Conference Program

DAY 1 - FRIDAY, October 1, 2010


7:00 – 8:45 - Registration – Ballroom Foyer

7:30 – 8:45 - Early Morning Break – Ballroom I

An assortment of breakfast pastries, danish, muffins, buttery croissants, freshly brewed regular and decaffeinated coffee and a variety of hot teas with refreshing assorted fruit juices. – Ballroom I

8:45 -9:30 – Opening Remarks, Mayor of Birmingham, UAB Dean, Harold P. Jones, Dr. Krista Merten, Ad Verheul – ISNA Founders, Jan Hulsegge, &Maurits Eijgendaal, ISNA Chair – Ballroom I

 

9:30 – 10:30 - DAVID DOBBS – Orchid Genes and Epigenetics: A Short Talk About Really Fast Conversations Between Genes and Environment – Ballroom I

In strength can lie vulnerability; in vulnerability, strength. Long cited by military strategists, judo instructors, and the occasional wise psychiatrist, this old and powerful idea is now emerging in behavioral genetics. The "orchid" or sensitivity hypothesis, which Dobbs wrote about for the December 2009 Atlantic, proposes that genes that contribute to some of humanity’s greatest problems — depression, anxiety, alienation, anger, even aggression — can also give rise to happy, confident, richly social lives. How so? Research suggests that these “orchid” or “sensitivity” genes create not merely a heightened vulnerability to bad experience, but heightened responses to all experience, bad or good.

This hypothesis has at least two implications for MSE principles. First, research supporting this hypothesis suggests that key genes often interact with environment so fluidly and rapidly that they essentially erase traditional distinctions between nature and nurture. This fluidity likely explains the power of enriched environments. In addition, if some genes sharpen one’s sensitivity to particular kinds of stimulus, a person’s genotype might suggest what kinds of environmental enrichment would work best. Dobbs, an award-winning science writer who is now writing a book on the orchid hypothesis, will discuss these and other implications of one of the most intriguing and powerful ideas in behavioral genetics.
http://www.theatlantic.com/magazine/print/2009/12/the-science-of-success/7761/

10:30 – 11:00 – Break – Ballroom Foyer and Ballroom I for a video presentation on MSE

During the Coffee Break enjoy a brief presentation (10 minutes) as an overview of Multi Sensory Environments, a contribution of the Christopher Douglas Hidden Angel Foundation.

11:00 – 12:00 – DR. JASON STAAL, Psy.D. - Changes in Mental Health - The Effects of Snoezelen (Multi-sensory Behavior Therapy) and Psychiatric Care – Ballroom I

This presentation will focus on the use of multi sensory environments in psychiatric hospitals. The transition from Snoezelen to comfort rooms will be addressed. The paradigm shift that has led to the use of comfort rooms to reduce seclusion and restraint will be reviewed. The theory and practice of comfort rooms will be discussed, describing changes in conceptualization of the challenged psychiatric patient and the use of seclusion and restraint. Highlights from an upcoming paper will feature the use of a comfort room in a state psychiatric facility in Maine.

Jason A. Staal, Psy.D., received his Doctor of Psychology from Rutgers University Graduate School of Applied and Professional Psychology in 1993. In addition to serving as Director of Beth Israel Medical Center’s Snoezelen Behavior Therapy Research Program, Dr. Staal is an Assistant Professor of Psychiatry at Albert Einstein College of Medicine. Dr. Staal is nationally known for his pioneering work on multi sensory behavior therapy (Snoezelen), having published and appeared on numerous television health news segments and health news print stories as well as presenting at academic institutions nationally and internationally, and collaborating with American, British, Canadian, and Dutch researchers. He is a founding board member of The American Association of Multi Sensory Environments.

12:00 - 01:00 - DR. PAUL PAGLIANO, Ph.D. - Multi Sensory Environments in Education: Focus on Assessment – Ballroom I

The MSE is a physical space where multi sensory stimulation can be controlled and presented in ways that seek to make a match with the learning needs of students who experience profound sensory deprivation. To achieve this match the educator must conduct ongoing precise assessment that first identifies the learning needs, then ascertains whether they are being met, and finally helps the students become aware of their own progress. This paper describes three types of assessment that can be readily used in the MSE to accomplish these goals. They are: assessment of, for and as learning. Assessment of learning involves using the MSE so students can demonstrate the skills they can achieve. These demonstrations are recorded as base line data. Assessment for learning entails the educator setting new achievable learning goals and carefully monitoring the student’s progress towards those goals. With assessment for learning the assessment process also becomes an essential part of MSE use in Education. Finally assessment as learning turns the spotlight back onto the students to ensure they explicitly and unambiguously understand their own learning achievements. 

1:00 – 2:30 – Lunch Break – Deli lunch served in the main ballroom

Garden salads and vegetables served with selection of dressings, pasta salad, potato salad, smoked turkey, ham, roast beef, peppered pastrami, salami, Swiss and cheddar cheeses, and assorted breads. Iced tea, freshly brewed regular and decaffeinated coffee.

Video (Hidden Angel Foundation)

WORKSHOP SESSION I and WORKSHOP SESSION II

2:30 – 3:45 – Workshop Session I – Workshops 1 through 7 - Choose to attend one of the seven sessions below

4:15 – 5:30 - Workshop Session II – Workshops 8 through 14 – Choose to attend one of the seven sessions.

