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
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Hemi-Sync® Journal 1991-1 (Winter) · 1 Hemi-Sync® Journal 1991-1 Winter.pdf
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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.