extra step in the listening process and can make listening more difficult than using the right ear.

Most people, who can be tested at The Block Center, and have been diagnosed with focus, listening, behavior or other learning and processing problems, are left ear dominant, which means they are listening mostly with the left ear. This is consistent with many studies.

37children presented at The Block Center with problems with focus, listening and/or behavior. 95% (35) were found to be “Left Ear Dominant” using hearing test. Using Save Program, 91% (32) became “Right Ear Dominant” in only 5 days with Improved focus, concentration & behaviors.

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