Textos Específicos Inglés II - Musicoterapia - Terapia Ocupacional-2023 - UAI

Material específico y guía de actividades – Inglés II - UAI-Universidad Abierta Interamericana.
-Musicoterapia/ Terapia Ocupacional-
Facultad de Psicología
TEXTOS ESPECÍFICOS
GUÍA DE ACTIVIDADES
-MUSICOTERAPIA
-TERAPIA OCUPACIONAL
INGLÉS II
-2023-
PAGNANELLI - CAMILETTI
1
Material específico y guía de actividades – Inglés Técnico- UAI-Universidad Abierta Interamericana.
REFERENCE
CONTENT
 OCCUPATIONAL THERAPY
-Alzheimer`s Disease………………………………….....….. Page 3

- Sensation is Everywhere!…………………………………… Page 6
- Sensory Processing…………...…………………………….. Page 9
-The Learning Process……………………………………. Page 13
…
 MUSIC THERAPY
- Disorders of consciousness..................................................... Page 17

-The Importance of Listening.................................................... Page 19
-Cerebral Palsy...........................................................................Page 21
-History and development of Music Therapy............................Page 25
- Complementary Page 29
texts…………………………………......
2
English II- Occupational Therapy
Alzheimer's Disease
Alzheimer's disease is the most common cause of dementia — the loss of intellectual
and social abilities severe enough to interfere with daily functioning. In Alzheimer's
disease, healthy brain tissue degenerates, causing a steady decline in memory and
mental abilities.
Alzheimer's disease is not a part of normal aging, but the risk of the disorder increases
with age. About 5 percent of people between the ages of 65 and 74 have Alzheimer's
disease, while nearly half the people over the age of 85 have Alzheimer's.
Although there's no cure, treatments may improve the quality of life for people with
Alzheimer's disease. Those with Alzheimer's — as well as those who care for them —
need support and affection from friends and family.
Symptoms
Alzheimer's disease may start with slight memory loss and confusion, but it
eventually leads to irreversible mental impairment that destroys a person's ability to
remember, reason, learn and imagine.
Memory loss - Everyone has occasional lapses in memory. It's normal to forget where
you put your car keys or to blank on the names of people whom you rarely see. But the
memory problems associated with Alzheimer's disease persist and worsen. People with
Alzheimer's may repeat things; often forget conversations or appointments; routinely
misplace things, often putting them in illogical locations, and they may eventually
forget the names of family members and everyday objects.
Difficulty finding the right word - It may be a challenge for those with Alzheimer's to
find the right words to express thoughts or even follow conversations. Eventually,
reading and writing also are affected.
Disorientation - People with Alzheimer's disease often lose their sense of time and
dates, and may find themselves lost in familiar surroundings.
Loss of judgment - Solving everyday problems, such as knowing what to do if food on

the stove is burning, becomes increasingly difficult, eventually impossible. Alzheimer's
is characterized by greater difficulty in doing things that require planning, decision
making and judgment.
Difficulty performing familiar tasks - Once-routine tasks that require sequential steps,
such as cooking, become a struggle as the disease progresses. Eventually, people with
advanced Alzheimer's may forget how to do even the most basic things.
3
Personality changes - People with Alzheimer's may exhibit: mood swings, distrust in
others, inc7reased stubbornness, social withdrawal, depression, anxiety, and
aggressiveness
Causes
No factor appears to cause Alzheimer's disease. Instead, scientists believe that it may
take a combination of genetic, lifestyle and environmental factors to trigger the onset of
symptoms. While the causes of Alzheimer's are poorly understood, its effect on brain
tissue is clear. Alzheimer's disease damages and kills brain cells.
Risk factors
Age - Alzheimer's usually affects people older than 65, but can, rarely, affect those
younger than 40. Less than 5 percent of people between 65 and 74 have Alzheimer's.
For people 85 and older, that number jumps to nearly 50 percent.
Heredity - Your risk of developing Alzheimer's appears to be slightly higher if a first-

