Sherborne Developmental Movement Method as a form of

Wieczorek Marta, Kuriata Beata. Sherborne Developmental Movement Method as a form of support for therapy in children
with autism spectrum disorders = Metoda Ruchu Rozwijającego Weroniki Sherborne jako forma wspomagania w terapii
dzieci ze spektrum autyzmu. Journal of Health Sciences. 2014;4(13):95-103. ISSN 1429-9623 / 2300-665X.
http://journal.rsw.edu.pl/index.php/JHS/article/view/2014%3B4%2811%29%3A95-103
http://ojs.ukw.edu.pl/index.php/johs/article/view/2014%3B4%2811%29%3A95-103
https://pbn.nauka.gov.pl/works/509727
DOI: 10.5281/zenodo.13247
http://dx.doi.org/10.5281/zenodo.13247
The former journal has had 5 points in Ministry of Science and Higher Education of Poland parametric evaluation. Part B item 1107. (17.12.2013).
© The Author (s) 2014;
This article is published with open access at Licensee Open Journal Systems of Radom University in Radom, Poland
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This is an open access article licensed under the terms of the Creative Commons Attribution Non Commercial License (http://creativecommons.org/licenses/by-nc/3.0/) which permits unrestricted, non
commercial use, distribution and reproduction in any medium, provided the work is properly cited.
Conflict of interest: None declared. Received: 10.09.2014. Revised 15.09.2014. Accepted: 04.11.2014.
Sherborne Developmental Movement Method
as a form of support for therapy in children with autism
spectrum disorders
Metoda Ruchu Rozwijającego Weroniki Sherborne jako
forma wspomagania w terapii dzieci ze spektrum autyzmu
Marta Wieczorek, Beata Kuriata
University School of Physical Education in Wrocław
Keywords: Sherborne Developmental Movement (SDM), autistic spectrum disorders
Słowa kluczowe: Metoda Ruchu Rozwijającego Weroniki Sherborne, spectrum
autyzmu
Abstract
Introduction: Autism is still a mystery for many scientists and Parents. There are many
theories about its etiology. There is no cure or any other method that could fully cure a
patient. That is why in children’s therapy its recommended to use many methods and
techniques, that should be chosen carefully and to individual needs of the child.
Approach, in which child’s individual interests are taken into account, enables him to
learn many things through play and gives him a chance to work out positive behaviors.
Aims: The aim of this dissertation is to spread knowledge about SDM and show its
usfulness in work with children.
Materials and method: the study was carried out on four 7 year-old children with
autistic spectrum. They were systematically taking part in SDM classes (during 6
months period). Participants were observed regularly and used assessment tool was
Scale of Childrens Behavior created by Bogdanowicz (2003). This scale consists from
95
four scales that measure development of: perception skills, emotional skills, social
skills, movement skills.
Results: By comparing changes from starting level of scale of all the children we could
see highest growth at movement scale and lowest at emotional scale. In all scales we
could observe positive changes.
Conclusions: SDM is effective tool that supports and makes more attractive therapy
with children with autism. Improves their behavior and their social relations and level of
understanding for the reason of active participation of parent, siblings or therapist.
Streszczenie
Wstęp: Autyzm wciąż pozostaje zagadką zarówno dla wielu badaczy jak i rodziców.
Nie ma jednej teorii wyjaśniającej skąd się wziął i co jest jego przyczyną. Nie
wynaleziono lekarstwa ani metody, która by z niego całkowicie wyleczyła. Dlatego w
terapii dzieci ze spektrum autyzmu zalecane jest stosowanie wielu metod i technik,
które powinny być indywidualnie dobrane do zainteresowań i potrzeb dziecka.
Cele: Celem poznawczym pracy było: sprawdzenie skuteczności MRR jako formy
wspomagania w terapii dzieci ze spektrum autyzmu. Celem praktycznym jest
rozpowszechnienie wiedzy na temat MRR oraz ukazanie przydatności MRR w pracy z
dziećmi z autyzmem.
Materiał i metoda: Badania przeprowadzono wśród czwórki siedmioletnich dzieci ze
spektrum autyzmu, które systematycznie uczestniczyły w zajęciach MRR (okres 6
miesięcy). Metodą badawczą była systematyczna obserwacja uczestniczącą, a
wykorzystanym narzędziem Skala Obserwacji Zachowania Dzieci wg Bogdanowicz
(2003). Skala zawiera cztery podskale dotyczące rozwoju poznawczego,
emocjonalnego, społecznego i ruchowego.
