Posted on 8th March 20228th March 2022 by Kath Smith OT — Leave a comment

Research Update| Muting, filtering and transforming space

In this 2022 article; “Muting, filtering and transforming space: Autistic children’s sensory ‘tactics’ for navigating mainstream school space following the transition to secondary school.”, the take-home messages are:

There are sensory challenges in mainstream school environments for ASD children.

Working with young people post-transition to secondary school has highlighted these challenges.

Sensory challenges exist across the school environment: Classrooms, lunch halls, playgrounds and even corridors can feel overwhelming.

Muting, filtering and transforming space ‘tactics’ are ways that young people deal with feelings of sensory overload.

Teachers, parents and therapists can use this understanding of these sensory tactics to support the design of more inclusive school spaces.

Posted on 8th October 20218th October 2021 by Kath Smith OT — Leave a comment

Research Update | Social touch deprivation during COVID-19: effects on psychological wellbeing and craving interpersonal touch

“a particularly effective form of communicating (non-verbal) support, which in addition facilitates the formation and maintenance of social bonds, is touch”
von Mohr et al 2021

Posted on 26th September 2021 by Kath Smith OT — Leave a comment

Research Update: Moving Toward Understanding Autism: Visual-Motor Integration, Imitation, and Social Skill Development

Despite high phenotypic heterogeneity in ASD, a meaningful subpopulation of children with ASD (∼90%) show significant general motor impairment. More focused studies on the nature of motor impairment in ASD reveal that children with ASD are particularly impaired on tasks such as ball catching and motor imitation that require efficient visual-motor integration (VMI).
Lidstone et al 2021.

Posted on 6th January 20206th January 2020 by Kath Smith OT — Leave a comment

Research Update: Early Deprivation and Brain Development

A new article has been published which adds more to that we know about deprivation on development of the mind, body and brain.

Millions of children worldwide live in nonfamilial institutions. We studied impact on adult brain structure of a particularly severe but time-limited form of institutional deprivation in early life experienced by children who were subsequently adopted into nurturing families. Institutional deprivation was associated with lower total brain volume in a dose-dependent way. Regionally specific effects were seen in medial prefrontal, inferior frontal, and inferior temporal areas. Deprivation-related alterations in total brain volume were associated with lower intelligence quotient and more attention deficit/hyperactivity disorder symptoms; alterations in temporal volume seemed compensatory, as they were associated with fewer attention deficit/hyperactivity disorder symptoms. We provide evidence that early childhood deprivation is related to alterations in adult brain structure, despite environmental enrichment in intervening years.

Read more here: https://www.pnas.org/content/early/2020/01/01/1911264116

Download a copy [open access] Early childhood deprivation is associated with alterations in adult brain structure despite subsequent environmental enrichment

More articles here…

Enriched Environments as a Potential Treatment for Developmental Disorders: A Critical Assessment

The beneficial effects of enriched environments have been established through a long history of research. Enrichment of the living conditions of captive animals in the form of larger cages, sensory stimulating objects, and opportunities for social interaction and physical exercise, has been shown to reduce emotional reactivity, ameliorate abnormal behaviors, and enhance cognitive functioning. Recently, environmental enrichment research has been extended to humans, in part due to growing interest in its potential therapeutic benefits for children with neurodevelopmental disorders (NDDs). This paper reviews the history of enriched environment research and the use of enriched environments as a developmental intervention in studies of both NDD animal models and children. We argue that while environmental enrichment may sometimes benefit children with NDDs, several methodological factors need to be more closely considered before the efficacy of this approach can be adequately evaluated, including: (i) operationally defining and standardizing enriched environment treatments across studies; (ii) use of control groups and better control over potentially confounding variables; and (iii) a comprehensive theoretical framework capable of predicting when and how environmental enrichment will alter the trajectory of NDDs.

Early Adverse Experiences and the Developing Brain

Posted on 1st January 20201st January 2020 by helloasiwise — Leave a comment

Walking into the New Year

As we start the new year, with lots of hopes for a fresh start, often its the smallest most simple and achievable changes that work best.

Amy Fleming talks to neuroscientist Shane O’Mara who believes that plenty of regular walking unlocks the cognitive powers of the brain like nothing else. He explains why you should exchange your gym kit for a pair of comfy shoes and get strolling

“Our sensory systems work at their best when they’re moving about the world,” says O’Mara. Read more here

active dog walking enjoyment fun