degree relative — parent, sister or brother — has the disease. Although the genetic
mechanisms of Alzheimer's among families remain largely unexplained, researchers
have identified several genetic mutations that greatly increase risk in some families.
Sex - Women are more likely than men are to develop the disease, in part because they
live longer.
Mild cognitive impairment - People who have mild cognitive impairment have
memory problems that are worse than what might be expected for people of their age,
yet not bad enough to be classified as dementia. Many of those who have this condition
go on to develop Alzheimer's disease.
Lifestyle - The same factors that put you at risk of heart disease may also increase the
likelihood that you'll develop Alzheimer's disease. Examples include: high blood
pressure, high cholesterol, poorly controlled diabetes. And keeping your body fit is not
your only concern — you've got to exercise your mind as well. Remaining mentally
active throughout your life, especially in your later years, reduces the risk of
Alzheimer's disease.
Support
People with Alzheimer's disease often experience a mixture of emotions —

confusion, frustration, anger, fear, uncertainty, and depression.
You can help a person cope with the disease by being there to listen, providing
unconditional love, and doing your best to help the person retain dignity and self-
respect.
A calm and stable home environment reduces behavior problems. New situations, noise,
large groups of people, being rushed or pressed to remember, or being asked to do
complicated tasks can cause anxiety.
4
Activities:
1. Define Alzheimer’s disease and mention its symptoms.
2. What are the causes of this disease?
3. Briefly explain the risk factors for Alzheimer’s.
4. How can a person with Alzheimer’s disease be helped?
5. Find more information about this disease and share it with the rest of the class.
6. Create a glossary of technical words related to this topic.
7. VOCABULARY and RESEARCH
Mild cognitive impairment: The word mild, describes a gentle condition, not extreme. In
the case of Alzheimer´s disease, mild changes occur. These changes aren't significant
enough to affect the individual´s work or relationships yet.
Your task is to find out other stages a client undergoes when experiencing
this condition and briefly describe them.
5
Is Everywhere!
Are you ticklish?

Do you cut the tags out of your clothes?
Do you need to jog hard to have a good day?
Do you clinch you eyes at a sip of sour
lemonade? Do you keep the shades down?
Do you crave for high volume on your ipod?
Your answers to these questions tell a lot about you. They provide a window to understanding
how your sensory systems work, and when you understand your senses, life can be much
more satisfying! There are several core ideas that guide our understanding about sensations
and sensory patterns. We are all sensory beings, yet our experiences are unique.
If I ask you to describe a pleasant experience, you might talk about a sunny day at the beach,
an inviting and comfortable room, or even an exchange between yourself and a loved one. As
you told me the story, you would use lots of descriptive words to help me understand. You
might use words like “warm” and “soft.” Each of these words creates an image in both our
minds because we have had “warm” and “soft” experiences of our own before. So as you tell
me about the beach, you might say: “I love the damp, cool feeling of the sand on my skin.”
But as I listen to your story, I might think: “Hmmm, I don’t think of the sandy beach as damp
and cool; it’s rough and scratchy to me.” I can see that the experience of lying on the sand is
pleasant to you based on both your description and the inflection in your voice. And although
I can appreciate your experience, I continue to be haunted by the itchy feeling that is coming
over me thinking about sitting on the sand myself.
The words we use to describe our experiences reflect sensations. For example, the word
“bright” involves visual input; “soft,” “damp,” “cool,” and “scratchy” involve touch input. In
fact, our sensory systems provide the palate for describing all the experiences we have.
We use sensory words to describe our experiences so everyone lives a sensational life. It’s
just that “sensational” means something different for each person. Some of us really like
touch, while others would rather other people keep their distance. Some people are picky
eaters and other people will eat anything they can find. Even though people might not be
aware of it, sounds, sights, touch, taste, smells, and movement affect us all day long.
Research has shown us that there are four basic ways that people respond to sensory
experiences (see the Bibliography at the end of the book for details of the literature
available). Imagine that there are four people being invited to taste a new and unusual food.
Here is how they might respond:
“Mmmmmm!
” “Ach!!!!!”
“No thanks.”
“What...oh, OK.”
6
You have probably been with a group of friends or family when these different responses
have occurred. The first person cannot wait to try something new. The second person hates
the new food after trying it. The third person isn’t even willing to try the food, and the fourth
person misses the initial invitation and then goes ahead and tries it.
Living Sensationally
We experience life through our senses. We hear, taste, smell, touch, see, and move around.
We have sensations inside ourselves that help us keep track of how our bodies are doing from
moment to moment and day to day. We experience a sense of calm with some sensory
experiences, and get overwhelmed with other sensory experiences. But just like the example
of eating a new food, people will have their own personal lists of what sensory experiences
are calming or overwhelming. Some of us readily search for new input, while others
withdraw from situations to reduce the amount of input available.
The world is a sensory place

