Multisensory Environment Research Articles

Occupational therapy in the Snoezelen® Room: Teachers’ and therapists’ knowledge and perceptions of the changes in children's behaviour and performance

Introduction: The Snoezelen® room, a multisensory environment (MSE), is often used in conjunction with sensory integrative techniques. Therefore, it may be of support in school-based occupational therapy intervention. Research has documented positive changes in children’s performance in the MSE. However, research to suggest that changes could be carried over to external environments is limited. This study aimed to investigate the knowledge and perception of teachers and therapists regarding changes in children's behaviour and performance after therapy in the Snoezelen® room. Methodology: A descriptive quantitative cross-sectional survey design by purposive sampling was used. Teachers and therapists working with children who received occupational therapy intervention in the Snoezelen® room participated. Results: Descriptive and inferential statistics were utilized to determine strong positive, significant correlations found between the total impact of the Snoezelen® room and the children’s level of arousal, as well as their behaviour and scholastic performance, as conveyed by 30 participants. After therapy in the Snoezelen® room, improvement in level of arousal was ranked as the biggest change, which appeared to improve for hours upon return to the classroom. Conclusion: Children’s arousal levels changed positively due to sensory input, which carried over to the external environment. Due to this, most teachers and therapists perceived that the Snoezelen® room positively changed behaviour and scholastic performance, through improved level of arousal. Implications for practice: The use of Snoezelen® rooms in schools, combined with sensory integration therapy (SIT), enhances children's self-regulation, which in turn positively impacts behaviour and academic performance. Strong, positive correlations were found between children's level of arousal and improvements in their behaviour and scholastic performance. Thus, Occupational therapy interventions in the Snoezelen® room significantly contribute to children’s ability to self-regulate, a key factor in achieving positive classroom behaviour and learning outcomes. Teachers and therapists perceive Snoezelen® rooms as beneficial, with 96.7% supporting their presence on school campuses to improve child behaviour through better self-regulation. Consistent with extensive research surrounding self-regulation of children, acquiring self-regulation skills in the early years lays the foundation for positive classroom behaviour and academic performance later.

Direct piriform-to-auditory cortical projections shape auditory-olfactory integration.

In a real-world environment, the brain must integrate information from multiple sensory modalities, including the auditory and olfactory systems. However, little is known about the neuronal circuits governing how odors influence and modulate sound processing. Here, we investigated the mechanisms underlying auditory-olfactory integration using anatomical, electrophysiological, and optogenetic approaches, focusing on the auditory cortex as a key locus for cross-modal integration. First, retrograde and anterograde viral tracing strategies revealed a direct projection from the piriform cortex to the auditory cortex. Next, using in vivo electrophysiological recordings of neuronal activity in the auditory cortex of awake male or female mice, we found that odors modulate auditory cortical responses to sound. Finally, we used in vivo optogenetic manipulations during electrophysiology to demonstrate that olfactory modulation in auditory cortex, specifically, odor-driven enhancement of sound responses, depends on direct input from the piriform cortex. Together, our results identify a novel role of piriform-to-auditory cortical circuitry in shaping olfactory modulation in the auditory cortex, shedding new light on the neuronal mechanisms underlying auditory-olfactory integration.Significance Statement All living organisms exist within multisensory environments, yet there is a lack in our understanding of how the brain integrates multisensory information. This work highlights a direct piriform-to-auditory cortical circuit governing auditory-olfactory integration. Our results shed new light on a relatively understudied area of multisensory research, promising a more robust understanding of how animals and humans perceive and interact within complex environments.

