Auditory Processing Issues & Learning Disorders
Mary attends well when the music is fast and loud. As the music slows up, she falls out of the relationship, dysregulating, wandering and losing focus. The therapist will then get in a good groove at Mary’s preferred tempo (high speed) until Mary is very involved again, moving to the music, smiling at the therapist, and beating the drum as is her mode of particiption. The therpaist will have to observe Mary’s responses, alter her own response, in order to accomodate Mary’s individual preferences and fluctuating differences, in order to begin to pull Mary into the play interaction and relationship.
Increasing Focus – Sensory Processing Issues
As Mary remains thoroughly involved and internally motivated, the therapist will then begin to very subtly slow the tempo bit by bit making sure that the interactions are already very intrinsically motivating to Mary. This is important for Mary so that her brain learns to accomodate and tolerate changing conditions. If not, Mary will only be able to interact under very narrow conditions. For now, If Mary falls out of the relationship and begins to lose attention due to dysreguating with slower tempos, when the therapist begins to slow, the therapist will recreate the tempo and dynamics that pull her back in the play. The therapist will give Mary the time that she needs to get fully involved and then once again try at slowing the tempo gradually, keeping patience and persistence with individual differences and preferences in mind.