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Hemi-Sync and the Facilitation of Sensory Integration

Sensory integration is a term used to describe the way in which the brain sorts out and organizes, for our use, the many sensations which we receive. It allows us to "put together" parts to create a whole; it attaches meaning to sensations through comparing them with past experiences; it enables high levels of motor coordination; it is the basis of perception.

About 5-10% of children have enough problems with sensory integration to cause them to be slow learners, have specific learning disabilities, or have behavioral problems. Children with the poorest sensory integrative abilities may fall within the diagnostic categories of severe mental retardation and autism.

In sensory integrative dysfunction, the brain does not process the sensory impulses in a way that gives the individual precise information about himself and the world. There are many different characteristics of children [with this dysfunction including]:

• Delays in learning to sit up, stand, walk, run, tie shoes, or ride a bike, because the brain doesn’t put together information needed to develop coordination.

• Delays in early language development.

• Difficulty coloring, putting together puzzle pieces, cutting or pasting.

• Dislike of touch sensations.

• Difficulty focusing the attention and hyperactivity.

• Major difficulties with social interaction and academic learning.

Children who have been labeled hyperactive are unsuccessful in filtering out irrelevant information. They are pulled from one experience to the next and are unable to maintain the focus of attention needed for successful learning. Children with severe difficulties in filtering and organizing sensory information may live in such a confusing and threatening world, that they experience sensory overload. In order to survive the sensory chaos, portions of the brain shut down and the child may appear deaf, blind, autistic, or severely retarded. Children with severe sensory integrative problems will often sit and rock their bodies to calm themselves and try to organize their sensory world.

The effectiveness of facilitation of sensory integration through the vestibular system is a major component of Sensory Integrative Treatment. [However,] a related or associated alternative to the use of vestibular input may be the use of auditory input. It is known that carefully selected and programmed sounds are capable of changing the brain’s electrical energy patterns. Research supports the theory that different frequencies presented to each ear through stereo headphones or via stereo speakers create a difference tone (or binaural beat) as the brain puts together the two tones it actually hears. For example, if the individual listens to a tone frequency of 440 Hz in one ear and 444 Hz in the other ear, a binaural beat of 4 Hz will be produced at a similar amplitude in both hemispheres of the brain. Because of this synchronization, this effect is called Hemi-Sync (short for Hemispheric Synchronization).

The use of Hemi-Sync in the therapy-learning environment of the young child with a sensorimotor disability is yielding promising results. Both clinical experience and preliminary research indicates that the addition of Hemi-Sync signals to the background music increases the child’s focus of attention and creates a mental set of open receptivity. The introduction of Hemi-Sync signals into the therapy environment must be done with care and with close observation of the child’s nonverbal signals. Some children with sensory integrative dysfunction may find that certain pieces of music are very disorganizing to their nervous systems. Other pieces of music may be very calming and organizing. It appears that if Hemi-Sync is blended with a piece of music that is neutral or very organizing to the child, the positive aspects of the Hemi-Sync will predominate.

A program utilizing Hemi-Sync signals should assist the learning process for the child with sensory defensiveness which interferes with sensorimotor learning. Hemi-Sync creates physical and emotional relaxation. The systematic use of Hemi-Sync to improve sensory integration can help children become more organized and able to accept, integrate, and enjoy being held, touched, and moved. The clearest changes have been observed in the child’s ability to accept and learn from touch.

 

Clinical Observations

A 4 year old boy with ataxic cerebral palsy and severe mental retardation with sensory integrative dysfunction initially showed severe distractability, irregular breathing patterns, and breath holding when moving or eating. He had learned to move into a crawling position, but was unable to crawl more than 2-3 feet. Touch to his body or sounds in the room were so distracting, that his attention was immediately diverted, and he fell over. His initial response to Hemi-Sync was highly variable. Change was initially noted in a regularization of the breathing patterns. During periods of quieter breathing, his attention was focused and he was able to listen and accept touch. Activities to improve postural stability and facilitate normal movement sequences were accepted and enjoyed. During this period, he began to crawl throughout his home. He was able to remember the location of favorite rooms and began to explore cupboards and drawers. This was related to a more focused attention span and a reduction in tactile hypersensitivity.

A 10 month old boy with cerebral palsy showed severe disorganization of his response to sensory input and sensory overload. Because of difficulty filtering out unwanted sensory information, he began to withdraw from a confusing, overwhelming world. He flapped his hands, rocked back and forth, and used poor eye contact with adults caring for him. These autistic-like behaviors occurred primarily when he was overstimulated. [When] Hemi-Sync was introduced, his ability to tolerate touch to the head, face and mouth improved, and he was calmer and more focused during treatment sessions. By 22 months, he was consistently able to maintain an appropriate control of attention and learning without the assistance of special auditory input. The periods of self-stimulation and withdrawal occurred with less frequency and were reduced in intensity and duration.

A 6 year old girl with severe developmental delays, autistic-like behavior, severe sensory integrative dysfunction, and self abusive behaviors was referred because of delays in feeding abilities. She took liquids only from the bottle and did not take textured foods well. Her behavior became very disorganized and disruptive whenever the sensory input from the environment was increased. She pulled her hair, beat her head against the wall, and screamed when she became upset. Music with Hemi-Sync was introduced [and] within 5 minutes, she quieted dramatically and focused her attention for long periods on a picture book. The calming, organizing effect of the music lasted for approximately 2 hours after she returned home. She continued to make quantum gains in her weekly therapy sessions and made the transition to table foods within four treatment sessions.

To learn more about the use of Hemi-Sync in the therapy-learning environment, visit the Monroe Institute web site at http://www.monroeinstitute.org or call (804) 361-1252.

Reference: Excerpts taken with permission from Hemi-Sync and the Facilitation of Sensory Integration by Suzanne Evans Morris, Ph.D. from The Hemi-Sync Journal (1990, Vol. 8:4). Visit Dr. Morris’ web site, New Visions, at http://www.new-vis.com

 

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