Актуализация использования концепции Снузилен-мультисенсорная среда в педагогике начальной школы

The article provides an overview of the concept of a multisensory environment and analyzes its possibilities for sensory-integrative education of first-graders at the stage of adaptation and younger schoolchildren from displaced families . The theoretical and methodological grounds for conducting an experiment in schools in Moscow and the Moscow region are considered in connection with the increasing number of first-graders who have problems at the stage of adaptation, and younger schoolchildren from displaced families who have problems integrating into a new socio-cultural environment for them. An overview of modern foreign and domestic research on the mental and physical development of children and factors contributing to learning difficulties is presented. The differences and unifying points are analyzed from the perspective of modern research in the field of sensory-integrative approach to understanding the lack of competence of teachers in working with younger displaced schoolchildren and first-graders at the stage of adaptation. One of the aspects of the psychological well-being of students in the educational process is the early identification and overcoming of learning difficulties in primary school. In conclusion, the authors consider the main problems and possibilities of organizing psychological and pedagogical support for the learning process in primary school based on an integrative approach (the concept of a multi-sensory environment), including through the training of specialists in this field to work with younger schoolchildren.

Evidence Synthesis and Clinical Recommendations for Supporting School Students With Sensory Processing Challenges: A Rapid Review.

Children with sensory processing challenges often need supports to access, participate in, and achieve at school. However, research on best practice is varied, presenting difficulty for practitioners to assess the appropriateness of each support. To provide evidence-informed recommendations regarding best practices in school-based supports for students with sensory processing challenges via a Rapid Evidence Assessment of current literature. Searches were run in CINAHL Complete, Education Research Complete, ERIC, MEDLINE, PsycINFO, and Scopus (for articles published 2010 to 2023). Informed by a 2010 review, articles citing publications identified in the prior review were also included. A reviewer screened the title and abstract of each article for inclusion, and another screened the full texts, with 10% of each reviewer's articles assessed by the other. Interrater reliability was excellent. The review included 61 articles, with only 15% constituting good evidence (38% provided adequate evidence, 31% provided poor evidence, and 16% were reviews). No support could be wholly recommended without caveats, but there was some evidence that sound amplification systems, alternate seating, and multisensory environments may be beneficial in certain conditions or with certain populations. The use of weighted vests is not recommended. Most research had small sample sizes and inconsistent protocols, highlighting the importance of ongoing research. Evidence-informed practitioners should review research findings carefully and integrate evidence from comprehensive clinical assessment and understanding of the child, school, and family contexts when assessing the appropriateness of a support for each student. Plain-Language Summary: Children with sensory processing challenges often need supports to access, participate in, and achieve at school. Occupational therapists provide school-based supports for children with sensory processing challenges with the goal of enabling access, participation, and achievement. It is difficult, however, for practitioners to assess the appropriateness of each support because research on best practice varies. This review of the current literature provides practitioners with evidence on supports for school children with sensory processing challenges to inform decision-making and the selection of appropriate supports for their clients. When assessing the appropriateness of a support for a student, practitioners should carefully review current research findings and integrate evidence from comprehensive clinical assessments along with an understanding of the student, school, and family contexts.

Multisensory healing: transformative service encounters in nonpharmacological therapies for cancer patients’ well-being

Purpose This study aims to explore the impact of nonpharmacological therapies on cancer patients’ daily illness management and long-term well-being. It focuses on the design and effects of immersive multisensory workshops, including therapies such as yoga, music therapy and visual imagery. By examining individuals’ experiences before, during and after the service experience, the study aims to provide comprehensive insights into the transformative effects of these immersive multisensorial experiences from the individuals’ perspectives. Design/methodology/approach From November 2021 to March 2023, the authors conducted 13 interviews and 3 focus groups (10 participants in total) among cancer patients. Thematic analysis of recorded interviews and focus groups revealed recurring patterns, key themes and meaningful insights from participants’ narratives. Findings The findings provide insights into individuals’ journey of service experiences among cancer patients from a user perspective. By framing the results within the service encounters model, individuals’ journey of this immersive multisensory experience is studied in three different periods: the pre-core, the core and the post-core service encounter. The pre-core service encounter includes activities such as information gathering to answer concerns and setting expectations, with the therapy. The core service encounter encompasses the immersive environmental experience, which includes multisensory integration and activity immersion, body-mind reconnection, as well as engaging interactive experiences with service providers, other patients and internal engagement. The post-core service encounter reflects the cognitive, psychological, behavioral and spiritual outcomes of the service. Originality/value This paper sheds light on the design of immersive multisensory workshops as nonpharmacological therapy. Adopting a user-focused approach using the service encounters framework helps clarify various aspects of this therapy and its effects on patients’ reconnection with their bodies and well-being. This research offers valuable insights for designing effective multisensory therapeutic environments for chronic patients to improve the quality of health-care services.

