Sensory integration therapies: 
Ayres/DSZIT:
Ayres Sensory Integration (ASI) is a well-established and growing area of therapeutic practice with applications in various settings including the home, school, and community. Developed by A. Jean Ayres, PhD, OTR, FAOTA, an occupational therapist, psychologist, and neuroscientist, this framework was originally shown to be effective with children with learning and behaviour difficulties and has since emerged as an evidence-based practice for use with children with autism. Applications have been broadly applied with individuals with a variety of disabilities and age- groups. It is designed to improve sensory perceptual abilities, self-regulation, motor skills, and praxis. In doing so, it supports the client’s ability to show improved behaviour, learning, and social participation. Classic intervention is provided in a specialised therapy room with sensory equipment that provides tactile, visual, proprioceptive and vestibular opportunities in a structured manner in collaboration with the primary caregivers. Sensory integration difficulties are found in individuals with no diagnoses as well as infants, children, and adults with identified diagnoses. This therapy has been found effective where problems such as learning difficulties, hyperactivity and attention deficit, dyspraxia, and autism are detected. During the therapy, the individuals learn skills or specific behaviours, but these are not the main objective, instead, the intention is that the physical activities produce sensations that lead to adaptive responses and consequently to even more complex responses. In the case of children, the intervention is centred in play, allowing the construction of sensory experiences and the planning of actions in relation to guided and growing challenges
TSMT (Planned Sensory Motor Training):
this training was developed by a Hungarian therapist, LAKATOS Katalin, PhD. Planned Sensory Motor Trainings is a movement therapy program comprising more than 1000 exercises, that is personalised to the individual's needs.
The first stage of the method (TSMT - I.) is recommended for children who have some sort of developmental delay (motoric, cognitive, speech and language, focus, etc.) and who needs individual therapy before they can take part in group sessions. The aim of these sessions is to support the child in reaching the developmental milestones, and to coordinate speech and movement. The activities are 45-min long and are performed on a weekly basis along with in home practice.
The next stage (PSMT-II.) is an advanced level of sensory-motor training that can be applied for older children and during group sessions. These develop seriality, the sense of rhythm, multiply attention and prepare the child for school. This program is recommended for rather 'clumsy' and hyperactive children.
The benefits of this ten-day training course tend to vary from person to person. The most frequent improvements seen are:
| listening and responsiveness |
| attention and memory |
| awareness of the environment |
| social responsiveness |
| communication and language |
| sensory processing |
| coordination |
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AIT/FST:
Filtered Sound Training is a method that uses music to re-train listening skills by filtering the sound in a specialised way. FST is offered in a personalised package of 20 half-hour sessions. These sessions are done twice a day consecutively for 10 days. Changes that occur in listening and learning are seen over the period of 4 months following FST. FST/AIT is a non-medical approach that often has far-reaching benefits. Experience and research has shown that the people who benefit the most from FST are those who have one or more of the following: hearing problems, auditory processing problems, dyslexia, autism, painful hearing, attention deficit, language delay, Down syndrome, Central Auditory Processing Disorder, ADHD, Sensory Integration problems, balance and laterality problems.
Pfaffenrot Synergetic Reflex Therapy:
Synergetic reflex therapy according to dr. Pfaffenrot is a combination of multidisciplinary open systems on neuro-physiological basis. The method combines elements of world-renowned reflex treatments, such as acupuncture, acupressure, hand, head, foot reflexology, chiropractic and osteopathy, their combined use achieve a synergetic reflex or mutual enhancement. Daily use of classical and modified manual intervention of these types of treatment is characterized by a storage and the buildup of the positive effects (cumulative effect). After a prolonged use of up to 10 treatments feel 95-96 % of patients a spectacular manifestation effect in such areas, such as metabolism, psycho emotional functions, different Visceropathies, balance, muscle tone, movement coordination, perception of pain, mental and physical activities. In that order the method meets the highest demands of holistic medicine. Indications for synergetic reflex therapy: Cerebral spinal and peripheral neuro-orthopedic movement disorders, for example: ICP Infantile Cerebral Palsy, meningomyelocele, hydrocephalus, paraplegia, M.Parkinson, multiple sclerosis, polyneuropathy, Guillain-Barre syndrome, stroke and craniocerebral trauma consequences.
Also: allergy, osteoarthritis, arthrogryposis, asthma, autism, disc problems, chromosomal disorders (eg Down, – Rett, – and other syndromes) epilepsy, West syndrome, incoordination, ataxia, ADHD, ADS immunodeficiency, learning disability, dyslexia, graphomotoric disorders, neurodermatitis, rheumatism, sensory integration disorders, torticollis, KISS syndrome, scoliosis, infant scoliosis, sleep disorders, pain syndromes, incl. migraine, frozen shoulder, metabolic diseases, tinnitus, hearing loss, dizziness, oedema of all kinds, digestive problems, perceptual disturbances of all kinds.
Speech therapy
Delayed or atypical speech and language development often occurs with children who are living in a multilingual environment and are exposed by different languages while not living in a native environment.
Assessment is recommended in cases when the child is:
| older than 2 years and does not use at least 50 words with context |
| 3 years old and does not speak yet |
| he/she is older than 4 and the speech is difficult to understand |
| child has braces and where a tongue thrust remediation program is recommended by the dentist |
| the child experiences trouble learning poems, rhymes |
| experiences challenges in school with writing, reading, counting |
Special education and therapy
This activity focuses on the development of the cognitive and learning skills. During the therapy visual, auditory and fine motor skills, concentration, cooperation and attention skills are also developed, hich are necessary for consistent and successful learning.
Individual and group therapies are available – type of therapy is recommended based on the child’s needs and initial assessment