Wyniki: Oceniając zmiany względem poziomu wyjściowego u wszystkich dzieci
odnotowano najwiekszy wzrost poziomu funkcjonowania w zakresie rozwoju
ruchowego a najmniejszy odnotowano w zakresie funkcjonowania rozwoju
emocjonalnego. W każdym obszarze wystapiły jednak pozytywne zmiany.
Podsumowanie: MRR jest skutecznym środkiem wspomagającym i zarazem
uatrakcyjniającym terapię dzieci z autyzmem, przyczynia się do poprawy ogólnego
poziomu ich funkcjonowania oraz poprawia także relacje społeczne oraz poziom
zrozumienia ze względu na aktywny i bezpośredni udział rodzica, rodzeństwa czy
terapeuty w zajęciach.
Introduction
The term ‘autism’ was introduced in 1943 by an American psychiatrist Leo
Kanner. He described this disorder which had not been previously recognised as a
clinical entity. Kanner defined autism as the inability to relate to or communicate with
other people and situations and an extreme autistic aloneness that, whenever possible,
disregards, ignores, shuts out anything that comes to the child from outside. While
studying the group of eleven children Kanner introduced the term of „early infantile
autism” (many people claim that autism affects children only, however the term „early
infantile” is connected with the fact that the first “symptoms” appear before the age of
3). Kanner described characteristic developmental difficulties and dissimilarities
96
occurring in his subjects at a very early stage of their life. The beginning of
developmental disorders appeared in the first year of the child’s life, whereas before the
age of three a full form of autistic disorders could be observed. The characteristic
features shown by children with autism according to Kanner are as follows: distinct
aloofness, a desire to maintain invariability, absence of speech or specific speech
disorders, cognitive development disharmonies and stereotypies (Komender, Jagielska,
Bryńska 2009). In our times, autism is defined as a pervasive developmental disorder,
diagnosed before the age of 3, characterized by deficits in the social and communication
spheres and presence of repetitive and stereotyped patterns of behaviour, seriously
hindering the normal functioning of the individual (Budzińska, Wójcik 2010). Since
1943, when Kanner described early infantile autism, the knowledge in the field has
progressed. Autism is presently identified on the basis of symptom checklists contained
in two biggest classification systems (The American Psychiatric Association and World
Health Organization.) The diagnosis is based on finding a „triad of impairments” in a
given individual’s behavior, that is three areas where abnormalities characteristic for
this disorder occur. These are: a limited ability to create relations with other people and
participate in social interactions, impaired communication, repetitive and stereotypical
behavior, a restrictive repertoire of activities and interests in imaginative play (Pisula
2010).
In therapies for children with autism spectrum disorders various therapeutic
methods are used, e.g. „holding” therapy, option method, hippotherapy, the good start
methods, behavioral therapy, TEACCH model, Method Development Movement and
many others. So far, the method which could treat children “living as if in a shell” has
not been found. Therefore for therapeutic purposes it has been recommended to apply a
variety of methods and techniques selected individually in accordance with the child’s
needs and interests. When using any of these methods, autistic children should be
provided with a comfort of permanence of their environment (the same place, time of
activities, the same therapist).
One method used in therapy for children with autism is, as mentioned earlier, the
approach devised by Veronica Sherborne, called by her Development Movement
(SDM). Veronica Sherborne was a teacher of physical education, dance and movement
by education. She was a student of Laban, the author of creative gymnastics who
believed that movement is an expression of the need for human activity. Its limitation
on a permanent basis leads to increased internal tension, stress and inhibitions, and as a
consequence is the cause of loss faith in one’s own possibilities, withdrawal, avoidance
of contacts with environment. Sherborne based her work on Development Movement
approach mainly on Laban’s theory and on her own experience from work with children
with intellectual dysfunctions. The system of exercises developed by her stems from the
child’s natural needs that are satisfied in contacts with adults during so-called „frolic
games". The simplicity and naturalness are the main advantages of this approach. The
ideas of Sherborne Development Movement have been best formulated by Sherborne
herself in her book „Development Movement for Children”. Through her experience of
teaching and observing human movement, and learning through trial and error, sheI had
come to the conclusion that all children have two basic needs; they need to feel at home
in their own bodies, and they need to be able to form relationships (Bogdanowicz,
kasica 2009). The main assumptions of this method are: developing the awareness of
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one’s own body and space, motor improvement, sharing space with other individuals
and establishing close contact with relations through movement and touch. It is also
important to stimulate emotional, social and cognitive development of children. In her
movement exercise program Veronica Sherborne enumerated 4 groups of exercise
supporting child’s development:
1. Exercises leading to increased consciousness of oneself and one’s own body.
2. Exercises which help to gain self-confidence and build a sense of safety in one’s own
environment.