Estrategias instruccionales efectivas para desarrollar habilidades de escucha en adolescentes con TDAH

Introduction: Natural interactions and understandable linguistic input are essential to build attractive conditions for acquiring the English language. Effective exposure to language, both oral and written, is essential to understanding and producing a language. However, developing listening comprehension skills can be challenging for students with ADHD due to difficulties in attention, behavior, and cognition, as well as the unique characteristics of the English as a Foreign Language (EFL) context. Objectives: In this regard, this research aims to document effective instructional strategies to improve listening skills among high school students with ADHD. Methodology: To this end, an exploratory-deductive qualitative research design was applied through an extensive review of the literature. Data were collected from 60 academic sources and analyzed using a neurolinguistic and pedagogical approach using a constant comparative coding method. Results: The results suggest that, to guide students with ADHD in developing English listening competencies, language instructors must build a learning environment that includes simplified inputs and content, clear instructions, multisensory conditions, and student-centered instruction based on individual needs. Conclusions: Simple, linguistically rich, engaging, and multisensory environments facilitate learning for students with ADHD and can have an impact on their overall academic performance and language development. Study Area general: Education. Specific area of study: English as a Foreign Language. Type of study: Literature review.

Anticipating multisensory environments: Evidence for a supra-modal predictive system

Our perceptual experience is generally framed in multisensory environments abundant in predictive information. Previous research on statistical learning has shown that humans can learn regularities in different sensory modalities in parallel, but it has not yet determined whether multisensory predictions are generated through a modality-specific predictive mechanism or instead, rely on a supra-modal predictive system. Here, across two experiments, we tested these hypotheses by presenting participants with concurrent pairs of predictable auditory and visual low-level stimuli (i.e., tones and gratings). In different experimental blocks, participants had to attend the stimuli in one modality while ignoring stimuli from the other sensory modality (distractors), and perform a perceptual discrimination task on the second stimulus of the attended modality (targets). Orthogonal to the task goal, both the attended and unattended pairs followed transitional probabilities, so targets and distractors could be expected or unexpected. We found that participants performed better for expected compared to unexpected targets. This effect generalized to the distractors but only when relevant targets were expected. Such interactive effects suggest that predictions may be gated by a supra-modal system with shared resources across sensory modalities that are distributed according to their respective behavioural relevance.

Psychoacoustic characteristics of music soundtracks moderate juice taste perception

Eating and drinking constitute the most multisensory aspect of our daily lives. Altering external sensory factors, particularly auditory stimuli, has been suggested as a promising factor for influencing taste perception. In this context, this study investigated the effect of music on the taste of orange juice in a multisensory and controlled indoor environment laboratory (Sens i-Lab). We conducted a juice-tasting experiment, focusing on individuals' flavour perception while exposed to eight music soundtracks that were created, manipulating three sonic attributes (Articulation, Tempo and Pitch). The audio stimuli underwent analysis using various psychoacoustic parameters, including sound pressure level, loudness, sharpness, roughness, fluctuation, and tonality. Correlation analysis revealed specific patterns between the average taste ratings of orange juice and the psychometric characteristics of eight music soundtracks. The sweet flavour exhibited negative correlations with roughness. Besides, the sour and bitter taste showed positive correlations with sound level.

Direct piriform-to-auditory cortical projections shape auditory-olfactory integration.

