Traumatic Brain Injury

There are frequently deficits in attention and speed of information processing with TBI. TBI patients showed prolonged simple and choice reaction times throughout all tasks and significant difficulty with integrating the tactile modality. Children with moderate or severe TBI are at risk for reduced multisensory integration efficiency and decreased general neurocognitive functioning.

When the sensory systems are intact, learning is effortless and easy.
Problems with any sensory system can lead to problems with focus, behavior and listening.

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.