Sensation is everywhere. Not only are people sensory beings, the world is a sensory place as
well. The world around us makes sounds, provides textures, offers tastes and smells, and
contains a myriad things to see. We use sensory words to describe all of the physical
characteristics of our homes, workplaces, parks, restaurants, stores, and any other setting. For
example, a store might be described as bright, noisy, and crowded, reflecting the visual,
auditory, and touch sensory systems. We even describe objects with sensory words. Coffee
cups are heavy (or light), smooth (or rough), brightly coloured (or pale). Each of these ways
of describing the coffee cup reflects the work of our sensory systems to identify certain
aspects of the coffee cup. Sometimes it is easy to agree about the characteristics of objects,
while at other times, people might differ in their descriptions of particular objects. For
example, when we describe a cup as “heavy,” what rules have we applied to the cup? It is
likely that we are comparing the weight of the cup to other cups we have held. So, if we have
only held plastic cups, then nearly any coffee cup made of metal or ceramic would be
“heavy.” However, if we have held many other ceramic mugs, then a coffee cup would have
to be unusually dense to be called “heavy.” Personal experiences (which are held in our
memories) intersect with the physical world to help us decide how we will describe objects.
Sensation is the brain’s source of information

The brain needs sensory information to operate. In fact, sensory information is the fuel that
makes the brain work. So, to keep our brains active, we have to provide sensory input.
Luckily, the world is full of sensory experiences, so it is not hard to keep sensory input
flowing into the brain. The interesting thing is that each of us needs a different amount of
sensory information to operate the best. Someone who needs more sensory information may
show this by touching people when talking to them, or adding spice to foods; someone who
needs less sensory information may show this by keeping their distance from other people, or
by eating the same favourite foods each week. People develop individualized memories
because of personal differences in needing and responding to sensory input. These memories
enable people to understand their lives in a personal and unique way; the memories are based
on sensation. The brain’s source of information comes from the sensory systems.
7
Answer the following questions about the passage above:
1- How do we express our sensations?

