Then what are the relation within music and health, specifically brain development. Our brain work in electrical ways relying on frequency wave. The brain works similar to music, twang, friction, etc. playing at the level of frequency. The brain works with electricity as measured by frequency. Some research are conducted with purpose to investigate the effect of music and brain development which you could found in SuperiorPapers research papers.

Based on these fact, we could stimulate brain development with music. As example, rate and waves, such as the beta for the daily focus, alpha waves to relax, theta is useful for relaxation, meditation, or reflection, and solve the problem, while the delta is used for sleeping. You could found other resources about the connection between music and brain development in uk term papers, its depending on specific result you’re looking for.

Brain activity should be assisted to focus, and relax. Music is very beneficial for the brain works. Music is so useful to the brain. While song itself must have its own memory and is related to the brain.

New research find out how music became useful tool in medical therapy. How can the ordinary activities, like listening to music before bed, on the way, in the living room and den. Or with clinical hipnoteraphy activity. This means that positive values ​​of suggestion into the brain along with the music.

For people with Introversion-Sensing-Thinking-Judging (ISTJ) preferences, like children with autism, stressors tend to be those things that violate their need for clarity, precision, planfulness, logical decision-making and time to warm up to a situation. Strikingly, the stressors Quenk found for ISTJs parallel what I have observed repeatedly in children with autism.

Once the child with autism has gone beyond an optimal level of stimulation and has begun to experience stress and anxiety, it is usually not a long way to a ‘distress’ reaction.

Again, the distress reactions found by Quenk are remarkably similar to those found in children with autism. The child’s first response is often overdoing sensing where he mouths or chews objects, spins or paces, flaps his hands, or becomes over focused on small details. The thinking preference may take a downturn and feelings, often in their rawest forms, emerge with the child’s melting down, becoming increasingly rigid and extremely fearful.

Individual children will vary in their distress reactions. Observe the child in different settings to determine how he typically reacts to the stressors identified earlier.

With too little stress or energy, a person may feel ‘bored’. For the child with autism, if the arousal drops below an optimal level, he will likely seek stimulation from other sources to keep himself alert. It may be in appropriate or inappropriate ways, for example, he may withdraw, start chewing on his shirt or poke another child.

We all learnmost optimally when there is a certain amount of stress, stimulation and energy. Optimal levels of stress are dependent on a number of factors, including the following:

• Child’s physical state – is he well-rested, did he eat within the last two to three hours, is he feeling well, is he wearing comfortable clothing, is he warm or cool enough, is he thirsty, did he have a change in medication or start a new medication? If the child is not feeling comfortable and well, his optimal range is reduced and he more readily enters into distress. Children with autism are especially likely to fall apart if they do not have adequate sleep or food.

• Adult’s physical state – if the parent, teacher, therapist, or caregiver is tired, hungry, thirsty, or overly warm or cold, this discomfort can be sensed by the child with autism and set him off.

• Child’s emotional state – this may be related to past history or current events such as if his home life is disrupted or if he woke up feeling ‘grouchy’.

• Adult’s emotional state – children with autism are often ‘emotional sponges’ who absorb but do not necessarily understand emotions around them. Is the parent, teacher, therapist or caregiver stressed, angry or anxious? All of these will be absorbed by the child and cause him to be agitated.

• Learning environment – is it relatively quiet, is it calm? In a calm and secure environment, the child’s optimal energy range is expanded.

• Learning task – is it new to the child, is it something he has done many times in the past, is it challenging in terms of content or process, does it prompt him to use verbal or fine motor skills that are more difficult for him, is the task too lengthy, does the child fully understand what is being expected of him? If the child has enjoyed and been successful with this sort of task in the past or it is a topic area of interest, the optimal energy range is extended.

While working with the child with autism, you cannot expect to hold him at the optimal level of performance and arousal for long, at least in the early stages. I use a rule of thumb: initial goals should be to maintain the child’s optimal learning level for as many minutes as he is old. With two- to three-year-olds, this is two to three minutes in the early stages of intervention.

