Lillian Chen-Byerley, MS, OTR/L, RCTC
171 Lagoon Drive
Northfield, IL 60093
847.441.9484
Autism One Conference
23 May 2009
fourchen@sbcglobal.net
www.senseablekids.com
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By integrating the salient values of multiple
neurodevelopmental theories consistently into
each of the child’s autism therapies along
with the school setting and the home, one
has the opportunity to more directly impact
the central nervous system, harnessing the
developing
brain’s
neuroplasticity
and
potentially producing a more positive overall
therapeutic outcome.
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the importance of developmental integration
of primitive reflexes in terms of overall
outcomes
how the central nervous system is impacted
by sensory integration theory
the critical role of auditory listening programs
the importance of consistency across
therapeutic, home, and school environments
to maximize therapeutic gains
Nervous System
Central Nervous
System (CNS)
Peripheral NS
Autonomic NS
Sympathetic NS
Somatic
Brain
NS
Parasympathetic
NS
Forebrain
Spinal Cord
Midbrain
Hindbrain
Metencephalon
Telencephalon
Diencephalon
Mesencephalon
Cerebral Cortex
Basal Ganglia
Hippocampus
Amygdala
Thalamus
Hypothalamus
Tectum
Tegmenturn
Pons Cerebellum
Medulla
Central Nervous
System (CNS)
Brain
Forebrain
Spinal Cord
Midbrain
Hindbrain
Metencephalon
Telencephalon
Diencephalon
Mesencephalon
Cerebral Cortex
Basal Ganglia
Hippocampus
Amygdala
Thalamus
Hypothalamus
Tectum
Tegmenturn
Pons
Cerebellum
Medulla
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Present in all of us as part of our central
nervous system (CNS) at birth and are
involuntary movements
Primitive reflexes have a limited life span
w/the purpose to help a newborn survive the
first 9 months to a year of life.
Integration of these reflexes lead way to
postural reflexes or higher neural ability for
voluntary control
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It is believed that reflexes are “hard wired”
before birth and elicited in the newborn
As the brain matures, they are inhibited or
disappear
http://www.asktheneurologist.com/primitivereflexes.html
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The central nervous system (CNS) maturity
can be measured by the presence or absence
of reflexes
During key stages neural development will
determine when a reflex emerges and when it
integrates (or becomes inhibited)
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Moro
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Tonic Labyrinthine
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Asymmetrical Tonic Neck Reflex (ATNR)
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Spinal Galant
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Symmetrical Tonic Neck (STNR)
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The Moro Reflex is when the entire body
responds to sudden changes in vestibular,
movement, auditory, visual or tactile stimuli
Develops at nine weeks in utero
Integrates between two and four months of
age
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The Tonic Labyrinthine reflex is elicited when
there is a change of head position forward or
backward thru mid-plane
Provides the basis for upper trunk control
leading to normalized muscle tone throughout
the body regardless of head position
Balance, posture, and coordination results
from the mastery of head control
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The ATNR is activated by spontaneous and
passive head turning from side to side
Develops during the third month in utero
Integrates between three to nine months
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The Spinal Galant Reflex is activated by touch
on the side of the spine
Develops at twenty weeks in utero
Integrates between three to nine months
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The STNR is activated by the flexion and
extension of the head causing a reciprocal
movement of arms and legs as seen when
the head is flexed the arms will bend and the
legs straighten
Develops between six to eight months
Integrates between nine to eleven months
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The Righting Reflexes
(quadruped)
Equilibrium Reactions
(bipedal)
1. Body parts can compete for representation
in the brain and use of a body part can
enhance its representation.
2. The premotor cortex can substitute for
the motor cortex to control motion.
3. The contralesional hemisphere can take
over motor control if all else fails.
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Neuroplastic mechanisms can be facilitated
and this is a good basis for intervention
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Example: Stroke patient
Sensory Integrative
 Developed by A. Jean Ayres, PhD with the
premise that there are five neurosensory
systems:
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Auditory
Visual
Vestibular
Proprioceptive
Tactile
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“Sensory integration is the neurological
process that organizes sensations from one’s
body and from the environment, and makes
it possible to use the body to make adaptive
responses within the environment. To do
this, the brain must register, select,
interpret, compare, and associate
sensory information in a flexible,
constantly-changing pattern”
A. Jean Ayres, 1989
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Sensory processing is the result of the ability to
regulate arousal, organize behavior and
modulate sensation as a result of its affect on
the environment…
Knowing how one’s body in space, and the
ability to deal with the environment allow us to
move
Bilateral integration form and space perception,
praxis and body scheme are all a result of the
development of posture
So praxis is the result of good sensory
processing when the sensory and motor
systems work together
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Sound therapy is sometimes referred to as
auditory training, auditory re-education, or
auditory intervention
Depending on the tested needs of the person,
the primary principle of any sound based
therapy is that it utilizes sound vibration to
make an impact on the body by using
specialized equipment which play
individualized programs which are modified
music, and/or specific tones/beats
Neuroplasticity
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The brain’s natural plasticity provides the
opportunity to improve how the brain
functions.
Applying the neuroplasticity theory allows us
to utilize sound therapy to stimulate the
sensory channels with the appropriate input
with sufficient frequency, intensity and
duration.
Sensory Processing
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The ear is more than your hearing sense; it is
responsible for your vestibular function—
balance, coordination, muscle tone, eye-hand
coordination, proprioception, and affects
vision
The ear is the major sensory stimulator for
the body. It stimulates our sense of: taste,
touch, sight, smell, and hearing, which
affects emotions, digestion, and social skills.
Sensory Processing (continued)
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Efficient sensory processing of the auditory
system allows one to maintain auditory
attention, filter extraneous sound, allow
sound discrimination, temporal processing,
and auditory memory
Poor sensory processing compromises
listening, learning, behavior and
communication. These distortions result in
difficulties processing information and
relating in the environment
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Integration of these principles tell us that we
are the primary motivators of change. Our
brain will allow us to evoke change
Utilization of technology will help us identify
and narrow our focus in treatment so that we
can enhance success at the cellular level
change
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Consistent integration of neurodevelopmental
theories are critical in therapy, home and
school
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
Can Yoga Help Boost Your Brain?
SuperBrain Yoga by Master Choa Kok Sui,
Inc. Institute for Inner Studies Publishing
Foundation, and Benny Gantioqui (Paperback
- Dec 15, 2005)