DAY 1 - FRIDAY, October 1, 2010 - WORKSHOP SESSION I - 2:30 – 3:45

Session 1 – Linda Messbauer, OT – Video Case Study of MSE, Autism, and the Brain in Action – (Room 407)
An example of the benefits of using a MSE as venue for treatment is illustrated by a case study. A young adult with autism, sensory processing disorders, and a history of violence who had repeated psychiatric hospitalizations in 1999 and was on the verge of being institutionalized for life made remarkable changes and gains through the use of MSE. The MSE became a place where he could anticipate his surroundings, feel safe, make choices and be empowered. He was able to learn to cope through learning about his sensory diet, developing a wide range of emotions and personality. He continues to reside with his mother and has not been hospitalized since 1999.
Session 2 – Marja Sirkkola, Ed.D. & Paivi Veikkola – Socioculture Multisensory Work – (Room 403)
What is socio-culture and what is Multisensory Work? The workshop consists of a short theoretical introduction and practical examples of Sociocultural Multisensory Work. Sociocultural work is based on social pedagogy and this method is applied to MSEs. Local traditions and cultural aspects affect the ways how Sociocultural Multisensory Work is used in diverse client settings in everyday environments and nature. Participation, empowerment and cultural aspects are keywords for this experimental workshop.
Session 3 - Anthony Hollander – MSE: A Move to Objectify and Authenticate – (Room 405)
Principles of sensory awareness related to human behavior have been studied since Plato first stated that all humans are born knowing about their environment. Aristotle, Plato’s first student, disagreed, and stated that all humans are born with the sensory awareness to learn about their environment. Thus, the debate began. Clearly, all humans are sensory beings. The use of the senses, individually and in collaboration with the other senses, accounts for all learning. But the debate still rages pertaining to the treatment of human frailties/disorders through the various senses. Perhaps there could be a way of constructing a “marriage” of sorts between the MSE approach and basic behavioral/research principles (e.g., contingent versus non-contingent, data collection/tabulation/analysis) that have been employed under the guides of Best Practice? If this is possible, and were put into practice, what kind of impact would this have on the role of MSE in the professional community, and the subsequent treatment of individuals around the world?
Session 4 – Lorraine Thomas, M.A. –This isn’t just a Mat, These are Flying Carpets: Exploring MSE with Children who have Higher Needs – (Room 410)
How do you enable children with higher needs so that they can access sensory experiences that can give them the resilience to cope with hospital and rehabilitation? We know that for children with profound disabilities, the world tends to be experienced directly through their senses, as opposed to the habit of converting that experience into words. With no expectations or rules, Snoezelen can be depended on to be a positive part of any client’s day, and is therefore an integral piece of their rehabilitation experience.
Session 5 – Kim Ward & Carrie Plesuk - Autism Spectrum Disorder: Incorporating an MSE into an Intensive Intervention Program (Ballroom I)
Individuals with Autism Spectrum Disorders (ASD) represent a diverse population. However, many demonstrate specific sensory issues that interfere with daily functioning. During the course of the presentation, a variety of sensory issues will be discussed and illustrated through video. In addition, an effort will be made to outline how the Society for Treatment of Autism (STA) incorporated a Multi Sensory Environment (MSE) into their trans-disciplinary, intensive, behavioral treatment programs. Depending on the child, the MSE is used to facilitate relaxation, to provide the individual with a sense of control over his/her environment, to target specific skills (e.g., imitation, initiating communication) and/or to reduce maladaptive behaviors. Information gathered during MSE sessions is often used to guide programming in other environments (e.g., the classroom, home) and to facilitate generalization of skills. Given the limited research on the use of Multi Sensory Environments with individuals with ASD, STA developed a series of pilot studies to investigate the efficacy of this treatment modality.
Session 6 – Maurits Eijgendaal – Are you blue today? Or do you need to solve a red problem?- (Ballroom I)
Colors not only express and create moods, they also give meaning to and influence our observations of our inner and outer world. Some influences we know, some we experience without noticing, some we get surprised about! In Snoezelen we use colors all the time. Are we conscious about how we use them?

In my workshop I will talk about using colors, and what colors mean for us, not only in the snoezelen room, but in many situations in daily life. I will talk about some scientific projects with colors, and share thoughts with you that people all over the world have about the meaning of color.
Session 7 – Anthony McCrovitz, Ph.D - Giving the Gift of Safe & Loved: A Journey through Gentleness (Room 414)
Snoezelen rooms may provide an effective approach in reducing one’s maladaptive behavior, yet currently the jury is still out concerning its effectiveness once one is out of the room to engage in more socially acceptable behaviors (Baillon et al., 2004; Christensen-Sandfort, 2008; Lancioni et al., 2002; Lotan & Gold, 2009; Singh, et al., 2004; Mckee et al., 2007). This exploration of Snoezelen outside of the “room” provides a model through the framework of Gentle Teaching (GT) that one could possibly use as a design for an individual’s future as a valued community member. The framework of GT—safe, loved, engaged, and loving—can facilitate the developing relationship and cultivate a deeper understanding of healthy social/emotional development. Developing meaningful moments and social awareness through this framework is challenging, especially during times when extrinsic worth is most important to people to control one’s behavior. The presenter will discuss a method of building relationships through five themes and nine threads that must be developed within and outside of the Snoezelen room, with the underlying premise that unconditional love is necessary to build new moral memories as we create a true sense of companionship and community with one to engage in and outside the “room.”