3. Exercises that facilitate establishing contacts and cooperation with a partner and
group (awareness of other persons and contact with them):
- based on relation „with” (protective) –the child remains passive, is under the care of
the partner exercising with him/her,
- based on relation „against” –both partners are strong and active, therefore the child
may try his/her energy and learn to use strength without using aggression,
- based on relation „together”- consisting in cooperation between partners, both partners
are strong and active but the entire energy is used for joint action.
4. Creative exercises – characterized by spontaneity, creativity and freedom
(Bogdanowicz , Kisiel, Przasnyska 1996).
Aims of study
The authors’ interests in issues connected with application of Development Movement
approach as a form of support for therapy for children with autism spectrum disorders
made them to take up a practical attempt at using this method.
The objectives of the present paper have been formulated. The cognitive objective of
the paper was to: check the effectiveness of Development Movement approach as a
form of support for therapy with autistic children. This effectiveness was manifested in
the assessmnet of changes in terms of cognitive, emotional, social and motor
development. The practical objective is to propagate knowledge on Development
Movement and show the usefulness of this approach in work with children suffering
from autism spectrum disorders.
Material and methods
The study was carried out among four seven-year-old children with an autism spectrum
disorder who regularly participated in Development Movement activities (period of 6
months). The activities took place once a week for 1 to 2 hours. The first assessment
was made in the first week of observation (during the first two observation sessions),
the second one after 6 months. The author of this article complied with rigorous
instructions given by therapists conducting the activities. The author participated
actively in all activities as a volunteer-partner in exercises for children and carried out
observation.
The research method used for the purposes of the study was an analysis of individual
cases, whereas the research technique was a regular participant observation. To assess
effectiveness of activities supporting and stimulating development or the therapeutic
effect is one of the most difficult tasks as it is hard to find whether progress occurring in
a given individual does not result from their natural development and other parallel
therapies. Therefore the above work discusses only the Development Movement as a
98
form of support in therapy for children with an autism spectrum disorder, as mentioned
before, it is recommended to use many therapeutic methods and techniques.
For the purpose of assessing changes the Children Behaviour Observation Scale (SOZD) (Bogdanowicz 2003) was applied. It is a clear and not difficult research tool to apply
the purpose of which is to assess the effectiveness and impact of activities carried out
with the use of Development Movement approach on participants in terms of cognitive,
emotional, social and motor development. Special scales may also be incorporated into
the study or one’s own scale may be developed. The assessment in every subscale forms
a sum of grades from five selected aspects of psychomotor development. The Children
Behaviour Observation Scale (SOZ-D) is not a complete diagnosis tool but serves only
to assess a given scope of child’s development. It facilitates the completion and
recording of observations in selected aspects of behaviour. Every aspect of development
is assessed based on a five-point scale (with a possibility to award a half (0,5) point.).
These grades signify: 1 point. – a very low level of development, and 2 points, 3 points,
4 points, respectively where 5 points signify a very high level of development. Detailed
criteria have been developed to enable assessment of the observed behaviour on the
scale from 1 to 5 points (Bogdanowicz 2003).
In the present paper four research questions have been posed:
What is the level and changes in subjects’ behaviour in terms of cognitive development?
What is the level and changes in subjects’ behaviour in terms of emotional
development? What is the level and changes in subjects’ behaviour in terms of social
development?
What is the level and changes in subjects’ behaviour in terms of motor development?
Results
Bar charts picture changes in every assessed aspect. The results from the first
measurement were marked with a dark colour, whereas light colour was used to mark
the results of the second measurement which took place 6 months later.
Figure. 1. The first subject
As regards the first subject, a girl, the biggest changes were observed in the social
development subscale, where the difference in result was 1,4 point and the motor
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development subscale -1,2 point. The smallest changes were observed in the emotional
development subscale - 0,8 point.
Figure. 2. The second subject
In the second subject, a girl, similarly we may observe progress in every assessed
aspect. Here, the biggest increase was reported for the motor development subscale - 1,2
point, and the lowest increase in the emotional sphere subscale, where it was merely 0,4
point.
Figure.3 The third subject
For the third subject, a boy, changes in all assessed aspects may be observed as well.
The biggest increase has been noticed also for the motor development 1,4 point. The
smallest increase in the social development subscale was 0,8 point.
