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Effective Mind-body Interventions for Improving Emotional Self-regulation in
Children with Sensory Processing Disorder
JENNY EUBANK, OTS
Vision In Action 1.23.2015
Presentation Outline
• Personal interest in Mind-Body-Spirit
• Define Sensory Processing Disorder
• Describe the research
• Discuss clinical experience
• Apply evidence to current practice
Sensory Processing Disorder- SPD• Difficulty processing and acting upon information
received through the senses
• Sensory signals don't get organized into appropriate responses
• Motor clumsiness, behavioral problems, anxiety, depression
• High risk for emotional, social, and educational problems
• These difficulties are chronic and disrupt everyday life.
• Unique diagnosis from ADHD & autistic spectrum disorders
Which mind-body OT interventions result in improved emotional self-
regulation in children with Sensory Processing Disorder?
Evidence Supporting Mind-Body Interventions• Very few studies on mind-body interventions in
occupational therapy journals
• Small sample sizes
• Self-report & subjective outcome measures
• Limited clinical diagnosis of SPD
• Researchers as stakeholders
Yoga & Nei Yang Gong
• Improved behavior (Koenig, 2012)
• Reduction in ADHD symptoms (Jensen, 2004)
• Reduced anxiety and improved self-care, socialization, and emotional regulation (Stoller, 2012)
• Improved self-control, a reduction in temper outbursts, and enhanced EEG activity in the anterior cingulate cortex (Chan, 2013)
Qigong Sensory Training (QST)
• Chinese medicine manual technique• Parents were trained to give their child the
QST massage daily.• Noticeable improvement in self-control
across contexts• Teachers observed significant
improvements in autistic behavior.• Parental outcome measures found a
decrease in maladaptive behavior and improved social and communication skills. (Silva, 2009)
Meditation & Mindfulness Awareness
• Executive functioning (EF)- management of cognitive processes
• Improvements in behavioral regulation, metacognition, & global executive control in children with lower EF scores (Flook, 2010)
• Strategies to control behavior and manage anger
• Feeling calm, strong, and focused at school (Case Smith, 2010)
Clinical Application- Level II Fieldwork
• Louisville Pediatric Therapy Center
• The Medical Center- Bowling Green, KY
REFERENCES
CaseSmith,J.,Sines,J.S,&Klatt,M.(2010).Perceptionsofchildrenwhoparticipatedinaschool basedyogaprogram. Journal of Occupational Therapy, Schools, & Early Intervention, 3 , 226–238. doi:10.1080/19411243.2010.520245
Chan,A.S.,Sze,S.L.,Siu,N.Y.,Lau,E.M.,&Cheung,M-c.(2013).AChinesemind-bodyexercise improvesself-controlofchildrenwithautism:Arandomizedcontrolledtrial.PLoS ONE, 8, e68184.doi:10.1371/journal.pone.0068184
Flook,L.,Smalley,S.L.,Kitil,M.J.,Galla,B.M.,Kaiser-Greenland,S.,Locke,J.,...Kasari,C. (2010). Effectsofmindfulawarenesspracticesonexecutivefunctionsinelementaryschool children. Journal of Applied School Psychology, 26,70-95. doi:10.1080/15377900903379125
Jensen,P.S.,&Kenny,D.T.(2004).Theeffectsofyogaontheattentionandbehaviorofboyswith attention-deficit/hyperactivitydisorder(ADHD). Journal of Attention Disorders, 7,205- 215. doi:10.1177/108705470400700403
Koenig,K.P.,Buckley-Reen,A.,&Garg,S.(2012).EfficacyoftheGetReadytoLearnyogaprogram amongchildrenwithautismspectrumdisorders:Apretest–posttestcontrolgroup design. American Journal of Occupational Therapy, 66,538–546. http://dx.doi.org/10.5014/ajot.2012.004390
Silva,L.M.T.,Schalock,M.,Ayres,R.,Bunse,C.,&Budden,S.(2009).Qigongmassagetreatmentforsensoryandself-regulationproblemsinyoungchildrenwithautism:Arandomizedcontrolled trial.American Journal of Occupational Therapy, 63,423–432.doi:10.5014/ajot.63.4.423
Stoller,C.C.,Greuel,J.H.,Cimini,L.S.,Fowler,M.S.,&Koomar,J.A.(2012).Effectsofsensory- enhancedyogaonsymptomsofcombatstressindeployedmilitarypersonnel.American Journal of Occupational Therapy, 66,59–68.doi:10.5014/ajot.2012.001230
