Sensory Approach

Sensory Approaches Historical Analysis

Angelica Cifelli

University of Scranton

Sensory Approaches Historical Analysis

Introduction

The usage of sensory approaches in treating children with disabilities has been developing since the founding years of the field of occupational therapy (OT). Although, the research on this topic did not become highly prevalent until later in the nineteen-hundreds. Therefore, throughout the earlier years of the field, my paper will outline be broken down by century, discussing traditional occupational therapy approaches used with children, followed by sensory approaches such as music as an intervention throughout the founding years. In the mid-nineteen hundreds however, the usage of sensory

The utilization of music as a means of treatment became a common focus of interest for it multidimensional approach. It was researched during this time that music can be offered in therapy in multiple ways (Gilliland 1946; Pillsbury, 1943). Such as, passive listening in order to gather attention, active listening in terms of promoting a discussion and education, and participation of groups as well as the traditional creative approach of music (Gilliland). Music was also found to be educational in terms of promoting language and verbal skills in children (Chenoweth 1946; Gilliland). There was also an idea of using it as a way to promote normality in children’s hospitals, similarly to Meese’s study with the inmates (Pillsbury). Furthermore, it was used with convalescent children to establish group roles, and unified children in order to allow children in hospitals to be involved socially (Chenoweth; Gilliland;

The idea that music could promote balance and coordination was a major area of focus in this field of research (Tevern 1942; Chenoweth; Gilliland). Although old themes within the research of music were also revisited in the forties, such as the concept of using music to focus individuals, as well as using music as an outlet to individual’s emotions (Tevern). One of the more unique studies of music in the treatment of children, was the usage of dance to encourage rhythm and coordination within the field of music as therapy (Ellis, 1941). This article studied the usage of dance to teach the body to be organized. This concept was found also in other articles where they discussed physical coordination, stimulation, and a form of physical exercise for children involved (Chenoweth, 1947; Ellis; Tervern,