3:45 – 4:15 – Coffee Break – Ballroom Foyer and Ballroom I

Vita-care TMS – an Introduction to a new sensory stimulation chair. Therapeutic Motion Simulation™ by Vita care Vita Care TMS improves the daily lives of chronically ill and elderly through the combination of therapy and recreation, is easy to operate and is financially attractive.

Therapeutic Motion Simulation™ (TMS) stimulates the sensomotoric system by providing impulses that create a feeling of well being. Spasms, autism, balance and posture problems, Parkinson and a wide range of other problems can be treated with TMS.

Herbert Krakauer, CEO of Vita Care will explain how this amazing new therapy has been developed and can be used in combination with other therapies as a response to the budget restrictions in the health care and a demonstration unit will be available during the symposium.

DAY 1 - FRIDAY, October 1, 2010 - WORKSHOP SESSION II - 4:15 – 5:30

Session 8 – Linda Messbauer – Video Case Study of MSE, Autism, and the Brain in Action – (Room 407)
An example of the benefits of using a MSE as venue for treatment is illustrated by a case study. A young adult with autism, sensory processing disorders, and a history of violence who had repeated psychiatric hospitalizations in 1999 and was on the verge of being institutionalized for life made remarkable changes and gains through the use of MSE. The MSE became a place where he could anticipate his surroundings, feel safe, make choices and be empowered. He was able to learn to cope through learning about his sensory diet, developing a wide range of emotions and personality. He continues to reside with his mother and has not been hospitalized since 1999.
Session 9 – Marja Sirkkola & Paivi Veikkola – Socioculture and Multisensory Work – (Room 403)
What is socio-culture and what is Multisensory Work? The workshop consists of a short theoretical introduction and practical examples of Sociocultural Multisensory Work. Sociocultural work is based on social pedagogy and this method is applied to MSEs. Local traditions and cultural aspects affect the ways how Sociocultural Multisensory Work is used in diverse client settings in everyday environments and nature. Participation, empowerment and cultural aspects are keywords for this experimental workshop.
Session 10 - Anthony Hollander – MSE: A Move to Objectify and Authenticate – (Room 405)
Principles of sensory awareness related to human behavior have been studied since Plato first stated that all humans are born knowing about their environment. Aristotle, Plato’s first student, disagreed, and stated that all humans are born with the sensory awareness to learn about their environment. Thus, the debate began. Clearly, all humans are sensory beings. The use of the senses, individually and in collaboration with the other senses, accounts for all learning. But the debate still rages pertaining to the treatment of human frailties/disorders through the various senses. Perhaps there could be a way of constructing a “marriage” of sorts between the MSE approach and basic behavioral/research principles (e.g., contingent versus non-contingent, data collection/tabulation/analysis) that have been employed under the guides of Best Practice? If this is possible, and were put into practice, what kind of impact would this have on the role of MSE in the professional community, and the subsequent treatment of individuals around the world?
Session 11 – Lorraine Thomas – “This isn’t just a mat, these are flying carpets”. Exploring MSE/Snoezelen with Children who have Higher Needs – (Room 410)
How do you enable children with higher needs so that they can access sensory experiences that can give them the resilience to cope with hospital and rehabilitation? We know that for children with profound disabilities, the world tends to be experienced directly through their senses, as opposed to the habit of converting that experience into words. With no expectations or rules, Snoezelen can be depended on to be a positive part of any client’s day, and is therefore an integral piece of their rehabilitation experience.
Session 12 – Michel Theroux (Prof. Snoezelen) – Handmade Snoezelen Material – (Room 412)
From the book “Snoezelen Materials Homemade” (Ad Verheul 2007) and my own experience with Snoezelen, I will present homemade multi sensory materials and how to use them. It will be possible to see a mobile space using it during your free time at the symposium.
Session 13 – Maurits Eijgendaal – Are you blue today? Or do you need to solve a red problem?- (Ballroom I)
Colors not only express and create moods, they also give meaning to and influence our observations of our inner and outer world. Some influences we know, some we experience without noticing, some we get surprised about! In Snoezelen we use colors all the time. Are we conscious about how we use them?

In my workshop I will talk about using colors, and what colors mean for us, not only in the snoezelen room, but in many situations in daily life. I will talk about some scientific projects with colors, and share thoughts with you that people all over the world have about the meaning of color.
Session14– Barbara Vartanian – MSE in Pediatric Mental Health (Room 414)
The presence of MSE in pediatric mental health is still relatively new in much of the US. The program developed by this presenter in 2006 is one of the first to use MSE for treatment rather than as a "comfort room."

The presentation will highlight some of the challenges in designing and outfitting the MSE within a child and adolescent inpatient psychiatric setting. Some of those challenges included unexpected changes to "best laid plans," the need to retrofit the space and develop initial staff training and protocol, the ongoing process to focus on better outcomes for the children, and efforts to develop a data collection system that would capture and measure what was happening with the children. The responses of the children to the MSE drove the data collection process and led to changes in the instruments used.