2- Mention our senses and the way they
work 3-How does the brain operate?
4-Do we all have the same appreciation of the word? Why?
Activities:
1- Underline all the adjectives from the passage. Discuss their meaning.
2-What daily sensations bring about “bright” “soft,” “damp,” “cool,” “scratchy,”
“heavy,” “light,” and “bright,” experiences? Give examples.
3-Make reference to conditions which the following adjectives might be used with:
 Sharp:………………………………………………………………………
 Dull:…………………………………………………….…………………
 Burning:……………………………………………………………………
 Tickling:……………………………………….……………………………
 Tingling:………………………………………………………………………
 Crushing or constricting:………………………………………………………
 Pressure:………………………………………………………………………
8
Sensory Processing
Sensory processing is a complex set of actions that enable the brain to understand what
is going on both inside your own body and in the world around you.
Sensory processing is a broad term that refers to the method the nervous system uses to
receive, organize and understand sensory input. It is considered an internal process of
the nervous system that enables people to figure out how to respond to environmental
demands based on the sensory information that was available to make the person aware
of what is happening both around the person (e.g., from auditory and visual input) and
from within the person’s body (e.g., from touch).
Difference between Sensory Processing and Sensory Acuity
Sensory acuity is the actual physical ability of the sensory organs to receive input, while
sensory processing is the ability to interpret the information the brain receives. We
address acuity needs with devices such as glasses and hearing aids. We address
processing needs with changes in activities, instructions, environments and practice.<
Sensory Acuity
As said before, the term ‘acuity’ refers to the actual physical ability of the sensory
organs to receive input. A person’s visual acuity refers to the person’s ability to see; we
characterize one’s visual acuity with numbers to reflect the accuracy of the eyes to see
both close and distant objects. Auditory acuity is the person’s ability to hear, and we
also characterize one’s hearing with numbers that reflect the decibels that can be heard
accurately. Acuity can be corrected with glasses (for vision) and hearing aids (for
hearing). These devices enable the person to have more accurate vision or hearing, and
either achieve, or approximate the most accurate acuity (e.g., 20/20 vision). It is
important to understand the distinction between ‘acuity’ and ‘perception’. Perception
refers to the person’s ability to understand, or make meaning out of the sensory input
received through the sensory organs (such as the eyes and ears). The perceptual process
occurs through mechanisms in the brain that link the current sensory information with
memories and past experiences with similar sensory information. Acuity is only the part
of the process that receives the input accurately, and although it enables perception to
occur, acuity only contributes the physical information and not the interpretation part of
the process.
There are two primary factors that contribute to our understanding of the overall
concept of sensory processing. The first factor to consider is neurological thresholds,
or t way the nervous system responds to sensory input.
Neurological thresholds refer to the amount of stimuli required for a neuron or neuron
system to respond. When the nervous system responds really quickly to a sensory
9
stimulus, we say there is a low threshold and when the nervous system responds more
slowly than expected, we say there is a high threshold for responding. All of us need a
balance between low and high thresholds so that we notice just enough things to keep
aware and attentive, but not so many things that we become overloaded with
information and feel distracted.
At the extreme ends of the neurological threshold are habituation (related to high
thresholds) and sensitization (related to low thresholds). Habituation refers to the
process of recognizing familiar stimuli that do not require additional attention. For
young children, habituation is essential so they might focus their attention on the
activity at hand. Without this process, children would be constantly distracted by the
variety of stimuli that are present in the environment. Sensitization is the process that
enhances the awareness of important stimuli. It is significant to development because it
allows the child to remain attentive to the environment while engaged in play or other
learning. The ability to modulate (organize/ balance information from all sources)
responses of the nervous system (i.e., balance between habituation and sensitization)
permits the young child to generate appropriate responses to stimuli in the environment.
The second factor to consider is self regulation strategies that a person uses. These
may be associated with your temperament and personality. Self regulation strategies are
the ways that people manage the input that is available to them.
Self -Regulation Strategies
There are a range of behavioral responses to sensory input that reflect the child’s self
regulation strategies. At one end of this continuum are passive self regulation strategies,
in which the person lets sensory events occur. Passive self regulation can mean that
persons miss things that are happening around them. For example, a person with passive
self regulation might miss the visual input of facial expressions or gestures during
socialization. Conversely, a person with passive self regulation might notice everyone
fidgeting in a class.
At the other end of this continuum are active self regulation strategies. People with
active strategies select and engage in behaviors to control their own sensory
experiences.Both passive and active strategies for self regulation can be useful and
helpful to the person, or can interfere with the ability to participate in daily life.
Within this perspective, we talk about responsiveness to refer to the way that you
respond to demands in your life. Many things can affect your responsiveness, including
the demands of an activity, the characteristics of environments or the way that a
person’s self regulation strategies affect daily life. When your nervous system is
responding too much, we call it hyperresponsive (or over responsive), and when you
are responding too little, we call it hyporesponsive (or under responsive). We
hypothesize about a person’s hyperresponsiveness or hyporesponsiveness by observing
behavior in a particular context. For example, a child who cringes and puts his hands
over his ears during group instruction may be exhibiting hyperresponsiveness to the
sounds in the classroom. On the other hand, a child who seems oblivious to his family’s
activities during family fun night may be exhibiting hyporesponsiveness to the
movement, sounds and visual stimuli of those activities.
We all have times when we are hyperresponsive or hyporesponsive; it is only when an
extreme response interferes with everyday life that we would worry about this.
10
Patterns of Sensory Processing
When you look at the relationship between neurological thresholds and self regulation
strategies, we can identify four basic patterns of responding to sensory events in
everyday life: (a) sensation seeking, which represents high thresholds and an active self
regulation strategy; (b) sensation avoiding, which includes low thresholds and an active
self-regulation strategy; (c) sensory sensitivity, which includes low thresholds and a
passive self-regulation strategy; and (d) low registration, which represents a high
threshold and a passive self- regulation strategy.
(a) When persons have a sensation seeking sensory processing pattern, they derive
pleasure from sensations in everyday life. Although they have high sensory thresholds,
which means that they do not notice stimuli easily, their interest in creating sensory
experiences for themselves.
(b) When persons have a sensation avoiding pattern, they tend to withdraw from
situations very quickly. This person's thresholds are met very quickly with very little
input, and more input can be overwhelming, as if the nervous system cannot handle
more information. Their withdrawal strategy serves to limit sensory input rather than
get more input like a person with sensation seeking would.
(c) When persons have a sensory sensitivity pattern, they tend to be reactive in
situations. They have high detection skills (due to low thresholds), and so they notice
many things in the environment. Rather than withdraw from all these stimuli (as a
person who avoids sensation would), persons with sensitivity take the more passive
self- regulation approach of staying in situations and reacting to what is happening.
(d) When persons have a low registration pattern of sensory processing, they fail to
notice what other people notice readily because of their high thresholds. Because they
also use passive self-regulation strategies, they miss things, and do nothing to capture
additional input.
It is important to note that these patterns of sensory processing are characteristic of every
human being‘s experience in daily life and that no one has only one pattern. When
considering the different sensory systems, a person might have sensitivity for touch but
have low registration for sounds. When one recognizes the details of children’s patterns,
this detail enables parents, teachers, and other care providers to tailor experiences and
environments to meet children’s precise sensory processing needs.
11
Activities:
1. What does sensory processing refer to?
2. Define “habituation” and “sensitization”. Why are they essential?
3. How are self-regulation strategies classified?
4. Explain the concept of responsiveness and the way it can be affected.
5. Briefly comment on the different sensory processing patterns.
6. Underline and translate all technical words from the text. Start with:
Sensory input:
Environmental demands:
7. Create a glossary of sensory processing.
8. Classify some words under their corresponding sound:
 /ɑ:/ (like arm, car, dark, start)
………………………………………………………………………………………….
 /ɛə/ (like air, aware, bear, hair)
…………………………………………………………………………………………..
 /ɪə/ (like ear, here, near)
………………………………………………………………………………………….
 /ɔ:/ (like important, more, or)
.........................................................................................................................................
9. Do some research on sensory processing and share it with the class.
12
The Learning Process

