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SGL Notes Newsletters>
SGL Notes - vol. XI
April 2, 2004
Solid Ground Learning Notes – vol. XI
Hi Everyone,
One good thing about this wet weather is that I get an
opportunity to catch up on my reading. The latest book is
Emergence – Labeled Autistic by Temple Grandin, a
self-described ‘recovered autistic’.
Whilst reading her book, I was struck by the connection
between autism and sensory-motor dysfunction. In her book
she describes her need to spin as a means of making sense
of the world.
She states, ‘There is a mechanism in the inner ear that
controls the body’s balance and integrates visual and
vestibular input. Through a series of nerve connections,
the eyes, after some amount of spinning, will start jumping
about (become nystagmatic) and the stomach will become
queasy. Then, the (typical) child will stop twirling or
spinning. Autistic children often have reduced nystagmus.
It is as if their bodies were demanding more spinning as a
kind of corrective factor in an immature nervous system.’
Spinning acts as an aid to the inner ear (vestibular)
mechanism that assists with balance, coordination and
perception.
She writes that ‘self-stimulating behaviours help calm an
over aroused central nervous system. Some researchers
believe that autistic children have a hyperactive nervous
system, and some children with hyperactive behaviour have a
slow nervous system. The autistic child self-stimulates to
calm himself and the hyperactive child is excessively
active because he is trying to stimulate an under aroused
nervous system’. This theory is supported by A. Jean
Ayres, an internationally renowned specialist in sensory
integration (and a proponent of the use of balance boards,
rotation boards, passing sticks, Rebounders, etc.)
A further point that struck me was the fact that people
with autism have a diminished sense of balance and rhythm.
It is an almost monumental task to get all the body parts
to work together in unison; for example, when clapping or
dancing to music.
So, I begin to wonder how sensory-motor integration
activities could impact the lives of people with autism . .
.
The theory behind sensory-motor integration (SMI) is
basically as follows:
• NO BALANCE = NO RHYTHM
• NO RHYTHM = NO SEQUENCING
• NO SEQUENCING = WEAKENED ABILITIES TO LEARN
SMI stimulates the neurological connections that are
functioning at less than full capacity in order to increase
cognitive abilities that lead to academic success (or
merely to make sense of the world).
I am curious to see how effective an intense SMI approach
combined with a superior trace mineral supplement would be
in reaching people with autism. If you have an autistic
child or know of someone who may be interested in pursuing
this path of intervention, please contact me.
Quote of the Day:
‘Autistics might march to a different beat, but that beat
can be meaningful.’
- Temple Grandin
All the best to you and yours,
Jennifer Sackley
SOI Practitioner
Solid Ground Learning
solid.ground@shaw.ca
www.solidgroundlearning.com
1 604 819 0834
If you do not wish to receive my monthly e-mails, please
advise me and I will immediately remove you from my address
book.
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