Hemi-Sync® Journal 1991-1 (Winter)

which the brain sorts out and organizes for our use the many sensations we receive. It enables us to focus attention selec- tively and reduce awareness of sensory input that is temporar- ily unimportant. It allows us to “put together” parts to create a whole. It attaches meaning to sensations through comparing them with past experiences. It enables high levels of motor coordination. It is the basis of perception. There is a continuum of skill in sensory processing and integration. Individuals experience varying degrees of sensory organization and integration. None of us organizes sensations perfectly or consistently. A high level of sensory integration may enable an individual to be a skilled gymnast, an artist, or a business entrepreneur. Most of us have average abilities in this area. The normally functioning person with low normal sen- sory integration may be physically clumsy or dislike being ina noisy environment. Variations are also present within the same individual. A high level of sensorimotor skill and sensory integration can be reflected in sports performance in the individual who also has a low level of sensory integration for reading skills. Each of us has a range of internal variability in the skill with which we organize and respond to our sensory world. Our language contains expressions which reflect this range of personal experience. Comments such as “I just couldn’t get it all together,” “I felt especially touchy about that,” or “I feel as if I'm on overload” reflect our experience with the lower ranges of sensory processing and integration. For most of us this is a transient state triggered by fatigue, overwork, or a situation which places high demands on the ability to focus attention and reduce distractions. The threshold for moving into sensory overload with reduced sensory integrative skills varies greatly among individuals. One person may experiencea high level of energy anda normal ability to focus the attention at a complex business meeting or a convention. Another person in the same environment may experience fatigue and confusion. When children or adults experience sensory integrative difficulties, the brain does not process or organize the flow of sensory impulses in a way that gives them precise information about themselves and the world. Learning is difficult and individuals often feel uncomfortable with themselves and have difficulty coping with stress and demands. This. often results in additional emotional or behavioral difficulties. If this is a temporary situation, the individual may feel frustrated, dis- couraged, or antisocial. If these experiences recur frequently or in specific situations, situations that are associated with reduced functioning, they may be consciously avoided. --- PAGE 4 (OCR) --- HEMI-SYNC JOURNAL NEUROLOGICAL ORGANIZATION AND SENSORY INTEGRATION Sensory integration occurs at all levels of the central nervous system. However, the brain stem (including the midbrain, pons, and medulla oblongata) appears to play the most significant role in sensory processing. The brain stem and the thalamus receive sensory information from every sensory modality. Information passing through these struc- tures is modified, integrated with other sensory information, and directed to the brain’s cortex. As multiple sensory information impinges upon the brain, a finely tuned filter system comes into play. Sensory input pertinent to the individual's inner needs and goals reaches a level of consciousness. Input which is less important or dis- tracting is dampened down centrally. The reticular formation in the brain stem (which plays the central role in this filter system) is often considered the master control mechanism of the central nervous system. It helps the brain to focus on one type of sensory input by inhibiting other types of input. This allows the individual to focus attention, and reduces the level of distraction. Children who have been labeled hyperactive or individuals temporarily on sensory overload are unsuccessful in filtering out irrelevant information. They are pulled from one experi- ence to the next and are unable to maintain the focus of attention needed for successful learning. If the overloading situation is sustained or occurs frequently, the individual usually discovers ways of reducing or deadening the sensory input. An autistic child may retreat to an inner world through organizing or hypnotic activities such as rocking, rhythmical spinning of objects or flapping fingers, avoiding eye contact, or hyperventilating breathing patterns. A normal adult, experi- encing a reduction in the ability to filter sensory input and Poor sensory integration may use variations of the same strategies. They may find eye contact more difficult, move to an inattentive world of daydreaming, or use alcohol or drugs to deaden the senses and find greater internal calmness. HEMI-SYNC AND SENSORY INTEGRATION Hemi-Sync is an excellent example of the sensory integra- tive process of the brain. Two independent auditory signals are integrated in a way that produces a whole (i.e., Hemi-Sync) which is different from each of the separate parts. Initial processing and integration occurs in the brain stem. In addi- tion, the tendency toward synchronization of the right and left hemispheres appears to enhance attention, sensory and ex- trasensory awareness, and intuitive processing, and to in- crease successful adaptation to personal experiences. Since 1981 I have been using Hemi-Sync with young children who experience sensorimotor and sensory integrative disabilities. Both clinical experience and preliminary research indicate that the addition of Hemi-Sync signals (containing frequencies which produce more theta patterns in the brain) to background music increases the child’s focus of attention, calms the emotions, and creates a mental set of open receptiv- ity. These responses are consistent with those