Effects of Multisensory Environments on Stereotyped Behaviours Assessed as Maintained by Automatic Reinforcement

Hill, Lindsay; Trusler, K.; Furniss, Frederick; Lancioni, Giulio E.

doi:10.1111/j.1468-3148.2012.00697.x

Cited by 25 publications

(23 citation statements)

References 28 publications

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“…Phenomenologically, tics and rodent stereotypies have a number of characteristics in common. Like tics, spontaneous stereotypies in animals can be interrupted by distractors (Hill et al, 2012; Mason and Newsom, 1990; Oakley et al, 2015). Both tics and animal stereotypies can be precipitated by contextual triggers and particular psychological states, such as high or low sensory stimulation, stress, anxiety, frustration, and fatigue (Conelea and Woods, 2008; Godar and Bortolato, 2016; Kurlan, 2010; Leckman, 2002; Mason, 1991).…”

Section: Studying Tic-like Movements Using a Phenomenological Approachmentioning

confidence: 99%

Modeling tics in rodents: Conceptual challenges and paths forward

Bortolato

Pittenger

2017

Journal of Neuroscience Methods

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Background Recent advances in our understanding of the neurobiology of tics have led to the development of novel rodent models capturing different pathophysiological and phenotypic aspects of Tourette syndrome. The proliferation of these models, however, raises vexing questions on what standards should be adopted to assess their theoretical validity and empirical utility. Assessing the homology of a rodent motoric burst with a tic remains problematic, due to our incomplete knowledge of the underpinnings of tics, their high phenotypic complexity and variability, limitations in our ability test key aspects of tic phenomenology (such as premonitory sensory phenomena) in animals, and between-species differences in neuroanatomy and behavioral repertoire. These limitations underscore that any interpretation of behavioral output in an animal model cannot exclusively rely on the recognition of features that bear superficial resemblance with tics, but must be supported by other etiological and convergent phenomenological criteria. New method Here, we discuss two complementary approaches for the study and validation of tic-like manifestations in rodents, based respectively on the use of contextual modulators and accompanying features of repetitive motor manifestations and on the reproduction of pathogenic factors. Results Neither strategy can by itself provide convincing evidence that a model informatively recapitulates tic pathophysiology. Their combination holds promise to enhance the rigorous evaluation and translational relevance of rodent models of tic disorders. Conclusions This systematic consideration of different approaches to the validation and study of animal models of tic pathophysiology provides a framework for future work in this area.

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Section: Studying Tic-like Movements Using a Phenomenological Approachmentioning

confidence: 99%

Modeling tics in rodents: Conceptual challenges and paths forward

Bortolato

Pittenger

2017

Journal of Neuroscience Methods

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“…Although MSEs are widely used with autistic pupils, there is a clear need for further evidence-based research to support their use ( Botts et al, 2008 ; Cameron et al, 2019 ; Lotan & Gold, 2009 ). Previous work has demonstrated that the way MSEs are used can affect outcomes ( Fava & Strauss, 2010 ; Glenn et al, 1996 ; Hill et al, 2012 ). For example, Fava and Strauss (2010) reported a reduction in stereotyped behaviours in their autistic and intellectual disabled (ID) adult participants when the MSE session was unstructured compared to when it was structured.…”

Section: Introductionmentioning

confidence: 99%

The use of Multi-Sensory Environments with autistic children: Exploring the effect of having control of sensory changes