In a real-world environment, the brain must integrate information from multiple sensory modalities, including the auditory and olfactory systems. However, little is known about the neuronal circuits governing how odors influence and modulate sound processing. Here, we investigated the mechanisms underlying auditory-olfactory integration using anatomical, electrophysiological, and optogenetic approaches, focusing on the auditory cortex as a key locus for cross-modal integration. First, retrograde and anterograde viral tracing strategies revealed a direct projection from the piriform cortex to the auditory cortex. Next, using in vivo electrophysiological recordings of neuronal activity in the auditory cortex of awake male or female mice, we found that odors modulate auditory cortical responses to sound. Finally, we used in vivo optogenetic manipulations during electrophysiology to demonstrate that olfactory modulation in auditory cortex, specifically, odor-driven enhancement of sound responses, depends on direct input from the piriform cortex. Together, our results identify a novel role of piriform-to-auditory cortical circuitry in shaping olfactory modulation in the auditory cortex, shedding new light on the neuronal mechanisms underlying auditory-olfactory integration.

Sensory augmentation for a rapid motor task in a multisensory environment.

Sensory substitution and augmentation systems (SSASy) seek to either replace or enhance existing sensory skills by providing a new route to access information about the world. Tests of such systems have largely been limited to untimed, unisensory tasks. To test the use of a SSASy for rapid, ballistic motor actions in a multisensory environment. Participants played a stripped-down version of air hockey in virtual reality with motion controls (Oculus Touch). They were trained to use a simple SASSy (novel audio cue) for the puck's location. They were tested on ability to strike an oncoming puck with the SASSy, degraded vision, or both. Participants coordinated vision and the SSASy to strike the target with their hand more consistently than with the best single cue alone, t(13) = 9.16, p <.001, Cohen's d = 2.448. People can adapt flexibly to using a SSASy in tasks that require tightly timed, precise, and rapid body movements. SSASys can augment and coordinate with existing sensorimotor skills rather than being limited to replacement use cases - in particular, there is potential scope for treating moderate vision loss. These findings point to the potential for augmenting human abilities, not only for static perceptual judgments, but in rapid and demanding perceptual-motor tasks.

Multisensory Environment Program Improving Relaxation and Reducing Stress and Anxiety for Community Health

Abstract Date Presented 03/21/24 Research exploring the impact of a customized multisensory environment experience on self-reported stress, anxiety, and relaxation with adult community participants of varying abilities. Qualitative and quantitative analysis indicate positive impact. Primary Author and Speaker: Nicole Halliwell Additional Authors and Speakers: John R. Patro, Francesca Storino, Tori Aguilar

The Use of Multisensory Environments with Individuals with Developmental Disabilities: A Systematic Review

AbstractMulti-sensory rooms were originally intended as a leisure option for people with severe disabilities living in institutions. Their use has extended far beyond this and proponents, particularly equipment suppliers, continue to claim a range of benefits beyond provision of a leisure experience. We review the literature on the effects of MSEs on people with developmental disabilities other than autism spectrum disorders. The research examined was predominately of very poor quality, limiting conclusions that can be drawn. MSEs were used in a variety of ways with the wide range of outcomes measured addressing reduction of challenging behaviours and promoting more desirable behaviours. The majority of reported results were mixed or negative, with better quality studies more likely to report no effects. Overall, based on the available evidence, the use of MSEs cannot be recommended as an intervention option for individuals with developmental disabilities, but they may have a limited role as a leisure option.

Exploring the Usefulness of a Multi-Sensory Environment on Sensory Behaviors in Children with Autism Spectrum Disorder.