The workshop will include discussion of data highlighting changes in motor activity, sensory awareness, feelings of well-being and impact on treatment failures such as manual restraints. The data support the anecdotal comments made by the children, and the visible and consistent improvement in their mood. MSE had a positive impact on children, teaching them to more successfully focus and feel good about themselves.

The presenter will also discuss initial findings from an adult MSE established in the spring of 2010 within an inpatient psychiatric residence, and the different challenges presented by this group.

DAY 2 - SATURDAY, October 2, 2010


WORKSHOP SESSION III and IV

9:00 – 10:15 - Workshop Session III – Workshops 15 through 21 – Choose from one of the seven sessions below.

10:45-12:00 - Workshop Session IV – Workshops 22 through 28 - Choose from one of the seven sessions below.

DAY 2 - SATURDAY, October 2, 2010 – WORKSHOP SESSION III – 9:00- 10:15

7:30 – 9:00 - Early Morning Break – Ballroom I
Assortment of breakfast pastries, danish, muffins, buttery croissants, freshly brewed regular and decaffeinated coffee and a variety of hot teas with refreshing assorted fruit juices.

Session 15 – Krista Mertens – Snoezelen in Action (Ballroom I)
The traditional MSE “Snoezelen Philosophy” beginning in the Netherlands over 30 years ago. Since then, Snoezelen or MSE has been analyzed and significantly show positive results, mainly in the Berlin Humboldt - University.

Several research projects, diploma thesis and dissertations procedures for testing and monitoring the biometric measurement and the efficiency-controls were compiled. While the scientist is getting amiable particularly for the technical methods, the procedures for testing and monitoring are useable for every snoezelen-handler. Over the past ten years the fields of applications of snoezelning extended to education and treatment.

Snoezelen can be successfully used for relaxing and well-being, for therapeutically intervention in disabilities and disorders and in general, for advanced learning processes in kindergarten and school.

The future of MSE relies on the verification of the effects of Snoezelen on specific clinical pictures, especially in attention deficit and concentration disorders, craniocerebral injury and Alzheimer diseases and to develop on this base didactical and methodical concepts.

Session 16 - Reinhard Keck – MSE for the Blind and Visually Impaired (Room 403)
Blind and visually impaired people have reduced visual perception. Therefore, they experience the Snoezelen ecology in their own unique way. In order to create an atmosphere that takes the special needs of blind and visually handicapped people into account the room should be adjusted slightly to enhance and stimulate the remaining senses. It is important to allow for more time to discover the room and the different objects in the room. How can someone perceive a lava lamp or a water-bed, if they can’t see it? In the first part of the workshop necessary changes will be addressed. In the second part we will introduce some proven processes, which help to compensate for and improve primary and secondary handicaps. The workshop will end with some exercises with further sensory perception, relaxation, and inner stillness.
Session 17 - Fernand Bruneau – How MSE has Influenced Care on the Psychogeriatic Units at Ste. Annes Hospital (Room 405)
This workshop will present the influence of multisensory/Snoezelen approaches on day to day care in four psychogeriatric units within long-term care facilities. If there is to be long-term improvement in residents’ quality of life without depersonalisation and sensory alteration, the approaches must be applied continually in all aspects of the resident’s daily life, not just during isolated activity sessions. This includes time dedicated to intimate care, during meals, during periods of relaxation, during special activities, and during snoezelen sessions in the white room.

DAY 2 - SATURDAY, October 2, 2010 – WORKSHOP SESSION III – 9:00- 10:15

Session 18 - Monique Carlotti – Training People to Use Snoezelen: The French Spirit (Room 407)
The purpose of Snoezelen structures is to give happiness and improve quality of life for people with specific needs. Studies done about Snoezelen in France clearly showed the imperative prerequisite: robust training, not only including long-term follow-up but involving the whole institution. The presenter will describe a specific training scheme, one that is progressive and includes several intermediate check points to validate the pertinence of the approach and to involve management staff.
Session 19 - Lesley Collier, Ph.D. - Using an MSE with People with Moderate to Severe Dementia (Room 410)
Multi Sensory Environments (MSE) employing stimulating equipment that targets the senses has been used with people with dementia for many years. However, no controlled studies have been conducted exploring the efficacy of MSEs on functional performance. The workshop explores how MSE influences functional performance of people with dementia compared with a control intervention. The presenter will discuss strategies for assessing and working with this group based on the study results.
Session 20 – Ana Maria Gonzalez Galli – MSE in Argentina (Room 412)
The specific objectives of multisensory stimulation in our school is use for the (a) prevention of the deficiencies or difficulties, (b) detection of problems associated with a deficiency or impoverished environment, (c) stimulation of development, (d) learning to incorporate appropriate sensations, (e) deepening of the social interrelationship. One production of motor, oral, cognitive control mechanism in the same and other systems of treatment involves constant modification of the treatment of stimuli and production.

To carry out this program successfully, it is necessary to provide adequate stimuli in quantity and quality and be aware of hyperstimulation. The fluctuation and untimely stimulation can be harmful to the functional system the same way that an absence of stimulation is harmful. Encouragement has an impact on the human being who is capable of producing a reaction and can be both external and internal. Encouragement and self-choice should be build into the development and treatment of the child and multifaceted in nature.