100
Figure.4. The fourth subject
For the fourth subject, another boy, the biggest increase within the movement
development subscale can also be seen, namely 1,2 point, whereas the smallest increase
can be observed in the emotional and social development subscale 0,8 point.
As regards all subjects it has been discovered that they still function within the
emotional sphere at the lowest level.
Discussion
The effectiveness of the Sherborne Development Movement has been
investigated in many research and descriptive works indicating a positive effect of this
method while working with children with special educational needs. Wieczorek (2009)
carried out a study on a group of ten children with Down syndrome aged 8 years with
moderate intellectual disability. Development Movement activities were carried out
throughout an entire school year once a week, and measurements were carried out three
times. The author pays attention particularly to individual treatment of results achieved
by each child, however generally it may be observed that the preliminary highest result
was reported in the motor sphere, similarly to the present work, yet the lowest result
was reported in the cognitive sphere (in the present work, however, in the emotional
sphere). The biggest changes occurred in the social development scale. Lisiecka (for
Bogdanowicz, Kisiel, Przasnyska 1996) in 1991 carried out a study on a group of 10
children with Down Syndrome with mild and severe intellectual disability. The
activities were carried out for the period of 10 months and they took place regularly
once a week. As for the results obtained Lisiecka observed positive changes in all
investigated fields as well, yet the biggest increase was reported for the emotional
sphere followed by the motor sphere. Masłowska (2011) in her Master’s thesis carried
out observation in a kindergarten group of 12 preschoolers aged 3 (9 girls and 3 boys).
In her paper Lisiecka confirms it, too that the Development Movement approach
contributes to the general improvement in functioning of the subjects in all investigated
aspects. The biggest changes have been observed, similarly to the authors of the present
work, in the motor development scale, the smallest changes, however, in the emotional
development sphere.
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Other studies carried out among children with autistic symptoms (Marchewka,
Kowalska 2004, Konieczna et al. 2010, Zawadzka at al. 2012) also show that
application of Veronica Sherborne’s method in therapies for these children significantly
improves the level of their functioning. Also, the research made among children with
disabilities (Jarmołowicz 2001, Marchewka, Kowalska 2004) and children brought up
in a children’s home (Puszczałowska-Lizis, Pilecka 2012) reveal positive changes in
their cognitive, emotional, social and motor development following the use of the
aforementioned method on a permanent basis in their therapeutic process.
To sum up the results of the above study, we may confirm the fact that
Sherborne Development Movement is a universal approach and may be applied to work
with children. On the basis of obtained results, the following observations can be made:
Sherborne Development Movement approach has contributed to improvement of a
general level of subjects’ functioning. The biggest increase was reported in the motor
development sphere, whereas the lowest increase could be observed in the emotional
development sphere. The lowest values in both studies were noted in the emotional
sphere which is characteristic of individuals with autism spectrum disorders. Sherborne
Development Movement is an interesting form of a supporting therapy. The physical
contact with a partner and becoming aware of the body scheme constitute important
elements of Sherborne Development Movement therapy for children with autism.
Sherborne Development Movement is not enough for children to develop correctly and
function in the environment, therefore, it is recommended to use several therapeutic
methods selected individually based on the child’s needs and abilities.
Conclusions
The therapy for children with autism using Development Movement Method
was at first treated as an experiment the aim of which to overcome social limitations.
The first attempts were made in Warsaw in the 1980s of the 20th century. The choice of
the method was justified due to the universality of its therapeutic effect. Particularly in
connection with its impact on the most impaired spheres: cognitive, emotional and
social in children with autism. A big advantage of this method is its plasticity. It may be
modified in any manner, it does not require any special equipment and it involves
parents or guardians/carers in joint activities which has a big therapeutic significance
not only to children (Bogdanowicz, Kasica 2009). The observed SDM therapy carried
out for the purposes of this investigation for children with autism gave positive results.
We cannot formulate general conclusions, as the study covered four children only and
lasted only six months and children underwent also other types of therapy. However,
positive changes in the investigated aspects in children who have undergone an
intentional Sherborne Development Movement therapy may be noted. With each
meeting children were more willing to participate in activities, they performed
instructions more actively and caused fewer problems while working with their
partners. On the basis of results obtained, the following postulates may be formulated:
Sherborne Development Movement is an effective means supporting therapy for
children with autism and at the same time making it more appealing; it contributes to
increasing a general level of the child’s functioning and improves social relations and
the level of understanding due to the active and direct participation of parents, siblings
or therapists in the activities.
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