When children learn something, they take in information from the environment through
their senses; that information travels through the central nervous system to the brain for
analysis, a lightning instruction is then sent to the correct part of the body, and this
promotes the action or outcome. If this cycle is efficient, learning should be
straightforward, but if there is a breakdown at any stage or if the children have not
gained the necessary neurological maturity, i.e. if they are expected to do more than
they can, their learning will be compromised.
The cycle explains the mind–body link. For although all learning takes place in the
brain, the body acts as the vehicle that transmits the information from the senses to be
analysed in the brain, and once this is done, it acts to show the effect. But before it can
do this, it must take information from the senses. So a continuous chain involves
sensory stimulus, analysis/interpretation and then action. There must also be feedback
from action and stimulus, and efficiency depends on all parts of the chain functioning
well.
Sensory stimulus
The senses are part of the nervous system. The sensory receptors take information from
the external environment through seeing, hearing and feeling (i.e. through the visual,
auditory and tactile senses and those of taste and smell) and from the internal
environment (e.g. the pain receptors, the urges that prompt action, and the sixth sense
(i.e. the vestibular, proprioceptive and kinaesthetic senses)) and they transmit this
information to the brain. Within the brain there are centres that send the input to the
correct part of the brain for analysis.
The senses all act together (i.e. sensory integration), stimulating the learning process.
So a clear understanding of the senses and the parts they play in perceiving the world is
so important, for if that first stage is inaccurate, the whole cycle could be distorted.
The vestibular sense
The vestibular sense controls balance. All other sensory information passes through the
vestibular mechanism at brainstem level before that information can be processed
accurately. The vestibular is the first sense to function and even in the womb it is
important in getting the baby in the head-down position ready to be born. From then it
controls any change in posture or alignment and so keeps us steady, for example when
we carry heavy loads in one hand. More subtly, it helps ascertain hand and foot
dominance, which is important in writing, kicking a ball and in most activities of daily
living.
The vestibular system could be compared to having an internal compass that tells us
about directions, e.g. forward, up, down, sideways, and allows the body to adapt in a
controlled manner.
13
The kinaesthetic and proprioceptive senses
These two names are often used interchangeably. However, to be accurate, the
kinaesthetic sense only comes into play when there is muscle contraction, i.e. when the
body is moving. The proprioceptive sense, however, works all the time, even when the
body is at rest. Both senses relay positional information. The proprioceptive sense is
linked to body awareness and can be stimulated by activities help them know where the
different body parts are in relation to one another. The proprioceptors are all over the
body and in the muscles and joints. Receptors are even located in the hair follicles and
literally tell us where we end and the outside world begins. So children with a poor
proprioceptive sense often have difficulty being still – they have to move so that their
kinaesthetic and proprioceptive senses provide them with more secure information
about where they are in space.
The visual sense