We discuss the theoretical and practical based work we have done in our institution. Our goals are to develop social relations, increase focus and concentration through three main channels of stimuli: the visual, the auditory, and the somatosensitive. The recognition of the permeability of these channels will enable us to know the status of the first link. That is why we work at (a) encouraging signal, (b) channeling function, (c) perception, (d) development of strategies; (e) replies that are functional. With these strategies we believe have a parallelism between intellect and emotion that interact, resulting in a balance of a dynamic system that will generate a multiplier effect.
Session 21 – Michele Shapiro, OT, PhD. – Research in the field of the Multi Sensory Environment MSE (Snoezelen) as an integral part of the MSE Development, Research and Training. (Room 414)
Initial research results published in 1997 prove the efficacy of the MSE in reducing maladaptive behaviors and facilitating adaptive behaviors in children with mental retardation. Follow-up research on the importance of the sensory environment was published in 2001 when lighting was assessed for children with developmental disability. The results of this study proved that simple fluorescent lighting was uncomfortable for children with special needs and that their behavior improved under special lighting. In 2005 research on reduction of stress was carried out proving that sensory adaptation of the physical environment can reduce stress amongst children with special needs and typical children. In 2009 a pilot research showed the positive outcome of the combination of the MSE and hydrotherapy, which resulted in improvement of behavior and function. What does the future hold for MSE research, both nationally and internationally? This presentation will give results of a number of research studies in MSE and will emphasize the importance of evidence based practice and of sharing information in order to further develop the field of multi-sensory approach.

10:15 – 10:45 – Coffee Break


DAY 2 - SATURDAY, October 2, 2010 – WORKSHOP SESSION IV – 10:45 – 12:00

Session 22 – Ad Verheul – Implementing MSE (Snoezelen) at the Hartenberg Center: The Beginning (Ballroom I)
Ad Verheul walks you through the development and implementation of the Snoezelen Complex of the centre De Hardenberg. Since September 2000 a completely new Snoezelen complex of approximately 410 square meters has been in operation, incorporating central Snoezelen premises as part of the daily activity concept. The complex is open daily from nine in the morning until five in the afternoon. Groups from the living quarters and from the daily activities can come into the complex at any time. The size of the groups and the frequency of visits depend on availability of personnel, the degree of disabilities, the behaviour of the individual and different activities needed. Since one is at liberty to use the complex at any time, one can spontaneously decide to practice Snoezelen. There are no restricting timetables one has to stick to. That makes it easier to respond to clients’ activities more consciously. At the same time parents have the chance to practice Snoezelen with their children at any time without having to make an appointment. Besides the permanently available Snoezelen Complex there are multiple opportunities to practice Snoezelen in natural living and life situations in daily contact with the residents as well as in temporarily installed Snoezelen rooms and Snoezelen corners in the living quarters. Ad is author of the book Snoezelen Homemade, which provides invaluable information on how persons can create their own sensory equipment and activities.
Session 23 - Reinhard Keck – MSE for the Blind and Visually Impaired (Room 403)
Blind and visually impaired people have reduced visual perception. Therefore, they experience the Snoezelen ecology in their own unique way. In order to create an atmosphere that takes the special needs of blind and visually handicapped people into account the room should be adjusted slightly to enhance and stimulate the remaining senses. It is important to allow for more time to discover the room and the different objects in the room. How can someone perceive a lava lamp or a water-bed, if they can’t see it? In the first part of the workshop necessary changes will be addressed. In the second part we will introduce some proven processes, which help to compensate for and improve primary and secondary handicaps. The workshop will end with some exercises with further sensory perception, relaxation, and inner stillness.
Session 24 – Shelley Booker & Kara Wenzel – Investigating uses of MSE in a treatment program for children with Autism (Room 405)
The purpose of this pilot project was to investigate the possible uses of a Multi Sensory Environment (MSE) within a multidisciplinary team treatment program for children with autism. Areas of investigation included: teaching imitation skills; teaching initiated communication; addressing sleep difficulties and behavioral challenges; and monitoring attention to task and independence within tasks. Results of any or all of these projects will be discussed, as well as implications for further research, including the difficulties of research design related to autism treatment.
Session 25 – Mona Julius, B.PT, MPA – The Importance of Training for MSE Therapists: Experience, Dilemmas and Future International Cooperation (Room 407)
Treatment in a Controlled multi-sensory environment requires in-depth understanding of sensory and how abilities and behavior are influenced by our surroundings. At Beit Issie Shapiro's Trump International Institute of Continuing Education in Developmental Disabilities we train health care professionals and educators who wish to treat their clients in the controlled multi-sensory environment to incorporate a "client–centered" approach and utilize up to date knowledge on sensory processing. Training includes: frontal lectures, an overview of controlled multi-sensory stimulation, the principles of the "client–centered" approach, sensory processing and SPD, enhancing communication, the use of music and movement in the MSE, MSE assessments, building and implementing treatment plans. Students are also taught how to plan MSE environments and maximize achievements that were gained in the MSE into daily life functions. Students observe live and taped MSE treatments and present proposed treatment plans. Students have the opportunity to share MSE dilemmas and receive feedback within the framework of the course. Since the first training course in 1995 here in Israel 3347 participants have been trained in 225 courses. Over the past year we have incorporated a unique course of Training Trainers - professionals from different disciplines who have worked for at least 10 years with the MSE approach. This presentation will describe training protocols, videos filmed by students will be viewed, and dilemmas as seen by students will be presented. The participants will be invited to share their experiences with International MSE trainers.
Session 26 - Lesley Collier, Ph.D. - Using a MSE with People with Moderate to Severe Dementia (Room 410)
Multi Sensory Environments (MSE) employing stimulating equipment that targets the senses has been used with people with dementia for many years. However, no controlled studies have been conducted exploring the efficacy of MSEs on functional performance. The workshop explores how MSE influences functional performance of people with dementia compared with a control intervention. The presenter will discuss strategies for assessing and working with this group based on the study results.
Session 27– Albert Krynski –The MSE in Portage Collegiate Institute: Growing Pains and Gains (Room 412)
Portage Collegiate Institute (PCI), the main high school in Portage la Prairie, Manitoba, has recently incorporated a Multi Sensory Environment (MSE) into the individualized programming of a group of its Special Needs students, and has further made the room available to the rest of the student body as well as the general public. The room has catered to a variety of special needs in its short period of existence, and has garnered much interest from both the local media and several local organizations.