reported by adults using Hemi-Sync tapes during their GATEWAY VOY- AGE experience. However, an unexpected response was seen in children who, prior to Hemi-Sync therapy, experienced severe difficul- ties with sensory organization and integration. These children showed major difficulties accepting touch to their bodies. Gentle hugs, light calming strokes or pats, or accidental touching usually elicited strong aversive reactions. The child would push the touching person away, screech or cry, hit the person, or withdraw and begin a series of stereotyped self- stimulatory behaviors. They did not like to get their hands messy, have their hair washed or combed, or sit outside in the wind and grass. Many of the children became frightened and disoriented with movement or changes of position. They tended to increase these behaviors in complex sensory envi- ronments. A busy household, a school classroom or cafeteria, or a trip to the grocery store would reduce the child’s ability to function and would increase the frequency and strength of the behaviors used to cope. Because of the intensity of their reactions to their environment, most of these children were labeled autistic, profoundly retarded, or emotionally disturbed. When Hemi-Sync was added to therapy and classroom environments, these children responded in a totally different way. Eye contact increased. They accepted touch and became curious and interested in the sensory input. They were no longer startling and putting their hands over their ears to sounds that were previously upsetting. The amount of frus- trated screeching and crying was reduced, and more func- tional communication emerged. There was a reduction in behaviors previously used by the child to cope with sensory overload. The children stopped rocking, spinning, and flap- ping and began to pay attention. A new set of questions emerged from these experiences. It appeared that the Hemi-Sync signals enhanced the child’s ability to organize and integrate sensory information. This resulted in an increase in the ability to focus attention, to discriminate specific sensory properties, and to filter un- wanted sensory input. What were these children telling us about the use of Hemi-Sync in our own lives? A PERSONAL EXPERIENCE: HEMI-SYNC AND SENSORY ORGANIZATION For most of my life I have experienced sharp swings in my ability to organize the sensory environment. I have always functioned best in quiet spaces. When sensory complexity is reduced, I am able to think more clearly, and to be more creative. It is as if a reduction in external stimulation allows inner connections to be stronger, and increases my awareness of inner messages and intuitive insights. Many noisy and complex experiences caused fatigue and internal frustration as I was growing up. The noise and natural exuberance of a football game, the chatter of a party, the external complexity of a business meeting or convention triggered an intense experi- ence of overload. I was painfully aware of inner confusion, of misunderstanding what people said, of poor memory, of re- duced eye contact, of being physically and emotionally touchy, and of the body-aching fatigue that usually resulted from such encounters. The fatigue and a desire to go to sleep were always Present, and as they became stronger, I was aware of even poorer abilities to cope with the situation. I participated in a limited way in these activities, but was always the first to go home, or the one who fell asleep in the middle ofa party. Iwas painfully shy, and very much of an introvert. Some people described me as antisocial. In quieter situations I was comfort- able and outgoing. The world seemed to make more sense, and relationships with other people were easy and pleasurable. --- PAGE 5 (OCR) --- Winter 1991 My initial participation in the GATEWAY VOYAGE in the spring of 1981 facilitated a different set of responses to my normal environment. I first noticed it during the plane trip home. I generally experienced airports as extremely stressful places. The bustle of people, the overwhelming smells from snack bars, and the random announcements of plane depar- tures required a good bit of conscious focusing and sorting out to get me to my destination. I arrived home from that trip ina calm and peaceful state of mind and body. I noticed this change with interest, but thought little about it. Iwas working in a hospital clinic for children with cerebral palsy at the time. On clinic days my ability to function effi- ciently was pushed to the maximum. In a five-hour period, I might see six children for evaluations. There was no real schedule, anda therapist would just pick up the next child who was ready. Thus, there was no way of preparing for a specific child. This was followed by a staffing session in which five or six different professionals would discuss findings on each child and decide upon a set of recommendations. This meeting was usually chaotic, and interspersed with ringing telephones and a general sense of impatience. At the end of the meeting I was expected to type a brief report for each child while sitting in an office with two other persons who were writing reports or talking on the telephone. I was exhausted and constantly frustrated with what I had agreed to do. After my GATEWAY program, I had some new tools. I listened to a METAMUSIC tape through my Walkman™ as I prepared for the ic day. I found a quiet therapy room during lunchtime and listened to the Catnapper tape before the staff meeting. I wore head- phones and was supported by the Concentration tape while writing reports. As I included at least an hour of Hemi-Sync listening a day, I found myself able to deal easily with most parties, sports events, and shopping trips without specific preparation. My life and perspective expanded. The ease with which I commu- nicated during professional workshops and responded to ques- tions from a large group increased perceptibly. My personal