Assessing vision should cover much more than distance vision, which is often the main
concern in a simple eye test. Children who ‘pass’ this may still have difficulties
tracking, i.e. following the words on a page or the writing on the board. Functional
vision depends on maturation of the central nervous system (CNS).
Visual–motor integration skills are as important as distance sight. The two eyes have to
work together to focus on an image (convergence). Some children with poor
convergence will see double images that confuse letter recognition; others will see the
letters move on the page and may endure severe eyestrain trying to adjust to the
movement.
Children must be able to adjust their focus so that they can decipher objects from
different angles and directions. This is called accommodation. The three skills,
convergence, accommodation and tracking, are all prerequisites for quick identification
and reading fluently without strain.
The auditory sense
During the first three years, the child listens and learning the sounds of his mother
tongue – and thereafter it is harder to adjust to the tenor of another language.
Obviously, loss of hearing significantly affects learning.
Hearing too much (i.e. auditory hypersensitivity) can cause as much difficulty as not
hearing enough. Children bombarded by sound can have difficulty selecting what they
need to hear from the variety of different noises around them.
Sounds are transmitted to the language-processing centre in the brain. The right ear is
the more efficient. Sounds heard there pass directly to the main language centre in the
left hemisphere whereas left-eared children have to pass the sound to the language
subcentre and then through the corpus callosum to the left hemisphere for decoding.
This very slight delay may put left-eared children at a disadvantage.
14
The tactile sense
Being touched is one of the earliest sources of learning and communication, and touch
receptors cover the whole body. They are linked to a headband in the brain called the
somato-sensory cortex that can register heat, cold, pressure, pain and body position. It
makes an important contribution to the sense of balance.
Tactility or sensitivity to touch is also important in feeding. Some children cannot bear
spoons to enter their mouths and much prefer finger food that they can cope with on
their own.
Some children are hyposensitive and may not feel pain or temperature change – they
may have a huge tolerance to holding hot plates. And the hypersensitive ones will over-
react about injections and visits to the dentist because they are supremely painful. Some
even feel pain when having their nails or hair cut.
The senses of smell and taste
The sense of smell is the most evocative of the senses as it can stimulate memories, e.g.
of a garden visited long ago. The sense of smell can also stimulate the hormones
controlling appetite, temperature and sexuality.
Certain smells can become associated with different situations, e.g. the smell of a
hospital can conjure up memories of pain; the scent of flowers can recall a happy event
such as a wedding or a sad one such as a funeral. It is controlled by the thalamus. Some
children and adults are much more odour-sensitive/intolerant than others.
The sense of taste depends on the sense of smell so it is not difficult to understand why
children often refuse to accept new foods because they do not like the appearance or the
smell.
However, some of the earliest learning comes through these senses, as during
the sensori- motor period the baby will put everything to the mouth. This most
sensitive part of the body will tell about the taste and the texture of the object and
whether it is hard, soft or malleable as well as whether the taste is pleasant or not.
Activities:
1. Summarize key concepts of each sense.