After each increasingly longer work period, the child needs an opportunity to ‘breathe out’. This means the child is helped to cycle through arousal and centering for optimal learning up to the edge of stress and back to a lower arousal level where he can take a breather. During the ‘breathing out’ period, he can engage in an enjoyable preferred activity before he is expected to work again.

When we work to expand the child’s optimal range of learning, there will be frequent times when you have him ‘hovering’ on the edge of distress. This is often a delicate balance that requires careful sensitivity to things that may ‘push him over the edge’. Processes for helping maintain the child within the optimal range are well described in the previous chapter on mediated learning.

Okay to answer When should we consider a behavior to be problematic enough that something should be done? I believe that a problem behavior is one that:
• interferes with the learning and development of the child himself
• interferes with the learning and development of other children
• causes a potentially unsafe situation and/or
• is socially and/or culturally inappropriate or unacceptable.

Allowing the child to behave in ‘unconventional’ ways so long as they do not meet any or all of the four criteria above. If the child wants to stand while doing a task rather than sitting, it would not meet any of the criteria above and it would be permitted at least in early learning situations. If the child wants to work under his desk or a table, it would be allowed because it does not meet any of the criteria. A child who walks the perimeter of a room on first entering it and then settles to work would be given the opportunity to do so.

There are very likely sensory reasons for all of these behaviors. However, if a child is over focused on chewing his shirt or on loudly singing his favorite song and cannot move on to doing an expected task, these would be considered problem behaviors. Children who grab other children’s materials or who scratch other children are considered to have problem behaviors because they interfere with the learning and development of both him and the other children.

In terms of socially-appropriate behavior, it is not up to the therapist, adult, support worker or other hired caregiver to decide what this is. In different cultures, appropriate and/or acceptable behavior is defined quite differently. It is critical that these issues are addressed with the child’s parents and they help delineate what is acceptable in different situations within their family life. For example, an issue of major importance may be that the child sit quietly at temple or church or say “please” and “thank you”. In other families, these may be of little importance.

Many times I have heard teachers, parents, and caregivers state that a child is being ‘manipulative’ or ‘stubborn’ or is ‘trying to make my life difficult’. I recall one teacher who told me I should not bother observing a seven-year-old client in her classroom because his only problem was that “he lacked a work ethic”. These words were clear indicators of adult frustration.

The behavior is the child’s attempt to communicate some need or feeling. It is our role to consider what the child is trying to express.We need to recognize that there is some legitimacy to the child’s needs and/or feelings that motivated the behavior. Haywood stated it very well: “behavior is seldom just plain bad but is more often ill-timed or set in the wrong place or directed inappropriately”.

In all children, behavior is typically either internalized or externalized. Children with autism often experience extreme patterns of internalization you may not notice initially. There may be a lengthy period of time during which the child’s internalized behavior builds up. The child may exhibit small changes or symptoms, like adhering more rigidly to routines or increased sucking or chewing of his clothes. Usually, in retrospect, caregivers who know the child well can put the pieces together and recognize when the build up started. With such a protracted time-line, determining the cause or causes can be challenging.

Externalized behavior is usually either self-directed or directed to other people or objects. In children with autism, self-directed behavior can include ‘odd’ mannerisms, such as hand flapping, humming, shrieking or pacing. Some self-directed behaviors can be harmful, such as when the child bites himself or bangs his head.

Externalized behavior can be toward objects or people. Object-related behavior can include throwing things or damaging them, such as tossing a chair or tearing a book. People-related behavior can include scratching, hitting out, pulling the other person’s hair or biting them.

After observing and working with many children with autism over the years, I see behavior as neither ‘good’ nor ‘bad’ – it is communication. That is, if a child is showing internalized or externalized behaviors, he is telling us something about how he feels or about what is happening around him or what he perceives to be happening.

We, as the adults in the child’s life, need to be sensitive to these indicators because he is trying to let us know something is awry. In the next article we’ll discuss more further about problematic behavior.