In the short period of existence, our sensory room has served a wide variety of special needs as well as being used in other unconventional ways. The room has been successfully used with students diagnosed with Fetal Alcohol Spectrum Disorder, Fragile X Syndrome, Cerebral Palsy, Down’s Syndrome, Autism, and students who had been diagnosed as severely cognitively delayed, students who have hearing difficulties, and a blind student, to mention but a small portion of the student body served. The room was also used by students and staff participating in a 30-hour famine. Our Sensory room has been used as part of the students’ physiotherapy, speech therapy, and educational programming, as well as by staff at the school as part of promoting wellness.

In the short period of existence, our sensory room has served a wide variety of special needs as well as being used in other unconventional ways. The room has been successfully used with students diagnosed with Fetal Alcohol Spectrum Disorder, Fragile X Syndrome, Cerebral Palsy, Down’s Syndrome, Autism, and students who had been diagnosed as severely cognitively delayed, students who have hearing difficulties, and a blind student, to mention but a small portion of the student body served. The room was also used by students and staff participating in a 30-hour famine. Our Sensory room has been used as part of the students’ physiotherapy, speech therapy, and educational programming, as well as by staff at the school as part of promoting wellness.

We are implementing the Sensory room into student individualized educational plans (IEPs) and behavior intervention plans (BIPs) where necessary. As we continue to grow and the needs of the students continue to change, we are continually being met with new challenges, new students, and new needs.
Session 28 – Maria Jose Cid and Montse Cervellera – The Practical Experience in the MSE room: Different approaches for Different Goals - (Room 414)
The workshop will focus on intervention in persons with mental disabilities. There are different profiles of persons with mental disabilities, different cognitive levels and different type of behaviors; thus, different approaches to work in a Snoezelen room must be applied.

We show in a DVD how it is possible to work in this space considering different aims for different types of disabilities: interventions with adult people with profound mental disabilities, with children in the special education, and also with people with mental disabilities in occupational therapy level. We try to improve the quality of life of this people “connecting” with his emotionality, and wake-up his interest in themselves and his environment.

12:00 – 1:15 – Lunch Break – Deli lunch served in the main ballroom

Satisfy your hunger with garden salads and vegetables served with selection of dressings, pasta salad, potato salad, smoked turkey, ham, roast beef, peppered pastrami, salami, Swiss and cheddar cheeses, crisp leaf lettuce, red ripe tomatoes, slice Bermuda onions, and assorted breads. Iced tea, freshly brewed regular and decaffeinated coffee.

During lunch a Documentary will be shown – Journey through Traumatic Brain Injury - Ballroom I

In January of 1980, there was a car accident between a semi-truck and a small car. Tonia was driving the car. Miraculously she survived. After days in a coma and weeks in the hospital, Tonia returned to her freshman year of college with a traumatic brain injury. Her story is told in this documentary film. She went on to earn a BA in 1984 and completed graduate school in 2000. ‘The Best Way to Educate People with a Traumatic Brain Injury’ was the title of her thesis. She used her recovery along with current research as the bulk of her data collection. Tonia’s advisor suggested she do something with her thesis research. So, she and her husband created this film. Due to the success of the screening of her film at Bethel University followed by a lively discussion last spring, she is working at trying to find other outlets to show her film. Her goal is to help people with TBI find their life and live it. She is a believer that Sensory stimulation contributed to part of her recover. At lunch you will meet Tonia and have the opportunity to ask her questions about her miraculous recovery.