Background: Autism spectrum disorder (ASD) is a complex neurological development with social and communication deficits and sensory abnormalities. Sensory problems have a significant impact on daily life. Multisensory environments (MSEs), such as Snoezelen® rooms, offer controlled sensory stimulation. This study aims to evaluate the effect of MSE intervention with self-controlled sensory interactions on adaptive developmental skills and sensory responses in preschool ASD children. Methods: This pilot study was single-blind, randomized, controlled, and adhered to the CONSORT guidelines. Twenty participants were recruited and randomized into two groups: the control group (CG) underwent treatment as usual (TAU) with individual rehabilitation sessions of psychomotor therapy. The experimental group (EG) underwent TAU integrated with the use of an MSE. Developmental abilities and severity levels were assessed, pre-post, with the Psychoeducational Profile, Third Edition (PEP-3) and the Second Edition Childhood Autism Rating Scale (CARS-2). Results: A significant difference in taste, smell, and tactile behaviors according to the CARS-2, as well as in gross motor skills according to the PEP-3, was observed in the EG. Conclusions: This pilot study suggests that MSE-integrated intervention may be a valid strategy to improve self-management of the sensory profile in autistic individuals. Further studies are needed to better identify the intervention methodology and effectiveness.

Beyond sight: Comparing traditional virtual reality and immersive multi-sensory environments in stress reduction of university students

IntroductionThis study aims to assess the efficacy of traditional virtual reality (VR) and Immersive Multi-sensory Environments (IME) in mitigating anxiety levels among university students. The study can address the following research questions: 1) What disparities exist in anxiety levels before and after exposure to traditional VR and IME? 2) How do anxiety levels compare between participants exposed to IME and those in a VR environment?MethodsThe research adopted a twophase approach involving participants exhibiting moderate to high-stress levels. In the second phase, participants were randomly assigned to either a VR group (solely visual stimulation) or an IME group (comprising visual, auditory, and olfactory stimuli). The State-Trait Anxiety Inventory (STAI) were utilized to assess stress and anxiety levels before and after each experiment.ResultsThe findings suggest that participants’ experiences in both VR and IME environments effectively contributed to reducing anxiety levels and fostering a tranquil atmosphere. Both experimental groups reported a significantly heightened sense of relaxation post-experiments. Although the disparity was not statistically significant, the IME group displayed a more pronounced reduction in stress levels compared to the VR group.DiscussionThe research underscores the significance of considering the built environment and sensory design in addressing mental health challenges among college students. Further exploration and integration of such approaches into educational settings could significantly contribute to establishing more supportive and conducive environments for student success.

The Effects of Multisensory Environments(Snoezelen) on Sensory Processing and Occupational Performance Ability in Children with Developmental Delay: A Pilot study

The Effects of Multisensory Environments(Snoezelen) on Sensory Processing and Occupational Performance Ability in Children with Developmental Delay: A Pilot study

Enhancing interoceptive sensibility through exteroceptive–interoceptive sensory substitution

Exploring a novel approach to mental health technology, this study illuminates the intricate interplay between exteroception (the perception of the external world), and interoception (the perception of the internal world). Drawing on principles of sensory substitution, we investigated how interoceptive signals, particularly respiration, could be conveyed through exteroceptive modalities, namely vision and hearing. To this end, we developed a unique, immersive multisensory environment that translates respiratory signals in real-time into dynamic visual and auditory stimuli. The system was evaluated by employing a battery of various psychological assessments, with the findings indicating a significant increase in participants' interoceptive sensibility and an enhancement of the state of flow, signifying immersive and positive engagement with the experience. Furthermore, a correlation between these two variables emerged, revealing a bidirectional enhancement between the state of flow and interoceptive sensibility. Our research is the first to present a sensory substitution approach for substituting between interoceptive and exteroceptive senses, and specifically as a transformative method for mental health interventions, paving the way for future research.

Efficiency of a Sensory-Adapted Dental Environment Versus Regular Dental Environment in Neurotypically Healthy Children: A Parallel-Arm Interventional Study.

