Case Studies highlight the effectiveness of this approach. They are based on real people, but the names and some of the details have been changed to respect privacy.
ADHD, Dyslexia, Meltdowns and signs of Depression
Sally, aged 9, was described as being overly sensitive. She was having meltdowns and yelling abuse at home, particularly after school. She was also showing signs of depression and having trouble sleeping. Her reading level was two years behind her chronological age. Aware of her struggle, she would say “mum, why can’t I read like the other kids in my class?” and “why does it take me so long to get things done?”
Sally benefitted from an individualised sensory integration and movement approach. She visited weekly for about 12 months, and her mother supported these visits with a short daily home exercise program, designed to address gaps in her early development.
After 12 months, Sally’s mother reported that Sally “loved to read” and she “couldn’t keep the books up to her” . Sally was now settled and happy at school, was sleeping well, and had more energy. Other parents commented on her improved soccer skills, and her school report noted improvements in all areas. – emotional, physical and academic.
ADD, Bullied, Trouble Concentrating in Class
Bobby, aged 12, was shy, sensitive, disorganised in class, behind academically and was constantly getting into trouble. He was also being bullied.
Bobby started with weekly sensory development sessions. He subsequently attended three times a week for a program of therapeutic listening. Bobby benefited from the 1:1 support and was able to relax, develop social skills and gradually build his confidence and self esteem.
After 14 months his reading had increased by almost 3 years. His teacher commented that he was more organised in class, and was able to get on with his work. He was no longer being bullied, rather, he was more likely to be protecting younger students from being bullied.
Bobby proudly said “Ros, I can block out the background noise and focus on the teacher’s voice now”.
Autism, Anxiety, No Friends, Academic Delay, Meltdowns
Kevin, aged 8, was struggling with tears, crying, meltdowns and anxiety at school. His parents reported that he was often angry and frustrated and was unable to interact socially. He was also behind academically.
The gentle, no-pressure approach during Kevin’s weekly visits allowed him to gradually develop social and communication skills, to relax and self-regulate his anxious behaviour.
After 9 months his parents reported that there were no more meltdowns at school, he was much happier and more confident, and he had made a friend. He was also performing well academically.