1:15 – 2:15 – You Are What You Experience - Effects of Environment on Neuroplasticity and Recovery from Brain Injury, Dr. Christopher Giza – Ballroom I

Neuroplasticity is the capacity to alter brain structure and function in response to external or internal stimuli. The primary goal of this is to provide the individual with a better opportunity for ‘success’. Success can be defined as improved survival, increased odds for reproduction or more practically, enhanced function relative to competitors. It has long been known that specific environmental factors can substantially affect the brain for both good and bad. The underlying debate about ‘Nature vs Nurture’ relates to the relative contributions of genetics versus environment in the success of the organism. While it is certain that both components are important in optimizing neural function, we currently only have the option to modify the environment (‘Nurture’) part of this equation. Basic neuroscience has made substantial progress in unraveling the molecular, cellular and systemic processes that underlie experience dependent neuroplasticity. Understanding how these mechanisms interact will allow for several important advances, including: 1) development of mechanism-based pharmacotherapeutics, 2) delineating the physiological mechanisms behind behavioral and rehabilitative interventions, 3) determining potential age-related windows for optimal intervention and 4) enhancing our understanding of how therapeutic interventions interact with endogenous recovery processes after neural injury. This lecture will introduce general principles of plasticity and the interactions between plasticity and environment. We will then delve into topics of specific relevance for understanding clinical experience-based environmental interventions, including developmental effects and interactions between plasticity and recovery from brain injury.

Dr. Christopher Giza graduated from Dartmouth College in 1986 and received his M.D. from the West Virginia University School of Medicine in 1990. After interning at the University of Pennsylvania, Dr. Giza completed his residency training in Adult Neurology and a fellowship in Pediatric Neurology at UCLA. Dr Giza joined the UCLA faculty in the divisions of Neurosurgery and Pediatric Neurology in 2001. His current laboratory interests include neuroplasticity, recovery from injury, concussive injury, sport-related brain injuries, and brain development. He runs the Pediatric Traumatic Brain Injury (TBI) clinic at UCLA. His research is supported by grants from the National Institutes of Health, Child Neurology Foundation/Winokur Family Foundation, and the Thrasher Pediatric Research Foundation. His current position is Associate Professor of Pediatric Neurology and Neurosurgery, and he is also on the faculty of the Interdepartmental Programs for Neuroscience and Biomedical Engineering at the David Geffen School of Medicine and Mattel Children’s Hospital at UCLA.

2:15 – 3:00– A Snoezelen (MSE) Design Approach: Touch-Play-Movement, Katie Gaudion – Ballroom I

‘‘Design” is a fundamental component of the Snoezelen environment, one that can influence and affect a participant’s experience. Soft furnishings, special lighting effects, music, electronic equipment, and sensory props are tools that form an important sensory interface and mediator between the facilitator and the participant. Eliciting nonverbal communication and evoking movement and touch, these components encourage the individual to independently navigate and take control of an environment that is often controlled by others.

In June 2010 Katie Gaudion graduated with an MPhil in Textile Design at The Royal College of Art in London. Katie will take you through the journey of her practice-led research, which is a physical and theoretical account of Snoezelen and Design, drawing upon her own subjective experiences and a cross-pollination of thoughts and ideas from occupational therapists, educators, designers, artists, and architects.

During the presentation Katie will present her collection of ”Occupational Textiles,” which are influenced by the didactic and philosophical toys of Kindergarten and Montessori. Whose haptic experience and kinetic behaviors have withstood the test of time, and continue to amuse and entertain children and adults today (for example, marbles, slinky, and the Jacob’s ladder). Her practice celebrates touch, play, movement, and the somatic nature of textiles, which naturally lends itself to the stimulation of the senses, particularly that of touch. Independent of power sockets, wires, and switches, it is the inventive engineering and collage of materials combined with the fine and gross motor movement of the participant that activates her work.

3:00 – 3:30 - Coffee Break with some textile fun

During the coffee break join Katie Gaudion for some fun with textiles.

3:30 – 4:30 – The Therapeutic Effects of MSE, Dr. Gillian Hotz - Ballroom I

Many investigators across the world have reported beneficial recreational and leisure effects of Snoezelen or a controlled multisensory environment (MSE) but there have been little reported about the therapeutic effects. Over the last few years the number of MSE rooms has been increasing worldwide in many different facilities. Animal research has given us the basis of good evidence that the brain has the capacity for plasticity through physiological stimulation. Studies indicate that animals reared in enriched environments demonstrate significantly greater learning skills than those reared in less stimulating or impoverished environments. This presentation will discuss some of the preliminary findings of a study funded by NIDRR to investigate the effects of MSE therapy on physiological, cognitive and behavioral changes in children recovering from severe brain injury. Subjects from 2-18 years of age recovering from severe brain injury will be studied in a prospective randomized controlled trial. The treatment group that receives up to twenty MSE treatment sessions will be compared to a control group that receives up to twenty playroom sessions with both groups receiving a standard comprehensive neurorehabilitation program (OT, PT, Speech, Psychology) in an inpatient Pediatric Rehab Unit. The group of children randomized to the MSE room will be compared to the group of children receiving a playroom activity at baseline, pre and post treatment sessions. Preliminary data will be presented to report the physiological, cognitive and behavioral differences between the groups. The MSE protocol administered will be discussed and a case presented.

Dr. Gillian Hotz is Co-Director of the Pediatric Neurotrauma Program at UM/JMMC, Assistant Professor in the Daughtry Family Department of Surgery, and Director of the Snoezelen Program, Miami. Dr. Hotz has been involved in clinical and research activities for adults and children with brain injury for over 15 years. She has authored many articles, developed neurocognitive assessments for traumatic brain injury, and presented at many international and national conferences. She is currently studying Multi Sensory Environment therapy for children with severe brain injury.