Unwin

Powell

Jones

2021

Autism

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Multi-Sensory Environments (also called sensory or Snoezelen® rooms) are specialised spaces that contain equipment to modify the environment. They are commonly used in special-needs schools with autistic children, but empirical investigation into how to best use Multi-Sensory Environments with autistic children has been limited. Based on converging evidence that autistic children may benefit from having control, we tested 41 autistic children (8 female) aged 4–12 years (mean = 8 years, standard deviation = 2.05 years) who used the Multi-Sensory Environment both with and without control over the sensory changes. Behavioural coding of video data showed that having control was associated with increased attention and reduced repetitive motor behaviours, sensory behaviours, activity levels, stereotyped speech and vocalisations. Social behaviour, anxiety, positive affect and arousal were not significantly affected by condition. Our findings demonstrate that how a Multi-Sensory Environment is used can affect autistic children’s behaviours. They also suggest that providing control of sensory changes to autistic children may help create better conditions for learning. Lay abstract Multi-Sensory Environments (also called sensory or Snoezelen® rooms) are rooms that contain equipment which can create light, sound and touch experiences. Multi-Sensory Environments are often used with autistic children, particularly in schools, but there is no evidence for how best to use them. We investigated whether having control over the sensory equipment in the Multi-Sensory Environment affected how a group of 41 (8 female) autistic children aged 4–12 years behaved. We found that when autistic children could control the sensory equipment, they paid more attention and performed fewer repetitive and sensory behaviours. They also used less stereotyped speech, produced fewer vocalisations and showed lower levels of activity. Other behaviours were not affected. Our findings demonstrate that how a Multi-Sensory Environment is used can impact behaviour and that providing control of sensory changes to autistic children may help create better conditions for learning.

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“…Consiste no uso de equipamentos específicos, no interior de uma sala, que permite a exploração controlada dos diversos sentidos: tátil, visual, olfativo, auditivo, vestibular e propriocetivo 2 . Estes equipamentos podem promover a estimulação contingente, na qual o utilizador desenvolve um comportamento que irá desencadear uma resposta do equipamento, ou não contingente, em que este apenas recebe um estímulo e a sua resposta não apresenta qualquer alteração no ambiente 11 .…”

Section: Introductionunclassified

“…As sessões realizadas nessas salas podem ser individuais ou de grupo, e o papel dos técnicos deve ser o de permitir e encorajar a interação dos participantes com o equipamento destinado à estimulação 2,11 .…”

Section: Introductionunclassified

“…As evidências demonstram que os sujeitos se manifestam menos agressivos nas salas de estimulação multissensorial do que em outros ambientes. Um estudo elaborado por Shapiro et al 24 com crianças com deficiência intelectual moderada e severa constatou a diminuição, em frequência e duração, dos comportamentos não adaptativos no Snoezelen, comparativamente às salas de brincar usuais 11 .…”

Section: Introductionunclassified

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A eficácia do Snoezelen na redução das estereotipias em adultos com deficiência intelectual: um estudo de caso da intervenção da terapia ocupacional em salas de estimulação multissensorial

Lopes

Araújo

Ferreira

et al. 2015

Rev. Ter. Ocup. Univ. São Paulo (Online)

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<p>Existem escassas evidências sobre a eficácia da intervenção em salas de Snoezelen na redução de estereotipias em adultos com deficiência intelectual. Neste sentido, o presente estudo pretendeu avaliar a relação entre esta estimulação multissensorial e a redução de estereotipias em adultos com deficiência intelectual. Por meio da metodologia de estudo de caso, analisou-se o comportamento de um sujeito antes, durante e após estimulação multissensorial em salas de Snoezelen, durante dez sessões bissemanais, com a duração de 1h30. A recolha de dados foi concretizada por entrevista semiestruturada aos cuidadores formais do sujeito e da observação direta participante e não participante com registo audiovisual das sessões. Após a análise dos dados, com a utilização do software WebQDA, foi possível concluir que a estimulação multissensorial em sala de Snoezelen contribuiu para a redução das estereotipias no sujeito em estudo, durante a sua realização como imediatamente após, num contexto distinto. Outra evidência do presente estudo sugere que existe uma redução da frequência de estereotipias a médio prazo bem como o aumento da interação e comunicação do sujeito com o terapeuta.</p>

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Effects of Multisensory Environments on Stereotyped Behaviours Assessed as Maintained by Automatic Reinforcement

Abstract: The results are consistent with the hypothesis that reductions in stereotyped behaviour observed in MSEs are due to the increased levels of specific sensory stimulation provided by such environments.

Cited by 25 publications

References 28 publications

Modeling tics in rodents: Conceptual challenges and paths forward

Modeling tics in rodents: Conceptual challenges and paths forward

The use of Multi-Sensory Environments with autistic children: Exploring the effect of having control of sensory changes

A eficácia do Snoezelen na redução das estereotipias em adultos com deficiência intelectual: um estudo de caso da intervenção da terapia ocupacional em salas de estimulação multissensorial

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