Introduction/Rationale: Preschoolers are developing key cognitive skills and the gap between research connecting self-regulation and sensory processing skills is evident. Rhythm, music, and movement have been proven to be effective treatment modalities for young children.
Objectives: To find the efficacy of using rhythm, music, and movement to improve the self-regulation and sensory processing skills of preschool early intervention students, aged 3-6 years, in specialized education classrooms.
Methods/Approach: A total of 15 children participated in pre- and post-testing with the Preschool Self-Regulation Assessment (PSRA) and Sensory Profile-2 School Companion (SP-2 SC) before and after 12 weekly sessions of RAMSR (Rhythm and Movement for Self-Regulation) embedded into the students’ typical classroom routine by the primary OT researcher.
Results/Practice Implications: In the PSRA students showed significant improvement in 2 of 2 attentive impulse control and positive emotion, 2 of 2 attention/planning subscales, 2 of 3 following adult directions subscales and 3 of 5 impulse control subscales. In the SP-2 SC students showed significant improvement in 4 of 4 sensory quadrants, 5 of 5 auditory, visual, touch, movement, behavior subscales, 4 of 4 school factors. Correlation between 3 subscales in the PSRA with 12 subcales of the SP-2 SC. Rhythm music, and movemnt are engaging and effective in improvig cognition in children with developmental delays.
Conclusion / Contribution to the occupational therapy profession: Occupational therapists have the unique perspective of sensory processing development which may hold keys to developing self-regulation skills necessary for school readiness. Universally designed classrooms and programs infusing music and rhythm into educational programming may assist struggling students with participation and confidence in their abilities. Sensory processing and self-regulation are connected.