Snoezelen Multi-Sensory Environments & Sensory Diets

Chrys Quiroz, OTS Touro University Nevada Level IIA Fieldwork

What is Snoezelen Multi-Sensory Environment? Developed by two therapists from the Netherlands 20 years ago, a Snoezelen room utilizes equipment and materials to provide an individual with an extensive sensory experience. It was specifically designed to provide its users with the opportunity to exercise choice and adapt their responses to sensory stimulation. It connects cognitive, perceptual, behavioral, and physical conditions to allow for a sense of empowerment. This is achieved through a combination of sights, sounds, textures, aromas, and motion. Each form of stimulation can be modified and adapted to meet the individuals needs. (Rompa Ltd., 2013). How is this method of treatment related to therapy? It allows the participant to interact freely with the different components to create positive environments, control the level of sensory stimuli, adapt responses to sensory stimulation, experience easier transition to task, and perform and behave in a more functional manner (Rompa Ltd., 2013). Snoezelen enhances therapy through relaxation, learning, and helps to develop a therapeutic relationship. Snoezelen Philosophy & Approach The Snoezelen philosophy is a non-directive approach. The client chooses the activity in which he/she wants to participate. Here, he/she will be free from the pressures to perform or achieve, liberated from control and routine, and detached from medical diagnosis and known limitations. In a Snoezelen MSE your clients can react and respond to this new sensory world in their own special way (Rompa Ltd., 2013).

Who may benefit from a Snoezelen Multi-Sensory Room? Populations

Cerebral Palsy Developmental Delay Autism Severe Intellectual Disability

Diagnoses

Pediatrics

Adults

Tramautic Brain Injury Chronic Pain

Dementia

Older Adults

*However, it is important to note that the Snoezelen intervention still requires more evidencebased research to prove the efficacy of the intervention on the above-mentioned diagnoses.

What is in a Snoezelen room? Visual- Bubble tubes, Fiber optics, Solar Range Projectors

Retrieved from http://www.snoezeleninfo.com/interactiveBubbleTubes.asp

Retrieved from http://www.snoezeleninfo.com/fiberOptics.asp

Tactile- Mats, cushion, variety of textures, vibration Auditory- Relaxing music Olfactory & Gustatory- Aromatherapy Proprioception and Vestibular Motion- Ballpools, weighted items, rockers, swings Positioning, Safety, Comfort- Wall padding & soft furnishings

Retrieved from http://www.oregonlive.com/health/index.ssf/2009/07/snoezelen_room_helps_balance_t.html

Effects of Multisensory Environments on Stereotyped Behaviors Assessed as Maintained by Automatic Reinforcement Population: Severe intellectual disabilities Methodology: Stereotyped and engaged behaviors were observed while in either a living room or a Multisensory Environment (MSE), and receiving either high or low levels of interaction. Findings: Levels of stereotypical behavior were lower while in an MSE room. Snoezelen: A controlled multi-sensory stimulation therapy for children recovering from severe brain injury Population: Children recovering from severe traumatic brain injury (TBI) Methodology: Assess the physiological, cognitive, and behavioral changes of children recovering from severe TBI & receiving Snoezelen therapy. Findings: Decreased heart rate, muscle tone, and agitation levels. Increased cognition. The effects of Snoezelen intervention Population: Individuals with dementia Methodology: Snoezelen interventions at least one time a week for 13 weeks observing agitated behaviors and withdrawing from social interaction. Findings: When a person with problematic behavior, such as agitation, is introduced to the Snoezelen environment, his or her behavior tends to improve by the end of that treatment session.

References Brown, C., & Dunn, W. (2002). Adolescent/Adult sensory profile. The Psychological Corporation. Campbell, S. (2010). Strategies for children with sensory processing disorders (SPD). Retrieved from http://webpages.csus.edu/~celeste/SPHP%20147/Handout%20for%20Celeste's%20cours e.pdf Fenger, D. (2006, September 18). The gateway to a child. The Sun, pp. 1-3. Hill, L., Trusler, K., Furniss, F., & Lancioni, G. (2012). Effects of multisensory environments on stereotyped behaviors assessed as maintained by automatic reinforcement. Journal of Applied Research in Intellectual Disabilities, 25, 509-521. doi:10.1111/j.14683148.2012.00697.x Hotz, G. A., Castelblanco, A., Lara, I. M., Weiss, A. D., Duncan, R., & Kuluz, J. W. (2006). Snoezelen: A controlled multi-sensory stimulation therapy for children recovering from severe brain injury. Brain Injury, 20(8), 879-888. doi:10.1080/02699050600832635 McCormack, B. (2003, October). Snoezelen: A mothers story. EP Magazine, 38-41. Robbins, R. A., & Norton, E. S. (2011, October). The effects of snoezelen intervention. LTL Magazine, 50-53. Rompa Ltd. (2013). Snoezelen Multi-sensory Environments. Retrieved from http://www.snoezeleninfo.com/introduction.asp Scharfenaker, & Stackhouse. (2008). Sensory diet handout- developmental fx. Retrieved from http://www.fragilexohio.org/images/sensory_diet_documents.pdf White, J. (1997). Creating a snoezelen effect in picu. Paediatric Nursing, 29(5), 20-21.