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THE SENSORY MODULATION ROOM

THE SENSORY MODULATION ROOM. Presenters: Sam and Rebecca OT Students 2012. SENSORY MODULATION - WHAT IS THIS FORGIEN CONCEPT?. HOW DOES IT FIT WITH IPS?. SENSORY PROFILE – WHHATTTTTT????. HOW IS IT USEFUL?. WITH WHO IS THE ROOM GOING TO BE USEFUL?. WHAT’S AN OCCUPATIONAL THERAPIST?.

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THE SENSORY MODULATION ROOM

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  1. THE SENSORY MODULATION ROOM Presenters: Sam and Rebecca OT Students 2012

  2. SENSORY MODULATION - WHAT IS THIS FORGIEN CONCEPT? HOW DOES IT FIT WITH IPS? SENSORY PROFILE – WHHATTTTTT???? HOW IS IT USEFUL? WITH WHO IS THE ROOM GOING TO BE USEFUL? WHAT’S AN OCCUPATIONAL THERAPIST? PROPRIOCEPTION, TACTILE, AUDITORY, VESTIBULAR – I’M SORRY COME AGAIN??? WHO ARE THESE STRANGE LOOKING STUDENTS AND WHY ARE THE HERE? WHO WILL BE USING IT? I DON’T SEE THE USE OF THE ROOM WHEN WILL IT BE USED? WHEN WILL IT BE READY FOR USE? I’M NEVER USING IT, IT SOUNDS USELESS WHY ARE WE USING IT AT PEARL? WHAT DOES IT HAVE TO DO WITH IPS?

  3. Sensory Integration, Disorder and Modulation • Sensory Integration - "the neurological process that organizes sensation from one’s own body and from the environment, and makes it possible to use the body effectively within the environment.” (Ayres, 1989) • Sensory Processing Disorder: A condition in which the organisation and processing of sensory stimuli is disrupted, resulting in distress or other impacts on quality of life (SPD Australia, 2012). • Sensory modulation is the external moderation of incoming sensory stimulation so that a range of optimal performance/adaptation is maintained. In mental health, it is “to heal the mind through the physical sensations of the body.” (LeBel, Champagne, Stromberg & Coyle, 2010, p. 2)

  4. What is a Sensory Room? • Sensory integration rooms • Snoezelen rooms (Multi-sensory room) • Sensory modulation rooms • The difference in these rooms is dependable upon the type of equipment used and the aim of the room itself. (Champagne, 2011; Singh et al., 2004).

  5. How sensory modulation and IPS go together • Facilitate and expand on current IPS practices. • Aim to prompt conversation between IPS worker and peer. • IPS - facilitate growth and learning for the IPS worker and peer alike and empowering people to facilitate their own recovery • Sitting with discomfort and finding ways to experience it differently. • Sensory modulation room at PEARL will help the education process by allowing people to explore their preferences for different sensory stimulus and attribute it to why they do or do not like it. • Increase positive outcomes! • Gardner et al. (2012) noted that within an organisation the use of a sensory group or room will help to facilitate mutual exploration of sensory items and to promote conversation related to sensory preferences. (Gardner et al., 2012).

  6. Why OT is important • Established within the field of occupational therapy. • Only discipline so far too really utilise sensory modulation and provide clients with sensory modulation interventions. • Most evidence is catered towards occupational therapy practice. • OT’s conduct standardised assessments and evaluations for sensory modulation purposes providing some background and detail on different people’s sensory preferences. • The core values and practices of occupational therapy are quite heavily aligned with that of IPS. Occupational therapy prides itself on the value placed on learning about the person’s barriers to participation in daily activities through conversation and meaningful engagement. • Narrative therapy! (Mead & Hilton, 2003; Mead & MacNeil, 2004; Mead & MacNeil, 2005)

  7. What’s currently out there? Nothing….

  8. Development of the room - During our 7 weeks

  9. What We have been doing. • Week 1: Getting a grip • Week 2: Preparing (Inventory, group attendance, study) • Week 3 & 4: Started working on literature review (along with receiving training from Anna Mason) and conducting OT assessments (Sensory Profile) with peers. • Week 5: Finalised Lit review, Began resource development, OT assessments with peers. • Week 6: Finalised resource development, OT assessment with peers continued. • Week 7: Handover of finished project. Continue OT assessments, Enjoy the rest of our time at PEARL

  10. Development of the room – Now!

  11. Resources • Orientation guide • CD Player and CD’s • Fact sheets for equipment - role playing exercise • Massage Chair/ Rocking Chair • Bean bags (scented/non-scented) • Visual equipment (all the things that light up) • Weighted product • Feedback

  12. Using the room • Its important that everyone who uses the room respects its purpose. • Items should be used properly, according to the way described on the fact sheets (taken from item manuals). • Items should be cleaned after use, even if not visibly soiled. • Water doesn’t mix well with electricity, so be careful. • People should not use sensory items in the room alone. • People should not sleep or eat in the room.

  13. Recommendations for room • Once the resource centre house is moved – recommend that the sensory modulation room is moved to the garage here at Pheasant St. • Explore the use of it for crisis planning (Wellness Recovery Action Plan). • Stress alleviation – not exactly IPS though!! • Where do you think the room could go? (Mead, 2003; Mead & Hilton, 2003).

  14. Recommendations for Future OT Students • You guys do what you do – use the room – test out the waters • Students to look into a trial of potential uses for the room – collaborate with Trudy on these • Students to get to know the peers and the IPS workers • Students to do sensory profile assessments • What do you purpose we recommend for future students?

  15. References • Ayres, A.J. (1 989). Sensory Integration and Praxis Tests. Los Angeles, Western Psychological Services. • Champagne, T. (2011). Sensory Modulation & Environment: Essential Elements of Occupation. Sydney, NSW: Pearson. • Dementia Behaviour Management Advisory Service W.A. (2010). Weighted Blankets in Dementia Care. Retrived from https://www.connectingcare.com/Service/DownloadFile?id=379 • LeBel, J., Champagne, T., Stromberg, N., & Coyle, R. (2010). Integrating sensory and trauma-informed interventions: A Massachusetts state initiative, part 1. Mental Health, 33, 1-4. • Mead, S., & MacNeil, C. (2005). Peer support : A systematic approach. Family Therapy Magazine, 4(5), 28-31. • Moore, K. M., & Henry, A. D. (2002) Treatment of adult psychiatric patients using the wilbarger protocol. Occupational Therapy in Mental Health, 18, 43-63. • Muller-Oerlinghausen, B. Berg, C., Scherer, P., Mackert, A., Moestl, H. P., & Wolf, J. (2011). Effects of slow stroke massage as a complementary treatment of depressed hospitalized patients: result of a controlled study. Deutshe Medizinische Wochenschrift, 129, 1363-1368. • Singh, N. N., Lancioni, G. E., Winton, A.S., Molina, E. J., Sage, M., Brown, S., & Groeneweg, J. (2004) Effects of Snoezelen room, activities of daily living skills training, and vocational skills training on aggression and self-injury by adults with mental retardation and mental illness. Research into Developmental Disabilities, 25, 285-293. • SPD Australia (2012) Sensory processing disorder (SPD)- what is it? Retrieved from http://www.spdaustralia.com.au/about-sensory-processing-disorder/

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