Practical application of Yuri Burlan's system-vector psychology for sensory integration of children with autism spectrum disorders
The results of the practical implementation of the sensory integration methodology confirm the great promise of the system-vector approach in organizing correctional work with children with autism spectrum disorders.
A research article has been published in the international journal "Advances in Modern Science and Education" (No. 9, Vol.2, 2016), which systematizes the methods of sensory integration of children with autism spectrum disorders (ASD), taking into account the needs for a polymorphic vector circuit. This scientific journal is included in the list of the Higher Attestation Commission of the Russian Federation, RSCI (Elibrary.ru), ERIH PLUS and the AGRIS International Database.
The methodological techniques of sensory integration were developed on the basis of the system-vector psychology of Yuri Burlan. Practical approbation was carried out by the Research Laboratory of Inclusive Education "Special Child" in the resource center "Little Bird" in Taganrog.
The results of the practical implementation of the sensory integration methodology confirm the great promise of the system-vector approach in organizing correctional work with children with ASD.
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Vinevskaya A. V.
Candidate of Pedagogy, Associate Professor of the Department of General Pedagogy, Head of the Research Laboratory of Inclusive Education
Taganrog Institute named after A. P. Chekhov, a
branch of the Rostov State Economic University
Ochirova V. B.
FOR USING YURI BURLAN'S SYSTEM- VECTOR PSYCHOLOGY FOR SENSORIC INTEGRATION OF
CHILDREN WITH AUTISM SPECTRUM DISORDERS
Abstract: The article discusses the methods of sensory integration of children with autism spectrum disorders. The system-vector psychology of Yuri Burlan was used as a methodological basis in the work.
Key words: autism, autism spectrum disorders, system-vector psychology of Yuri Burlan
In our previous works, we analyzed various approaches and views on the problem of autism spectrum disorders [1, 2, 3]. In our articles, a new modern method of studying a person was considered - the system-vector psychology of Yuri Burlan. We believe that with the help of this technique it is possible to understand the key aspects of the nature of autism.
Let's designate the basic approaches of the mentioned technique to disclosure of autistic behavior and developmental features of a child with autism:
1. Typically, autism spectrum disorders (ASD) in children are accompanied by a decrease in the ability to efficiently process information flows from various sensory channels, which leads to sensory overload.
2. Correctly diagnosed autism spectrum disorders are caused by the trauma of the sound vector present in the mental circuit of the individual. The sound vector traumatized in the prenatal period or in the period of early childhood, being the dominant vector, will determine the development along the autistic path - the specifics of speech formation, the peculiarities of sound perception, hyperintroversion. In addition, blocking the acquisition of socialization skills in varying degrees of severity and compensation for this using alternative sensory channels.
3. The sound vector sets a special accentuation of character, the priority of hearing as the leading sensory channel and intellectual potential, which normally develops into an abstract type of thinking. This determines the lifelong characteristics of the perception of the world and the surrounding reality. The vector ontogenetic determinant requires a certain ecological niche for a small "sonic", where there are no specific psychotraumatic factors, such as loud noises, harsh screams, etc.
We made the following generalizations, which were published in earlier articles: “… the information entering the autistic brain is more voluminous, and its processing is more complicated, as a result of which autistic features and a different type of social interaction, formulated by neurotypical people as a "deficit" of sociality. Social expectations of non-autistic people are rigidly determined by social institutions: education, culture, medicine, etc. and do not allow to fully include neurodifferent people in the general flow of life, emphasize their mental and social inequality and isolation”.
It should be emphasized that the perception of the autistic information coming through alternative sensory channels depends on the presence of other vectors in the innate vector set.
We assume that the presence of a dominant urethral or olfactory vector in the individual mental circuit, along with the sound vector, may not give the symptoms of ASD. Discussion of this hypothesis is beyond the scope of this work and needs further research in the future.
We examined the features of autistic behavior determined by additional non-dominant vectors that were observed in children from 3 to 7 years old.
The presence of a visual vector normally provides interest in color, high photosensitivity, subtle distinction of odors, extroversion and demonstrativeness, the ability to empathize. In the projection of autistic development, in the case of sensory search, all of the above features will manifest themselves in hypertrophied reactions to smells, early unconscious fears, and hysteria.
The anal vector normally provides the ability to learn and good memorization, the desire for order, accuracy, measuredness, purity. In the projection of autistic development, extreme manifestations or inversion of vector properties are often observed, from hypertrophied accuracy to ignoring personal hygiene and the desire for dirt and dirt, lack of a sense of proportion in food saturation, excessive slowness and stubbornness, aggressive biting of other children and even adults, resistance to everything new - new environment, situation, people.
When the sound vector is combined with the cutaneous one in autistic behavior, there may be an unconscious desire to receive somatosensory stimuli, in the absence of which hyperactivity and disinhibition will appear, in some cases auto-aggression, expressed in biting oneself, etc.
The oral vector normally tends to obtain a variety of gustatory sensations. When the dominant sound is supplemented with an oral vector, the desire to compensate for sensory insufficiency through the search for new taste sensations (for example, eating sand, earth), an irrepressible desire to lick, bite various objects is manifested.
The extreme saturation of sensory information through various channels of perception and the inability to filter it leads to the so-called sensory overload.
