A unique system to drive progress in learning and education
For the purpose of this Sensory Workout Program, delays in function will be known as disruptions.
We call delays “disruptions” because the behaviors and sensory components associated with the delay in the skills acquisitions disrupts the progress of functional learning to take place and over time skills are delayed causing disruptions in life skills. The disruption is also a term that explains a possible root cause of the maladaptive or delayed learning of life skills and function.
The children and adult populations that we have been working closely with have had a variety of diagnosis such as Autism, TBI, developmental delay and a variety of neurodevelopmental diagnosis. The foundation and basis for the SWP has been a direct outcome and a natural progression from the close work we have performed with our clients.
In the particular case of children, especially those of school age, our experience has allowed us to use the SWP with the specific purpose of supporting learning difficulties of any intensity, or in general to prepare students to achieve better school performance.
The SWP approach focuses on the neural pathways, the pathways along which information travels through the neurons of the brain and specifically strengthening the specific neural pathways needed for skill acquisition. This program can make a difference for all persons affected by a disruption, delay and even just strengthening the neural pathways in current use.
Without a doubt, the dedication of parents, caregivers, and educators and persistence in using program guidelines will be a critical component to effectiveness. This program is not intended to replace any currently used tutoring, intervention plans, therapies or biomedical treatments. On the contrary, it can be used to enhance the effect of all of them, being a critical component for a concentrated positive effect throughout the learning process or healing of a child’s disruption in function.
Our work has always been oriented to the treatment and analysis of the components affecting each person’s disruption in skill development. It is true we think of very basic skills when discussing self-care, functional activities as eating, dressing, bathing and at the minimum maintaining eye contact, although we need these skills to start our journey of functional independence, we are discussing neural pathways that are strengthened over time and as a result causing mild to severe disruptions.
Maladapted skills that are strengthened or delayed over time, cause a disruption or disturbance in higher functioning life skills, even our current patients in high school and college, benefit from the program as they dedicate their time to completing advanced educational goals.
As parents, caregivers, educators, family members and friends of children with disrupted life skill acquisition, we know that associated with these effects are sensory processing concerns, often cognitive delays, social and physical delays that contribute to the delay in learning progress and development of life skills.
There are suggested biomed components related to a variety of food and environmental allergies and intolerances that may have a significant impact in the developmental process. There are also children that have suffered trauma/disease that have caused the disruption to occur affecting the ability to progressively learn or relearn life skills.
We witness and live our lives teaching and caring for those we love having disruptions from any of the etiologies suggested and yet we continue to spend our time and energy following the traditional routes and pathways to acquire the skills.
Over time the brain may develop and strengthen neural pathways that are maladaptive for functional use, yet, adaptive for calming and avoiding non preferred experiences, as in avoiding, calming behaviors including but not exclusive of; hand flapping, throwing objects, hitting, decreased eye contact, rushing through tasks and even self-sabotaging by overeating and excessive sleeping.
No doubt the brain’s ability to form increased pathways through neuroplasticity strengthens these behaviors, disruptions in functional skill acquisition occur.
The program using a variety of graded and specific targeted exercises to strengthen the neural areas underlying skill acquisition taps into the ability of a person to focus and acquire new skills and behaviors through neuroplasticity, sensorimotor activities and use of multisensory approaches is the key to success.
The premise of The Sensory Workout Program was founded to assist with learning, re-learning, and the acquisition of new skills through the use of specific exercises tapping into the brain’s ability for neuroplastic changes. Repetitive and multisensory exercises allow the opening up of the neural pathways then strengthening the pathways for the acquiring of the skills intended. Hence the root, disruption of pathways.
The exercises begin with shadowing/mirroring the facilitator. The facilitator (leader) begins with the one step repetitive sensorimotor activity that continues to build and increases in complexity at the rate of the neural pathway acquisition for that specific sequence. There are a variety of skills that the facilitator will use in order to build attention and follow through, however, each program and sequence is calibrated and performed for the strengthening of the base neuroplasticity to occur.
Today, it is understood that the brain possesses the remarkable capacity to reorganize pathways, create new connections and in some cases, even create new neurons. The brain has the ability to change, and new learning occurs when it receives focused and specific repetitive input. Cortical remapping is a term that refers to the brain’s ability to change and adapt as a result of experience.
As we discussed above in the preliminary layout and history of the program development, neural pathways and subsequent behaviors/skills strengthen because of repetitive use of each pathway; this is neuroplasticity. Learning occurs and pathways not used are pruned, weakened and eventually disappear or are disrupted. Maladaptive and nonfunctional behaviors replace once functional (or never acquired) skills.
The sensorimotor, sensory and functional activities are specifically created to activate the neural pathways underlying the brain’s capacity to execute the intended skills. The sensorimotor gross and fine motor skills are paired and calibrated to assist with the learning of skills specific to the brain’s left/right and global mapping.
It is recommended these exercises be performed 2x per day. There are suggested sensory programs used prior to each session to assist with activation of the brain pathways.
Following the recommended sequence /level program of the session there are follow-up exercises with the fine motor, self-care or gross motor program to continue the activation and neuroplastic training for skill acquisition.
The Sensory Workout Program takes time and effort on the part of the facilitator, however, there is flexibility in the program to be broken up into shorter, more frequent sessions throughout the day and can be used by a range of facilitators, disciplines, and family members. The process is extremely affordable without the need for time-consuming appointment scheduling, extra financial resources, and burdens often associated with limited resources, time we all struggle with in fulfilling our daily responsibilities.
It can easily be part of your family’s routine, used whenever it is necessary to prepare the child for any activity that requires an adequate state of concentration, relaxation or alertness.
Just book a date with an Exceptional Student Education (ESE) Specialist or a specialized Therapist and submit an interactive online admission form. Our team will carefully select the most qualified professional for your first video consultation.
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