A Look at Some of the Research
D.I.R./Floortime® Therapy
Learning through interaction in children with autism: Preliminary data from asocial-communication-based intervention
51 children ages two years old to five years old participated intwo hours of therapy weekly which focused on social interaction and parent-child relationship (DIR Floortime®). Children in this group made marked gains in social interaction skills. Caregiver skills that were focused on during the intervation were significantly associated with changes in children’s social interaction. This was compared to a target group that received three hours of community therapy during the week. Therapy duration was over a 12 month period.
Casenhiser, D. (2011) Learning through interaction in children with autism: Preliminary data from a socialcommunication-based intervention. Autism. Sept 2011.
PLAY Project Home Consultation Intervention Program for Young Children with Autism Spectrum Disorders
128 children with autism, that used a parent-mediated intervention program called the PLAY Project, which is based on the DIR/Floortime® approach. Parents showed significant improvement in the ability to read their child’s cues, follow their child’s lead, and obtain reciprocal social exchanges. Significant improvement in engagement, initiation and functional development was also found.
Solomon R, Van Egeren L, Mahoney G, Quon-Huber M, Zimmerman P. (2014) PLAY Project Home Consultation Intervention Program for Young Children with Autism Spectrum Disorders: A Randomized Controlled Trial. J Dev Beh Pediatrics. 35(8): 475-485.
Sensory Integration Therapy
Effectiveness of Sensory Integration Interventions in Children With Autism Spectrum Disorders: A Pilot Study
Children ages 6-12 with ASD were assigned to either a fine motor group or an SI treatment group. Both groups had Goal Attainment Scaling scores obtained and revealed positive associated changes. However, the SI treatment group had more significant changes and a decrease in autistic mannerism.
Beth Pfeiffer, et al. “Effectiveness of Sensory Integration Interventions in Children With Autism Spectrum Disorders: A Pilot Study.” Effectiveness of Sensory Integration Interventions in Children With Autism Spectrum Disorders: A Pilot Study, Jan. 2011, pp. 76–85.
An Intervention for Sensory Difficulties in Children with Autism: A Randomized Trial
This study evaluated a manualized sensory integration intervention for sensory difficulties for children with autism, ages 4–8 years, using a randomized trial design. The data provide preliminary support for the efficacy of a manualized sensory integration intervention designed to address difficulties processing and integrating sensory information for children with ASD. Improvements in the primary outcome of Goal Attainment was observed as well as improvements in self-care and social activities reflected by decreased caregiver assistance.
Schaaf, Roseann, et al. “An Intervention for Sensory Difficulties in Children with Autism: A Randomized Trial.” Journal of Autism and Developmental Disorders, vol. 44, no. 7, July 2014, pp. 1493–1506.
Reflex Integration Therapy
Use of a Neurosensorimotor Reflex Integration Program to Improve Reflex Patterns of Children with Down Syndrome
54 children diagnosed with Down Syndrome completed a Neurosensorimotor Reflex Integration Program with objective measures taken pre and post program. The NRI Program significantly improved the reflex functions of the children and is an indication that the neurosensory development and overall functioning of children with Down Syndrome is not static. NRI may serve as a tool for children with other neuro-deficits and learning disabilities.
Masgutova S, Sadowska L, Kowalewska J, et al. Use of a Neurosensorimotor Reflex Integration Program to Improve Reflex Patterns of Children with Down Syndrome. J Neurol Neurosci. 2016, 6:4. DOI: 10.21767/2171-6625.100059
Neurosensorimotor Reflex Integration for Autism: a New Therapy Modality Paradigm
This study obtained 3 groups of children. One group that was diagnosed with ASD and received MRNI therapy, while two control groups did not receive MRNI therapy. One control group was diagnosed with ASD, while the other was neurotypical concerning development. Based on the data,MRNI intervention had a beneficial effect on 80% of the children with autism. Areas of improvement included sensory-motor integration as we as physical, behavioral, emotional, and cognitive development.
Masgutova SK, Akhmatova NK, Sadowska L, Shackleford P, Akhmatov EA (2016) Neurosensorimotor Reflex Integration for Autism: A New Therapy Modality Paradigm. Journal of Pediatric Neurological Disorders 2: 107. doi: 10.4172/2572-5203.1000107
Tomatis®
The Effects of Auditory Stimulation on Auditory Processing Disorder: A Summary of the Findings
Forty-one subjects were evaluated for Auditory Processing Disorders. Each subject participated in a 90-hour Tomatis Method protocol and, once completed, each subject was re-evaluated to measure improvement. All subjects demonstrated improvement with skills of immediate auditory memory, auditory sequencing, interpretation of directions, auditory discrimination, and auditory cohesion. Results reveal that the Tomatis® Method of auditory stimulation can be effective as an intervention strategy for APD.
Deborah Ross-Swain (2007) The Effects of Auditory Stimulation on Auditory Processing Disorder: A Summary of the Findings, International Journal of Listening, 21:2, 140-155, DOI: 10.1080/10904010701302022
The Efficacy of the Tomatis® Method for Children with Learning and Communication Disorders: A Meta-Analysis
This study is a meta-analysis of data from five research studies evaluating the efficacy of this method in assisting children with learning and communication disorders. Positive effect sizes were found for each of the five behavioral domains analyzed: linguistic, psychomotor, social adjustment, cognitive, and auditory. The results suggest that effect sizes favoring children who had participated in the program were consistent with clinicians' reports of beneficial effects. Future studies with larger sample sizes would be beneficial.
Tim Gilmor (1999) The Efficacy of the Tomatis Method for Children with Learning and Communication Disorders: A Meta-Analysis, International Journal of Listening, 13:1, 12-23, DOI: 10.1080/10904018.1999.10499024