4:30- 5:30 – Philosophy of Snoezelen – Multi Sensory Environments – Panel Discussion, Q&A with Ad Verheul, Jan Hulsegge, Dr. Krista Mertens, and Maurits Eijgendaal – Ballroom I

The first 30 minutes will be a presentation discussing the history, practice, and future of Multi Sensory Environments. Ad and Jan will present the history of MSE, how it began, and how MSE is being used in the Netherlands as more of a leisure and recreation activity. Dr. Mertens will present her work in Germany using MSE focused on rehabilitation. Maurits will present the history in Denmark, while Linda will talk about MSE in the USA b used in recreation, education, and treatment. Following will be a Q&A session of MSE beginnings.

About our Panelists:

Ad Verheul and Jan Hulsegge are considered by many as the “founding fathers” of Multi Sensory Environments (Snoezelen) and have worked with MSE in Europe for over 30 years. Ad conducts many seminars on MSE in countries around the world. Since the early 1970s Ad and Jan have designed, implemented, and run MSE at the Hartenberg Center and throughout Europe. When they started and invented this special activity for profoundly mentally handicapped people, it became a great success in a short time! “We never thought that such a simple idea would wake worldwide interest.” Snoezelen is derived from the words snufflen (to search, seek out, and explore) and doezelen (to relax). Snoezelen is a multi-functional concept in which an indoor environment is created mainly to provide stimuli to awaken and release sensory perceptions. Specially designed rooms offer a multitude of sensorial stimulation—light and sound elements, wind (breezes), aroma, and music, among others—to initiate sensual sensations. Twenty-five years ago, Multi Sensory Environments were used solely for people with mental disabilities. Today they benefit every age and target group in nurseries, schools, hospitals and rehabilitation facilities, nursing homes, and similar surroundings.

Dr. Krista Mertens studied in the interdisciplinary border area connecting Special Education, Medicine, and Physical Education. She was a lecturer at the Institutes for Special Education in Marburg and Würzburg, and was employed at the Institute for Physical Education and the Institute for Rehabilitation and Special Education at the University of Gießen and in the Education Department of the University of Erlangen-Nürnberg. Afterward she worked as Professor at the University of Applied Science in Darmstadt. In 1996, she spent six months as a Visiting Professor at Boston University. Since 1994 she has been a Professor at the Institute for Rehabilitation Sciences at the Humboldt-University in Berlin. Her main interests in research and teaching are in the areas of education through movement, psychomotor skills, perception development and promotion, the design of exterior and interior spaces, and the improvement of the quality of life for the elderly and the disabled. She and Ad Verheul established the ISNA (International Snoezelen Association) at the 1st International Snoezelen Symposium in Berlin in 2002. After over ten years of experience working with Snoezelen, she has been convinced of the positive effects of Snoezelen rooms in pedagogical and therapeutic work with people of all ages, and provides a solid theoretical and didactic basis for the way this intervention functions.

Maurits Eijgendaal is the director of the Videnscenter Skanderborg/Solud, which provides services and residents for individuals with mental disabilities. Originally an educator and teacher, Maurits later studied pedagogy and leadership on different levels, and has had a career as manager, first in the area of children and juveniles with problems in daily life, later with people with intellectual disabilities. Maurits introduced Snoezelen in Scandinavia by building the first Snoezelen house in Denmark. He wrote a book about the subject titled Snoezelen, also a way of being together (1989) and organized courses in the whole of Scandinavia. The new ISNA headquarter has moved from Berlin, Germany, to Denmark and Maurits now heads up and runs ISNA, the International Snoezelen Association.

Linda Messbauer is a leading expert on Multi-Sensory Environments. Linda graduated from New York University with a Master's Degree in Occupational Therapy. She has over thirty years of experience working in the field of Developmental Disabilities. Linda works from early intervention to adult services with a variety of diagnoses. She has been a Director for UCP, Rehabilitation Coordinator, and a private consultant to both public service agencies and private corporations. She had the unique opportunity to work at the infamous Willowbrook State School and learned a great deal about environments and their impact on individuals. In 1992, she designed and established the first Snoezelen room in the United States in New York. Linda has participated and published research on the efficacy of this treatment venue.

5:30- 6:00 - Closing Remarks –and a sneak preview of 2011 conference in Paris, France. – Ballroom I

7:00 – 9:00 – Dr. Bolte Taylor – My Stroke of Insight – Ballroom I & II

Dr. Jill Bolte Taylor is a Harvard-trained neuro-anatomist is committed to educating the public about the beauty and resiliency of the human brain.

At age 37, Dr. Taylor experienced a rare form of stroke, and chronicled this experience in her recent best selling book My Stroke of Insight, A Brain Scientist’s Personal Journey. For the past ten years, Dr. Taylor has been successfully rebuilding her brain – from the inside out. Dr. Taylor has been recognized by Time Magazine as one of the 100 most influential people. She has appeared on the Oprah Winfrey Show and National Public Radio.

DAY 3 - SUNDAY, October 3, 2010


10:00 am – 1:00 pm – Enjoy a nature walk through the scenic Ruffner Mountain

Ruffner Mountain is a 1,000-acre nature preserve, just five miles from the city center. In this urban forest, 10 miles of hiking trails traverse the ridge top and valleys; one trail ends at a spectacular overlook with a view of the city. The forest provides a home for native plants and animals; and a small nature center houses educational exhibits.