Brain Gym: Simple Activities for Whole Brain
Learning (Orange) by Paul E. Dennison Ph.D.
and Gail E. Dennison and Gail E. Dennison
(Paperback - Jun 1, 1992)

Rappin on the Reflexes a Practical Guide to
Infant Reflexes by Eve Kodiak. M.M. (Spiralbound - 2006) (unavailable)
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Neuroscience: An Outline Approach, Anthony Castro |
icg.harvard.edu/~psy1-s/ lectures/06sensation
Neuroanatomy/Brain Imaging Information is from:
Eric H. Chudler, Ph.D.
E-mail: chudler@u.washington.edu
URL: http://faculty.washington.edu/chudler/neurok.html
Brain Matters, www.brainmattersinc.com
Mirror Neurons: “Cells That Read Minds”, Sandra Blakeslee, January 10,
2006
Children With Disturbances in Sensory Processing: A Pilot Study
Examining the Role of the Parasympathetic Nervous System
July/August 2003, Volume 57/Number 4
Roseann C. Schaaf, Lucy Jane Miller, Duncan Seawell, Shannon O’Keefe
Evolution and the autonomic nervous system:
A neurobiological model of socio-emotional and communication
disorders
Stephen W. Porges, Ph.D.
Olga V. Bazhenova, Ph.D.
Polyvagal Theory by Stephen Porges, PhD, UIC (Google Porges)
Neuroplasticity Information is from:
Mark Hallett, MD
http://www.vard.org/jour/05/42/4/hallet.html
Vision Information is from:

Deborah Zelinsky, OD, Mind Eye Connection
http://mindeyeconnection.com/
 Dyslexia link between auditory and seeing
http://www.eurekalert.org/pub_releases/2003-11/wfubdmi110303.php
References for Sound Therapy:
 The Conscious Ear. My Life of Transformation Through Listening.
Alfred A. Tomatis. Station Hill Press.
 Listening For Wellness. An Introduction to the Tomatis Method. Pierre
Sollier. Mozart Center Press.
 When Listening Comes Alive. A Guide to Effective Learning and
Communication. Paul Madaule. Moulin Publishing.
 Listening with the Whole Body. Sheila Frick. Vital Links.
Suggested Web Sites (more links within Tomatis sites under some
providers)
 www.tomatis-group.com or www.iarctc.com
 www.thelisteningcenter.net
 www.theswaincenter.com
 www.thelisteningclinic.com
 www.tomatis.com
Suggested Reading for DSM Exercises:

The Cerebral Code: Thinking a Thought in the Mosaic of the Mind
by William H. Calvin, The MIT Press, Cambridge , MA , 1998
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The Number Sense: How the Mind Creates Mathematics by
Stanislas Dehaene, Oxford University Press, 1999
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Mind Sculpture: Unlocking Your Brain's Untapped Potential by Ian
Robertson, Fromm International, New York 2000
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Opening the Mind's Eye: How Images and Languages Teach Us
How to See by Ian Robertson, St. Martin 's Press, New York 2002
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The Mind and the Brain: Neuroplasticity and the Power of Mental
Force by Jeffrey M. Schwartz, M.D., and Sharon Begley,
HarperCollins Publishers Inc., New York 2002
Left Brain Right Brain: Perspectives from Cognitive Neuroscience
by Sally P. Springer and Georg Deutsch, W.H. Freeman and
Company, New York 1998
© Copyright 2004 Donalee Markus, Ph.D. & Associates