Introduction The basic principle of a sensory adaptive dental environment is that an individual's sensory experiences have a significant impact on their emotional and psychological well-being. Taste, smell, touch, hearing, and sight are the five basic senses that affect our perception and responses to the environment. The study aimed to assess the effectiveness of a Sensory-Adaptive Dental Environment (SADE) compared with a Regular Dental Environment (RDE) in reducing anxiety, improving behavior, and providinga smooth experience for children undergoing dental treatment. Materials and methods This parallel-arm pilot study was conducted at the outpatient Department of Pediatric and Preventive Dentistry, Saveetha Dental College and Hospitals, Chennai,from January 2024 to March 2024. A total of 148 children who met the inclusion criteria were divided into two groups:Group I (intervention group) received SADE or MSE (Multi-Sensory Environment) intervention, while Group 2 (control group)underwent dental treatments in a Regular Dental Environment (RDE). Patient behavior was assessed using Frankl's behavior rating scale, and anxiety levels were measured using Ayesha's Oddbodd anxiety scale. Additionally, heart rate and oxygen saturation (SpO2) were evaluated using a pulse oximeter. Statistical analysis was conducted using IBM SPSS Statistics for Windows, Version 26.0 (IBM Corp., Armonk, NY), with significance set at a p-value less than 0.05. Results Before the procedure, there were no notable differences in behavior or anxiety levels. However, after the procedure, children undergoing treatment under SADE resulted in markedly improved behavior and notably lower anxiety levels. Also, this correlated with reduced anxiety levels, indicated by lower heart rates and higher oxygen saturation levels. Conclusion The study concluded that there were notable differences in patient experiences between SADE and RDE.After their dental procedures, participants in the SADE group were found to behave better and feel less nervous. Still, in the conventional setting, only improved behavior was noted, with no significant difference in anxiety levels. Overall, our study suggests that dental offices can significantly enhance patient experiences by providing a sensory-friendly setting that helps children feel more at ease, improves patient outcomes, and less nervous during their visits.

Men of Letters: Perspectives on Multisensory Environments in the Hall-McLuhan Correspondence, 1961–1977

Abstract This paper introduces critical elements in the substantial, albeit mostly unpublished, correspondence between cultural anthropologist Edward T. Hall and media theorist Marshall McLuhan related to artistic practice with emerging media technologies in the 1960s. It contextualizes their exchange within the broader theoretical discourses and artistic practices surrounding systems theory and media technology and highlights intersections between Hall and McLuhan’s theoretical frameworks related to concepts of indeterminism, systems theory, and cybernetics in technology-based, kinesthetic, multisensory mediated environments in the 1960s. It particularly focuses on overlapping conceptual approaches toward the interrelation between the individual, the socio-cultural environment, and the emerging media-technological ecosystem.

Multi-Sensory Environments and Inclusive Sensory Engagement at Durham County Library

Multi-Sensory Environments and Inclusive Sensory Engagement at Durham County Library

Music attributes and the perception of orange juice

There has been a recent growth of interest in understanding whether sound (specifically music) in the dining environment can enhance the taste perception of food and drink. Most of the previous research within the music-taste association utilized music soundtracks which were specifically designed to correspond to taste characteristics, for example, sweet taste/sweet music or sour taste/sour music. However, only a few studies have focused on the effect of each music attribute on aroma and taste. Moreover, freshness and thickness, as an oral somatosensory aspect, are concepts that lack the multisensory research of their sensory perception. This study investigated the effect of music on the taste of orange juice in a multisensory and controlled indoor environment laboratory (Sens i-Lab). In this current study, participants tasted orange juice samples while listening to eight music soundtracks and one silent sound. The music soundtracks were designed by combining two levels in each of three sonic attributes: Articulation (Legato, Staccato), Tempo (70 and 120 Bpm), and Pitch (Low, High). Overall, results showed that the variety in music attributes influences the orange juice about aroma, sweetness, sourness, bitterness, freshness, and thickness perceptions. The findings of this research can contribute to the development of multisensory design strategies for interactive design innovation in the context of food service. Moreover, the music stimuli in the dining experience can exalts the sensory perception of food and beverage as a part of creative gastronomic experience.