Sensory overload is a fairly well-known phenomenon for professionals working with autistic children. It is often accompanied by irritability, crying, nervousness, mood swings, and attempts to block overloaded sensory input. For example, a child may turn away from the teacher, other adults or children, cover his ears with his hands, or fall into a daze with a “missing” gaze, reaching an unexpected shutdown or falling asleep [4, 5].
Quite often, sensory overload precedes sensory breakdown, and the above signs indicating its onset may be significant for preventing an even more serious condition - derealization. Derealization as a loss of a sense of orientation in space and situation can lead, in turn, to an even deeper "withdrawal into oneself", long-term impairment of perception. A common situation for a neurotypical child in children with autism can cause sensory overload and an uncontrolled "hit or run" response. As noted by many authors, “… the social environment is not adapted to the sensory needs of a person with autism, therefore, in order to avoid sensory breakdowns, special training or sensory training is required for each new situation of contact with the environment” .
In addition to sensory overload, many children with autism experience intense sensory search. Jumping on a trampoline, long swinging on swings, gymnastic balls, chairs or in any position, spinning, running in a circle - all these are evidence of sensory search, i.e. the search for those sensory sensations that meet the unconscious inner needs of the child.
Thus, it becomes necessary not only to clearly define alternative sensory channels through which sensory filling or compensation of the child's sensory needs is needed, but also to individually determine the methods of sensory integration.
All this allowed us to systematize the ways of sensory integration of a child with autism, depending on the type of sensory deficits or overload. Of course, priority is given to corrective measures aimed at restoring the innate potential of the dominant sound vector, which were discussed in detail in our previous works [1, 2, 3]. We believe that in a number of cases, when the consequences of early psychotrauma are still reversible, correction is possible up to a full return to the trajectory of healthy vector ontogenesis. Sensory integration measures, determined by additional vectors, are designed to reinforce and strengthen corrective practice in the psychological contour of the dominant sound vector.
Ways of sensory integration of a child with autism, depending on his
additional vector needs.
|Vector name||Behavior with
|Sensory integration methods|
|Cutaneous||"Dressage run", chaotic movements, stimming, avoidance of touching or contact with the texture of certain materials, undressing, rocking||Design, work with sensory material, sensory games on tactility, sensations, physical activity, interaction in motion and through observation of moving objects, gradual overcoming of hypersensitivity with the help of small doses of sensory stimulus, a clear daily routine, introduction of a schedule, counting training, application, drawing with fingers, massage, soft chairs, spinning, crawling, climbing, playing in the water, jumping, dancing, using social stories to restrict unwanted behavior instructions|
|Anal||Protesting behavior, stubbornness, desire for unlimited food intake, disgust, staining, aggressive biting of other children||Clear instructions, giving sufficient time to reflect and perform actions, gradual accustoming to everything new in order to avoid protest reactions, explainable action patterns, playing with cubes, sorting (sorters), upcoming preparation for the new (social stories), creating traditional learning situations, motivation with food.|
|Visual||Hysteria, acute reaction to smells, crying||Bright didactic material, work with cards and models, visualization of the schedule, sand therapy, theatricalization, emotional games, finger paints, pencil drawing, appliqué, “do as I do” exercises, sensory games for “smells”|
|Oral||Licking objects||Learning to speak in portions, speaking in turn, sensory games for learning about taste.|
|Muscular||Striving for static, immobility||Exercise games, group work|
The data shown in Table 1 were collected and systematized on the basis of practical research conducted by the Research Laboratory of Inclusive Education "Special Child" at the A. P. Chekhov Taganrog Institute and the resource center "Little Bird" in Taganrog. As a basic technique, the system-vector psychology of Yuri Burlan and a program for children with autism, created on the basis of system-vector psychology, were used . Observations and generalizations were carried out during 2015-2016. During this period, both included and non-included observation of 11 children with varying degrees and manifestations of autism were carried out.
These generalizations, given in Table 1, allowed us to create conditions for sensory integration, and, as a result, to provide the possibility of learning and further development of children with autism, to build an individual development path for each child.
In conclusion, we note that the organization of work on the sensory integration of children with autism cannot be built intuitively, by trial and error, because this is due to the loss of time required to correct negative conditions. Thanks to the new knowledge about a person - the system-vector psychology of Yuri Burlan, it is possible to build a promising trajectory for the integration of a child with autism, relying on knowledge about the vectors and possible manifestations of sensory overload and methods of sensory training.
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6. Angie Voss, OTR. Translated by S. Arhipov, AKME, Moscow - for Association of Sensory Integration Specialists
Candidate of pedagogic sciences, Associate Professor, Chair of Inclusive Education Research Laboratory
A. P. Chekhov Taganrog Institute, Rostov State University of Economics branch
USE OF YURI BURLAN'S SYSTEM VECTOR PSYCHOLOGY FOR
SENSORY INTEGRATION OF CHILDREN WITH AUTISM SPECTRUM
Summary: Means for sensory integration of children with autism spectrum disorders have been studied. Yuri Burlan's System Vector Psychology has been used as a methodological basis.
Key words: autism spectrum disorders, Yuri Burlan's System Vector Psychology