2. Create a technical glossary of this text.
1. DELIVER A PRESENTATION!
In pairs, choose one sense and explain it to the rest of the class. Use pictures/pps/ Prezi
in your presentation and mention activities that can stimulate that particular sense.
15
HOW TO STRUCTURE YOUR PRESENTATION
BODY LANGUAGE TIPS ON:
https://www.slideshare.net/soappresentations/10-powerful-body-language-tips-for-your-next-presentation
16
English II- Music Therapy
Disorders of Consciousness:
Emerging Research, Practice and Theory
Abstract
Musictherapy may be effective in promoting awareness for those with disorders of
consciousness. This feature may be used for enhancing our ability to diagnose accurately
whether individuals are in vegetative or minimally conscious states. Accurate diagnosis is
crucial for decisions making process regarding prognosis. However, it is a challenging
process, where subtle responses to stimuli may be hard to discern through behavioural
assessment alone. The literature detailing music and occupational therapy in the assessment
and rehabilitation in this field traces back for the last 30 years. Differences in paradigms
persist in thinking about two contrasting approaches which are found with humanist/ music
centred and behavioural/pragmatic influences. While standardised behavioural assessment
techniques are being developed, there is little evidence to support music therapy in
rehabilitation programmes. In contrast, advances in neuroscience have improved our
understanding of both brain damage and brain/music interactions. There is increasing support
for the role of musical activity in promoting neuroplasticity and functional improvements for
people with neuro-disabilities, although music therapy specific studies are lacking.
Collaborations between the fields of neuroscience and music therapy may lead to fruitful
progress for both disciplines as well as for patient populations. By outlining the key findings
and the remaining questions offered by the neuroscience literature, this paper sets out the
future challenges to address for clinicians and researchers in developing evidence-based
approaches to their work.
Keywords: music therapy; disorders of consciousness; neuroscience; low awareness; brain injury.
After reading the abstract of a scientific paper, answer the following questions:
1-Mention the effectiveness of Music

therapy. 2-Why is an accurate diagnosis
essential?
3-What are the approaches considered in this
paper? 4- What is the role of musical activity?
17
Complete the following structures:
Music therapy is used for:

An accurate diagnosis/ prognosis is essential for:
Differences persist in:
The role of musical activity in:
Challenges in:
Complete the following structure:
VERB +..............................+ GERUND
-Verbs in this group [V+P+Ger] express opinion or comment on an activity. The gerund
expresses an activity in a general way.
Activities:
1- Underline prepositional phrases.

2- Underline/identify technisisms used throughout the
text. 3-Comment/ summarize the text in your own words.
4- Try a functional translation/ interpretation from the source language into Spanish.
18
The Importance of Listening

Listening is one of the key attributes of learning. It depends on sound auditory
processing, yet children who have difficulties in this area are often described as
uninterested or lazy, as if they had purposely chosen not to listen. And of course not
listening or not hearing means that the children miss both teaching and the social
communications from their peers. It is important to remember that many children,
especially those with Down’s syndrome, ADHD, 1-dyslexia or 2-dyspraxia, can have
hearing difficulties that inhibit listening. For some time, it has been known that in
Down’s syndrome the children’s smaller ear passages can become blocked by mucus
and, as a result of not hearing the sounds of their own language at the correct time, some
of the more severely affected children may never speak. Others will have a limited
vocabulary.
A new finding is that children with dyslexia may also have a hearing problem. They are
not deaf in the normal usage of the word, but they can be significantly hindered in
speaking, reading and spelling, especially if the phonics method is exclusively used.
Dyslexic difficulties of course can co-occur with other conditions, so if the numbers of
children who try to listen but do not really hear and so give up the attempt are added to
those with recognised ‘other’ difficulties, the numbers of hearing- impaired children
may be significantly higher than the statistics show. So poor listening is a
developmental difficulty that is linked to a large number of conditions.
Often these difficulties remain hidden, yet testing whether children can differentiate
between different sounds is easily done by going behind them, saying one sound quite
quietly and immediately asking the children to say back the sound that they heard.
What is involved in auditory processing?
The first essential is accurate hearing. Children must be able to hear the sounds of letters
clearly, relate each sound to the written symbol and store that learning in the auditory
cortex so that recall can be fast and accurate when it is recreated vocally. Even at 1 year,
children should respond to their name being called out even when the adult is behind
them. (This is one of early tests for 3-autistic spectrum disorders. If they do not
respond to their name at 12 months, then their hearing/responsiveness must be checked.)
Then the children need to blend one sound with the other letters that form a word.
Increasingly, this has to be done quickly, for early hesitations inhibit the acquisition of
reading and spelling skills. Poor hearing is a specific problem that does not signify low
intelligence.
What signs might suggest children might have listening/auditory processing problems?
19
• slow to respond to communications/requests

• poor response to human speech but can hear environmental sounds
• a history of ear infections
• being better at maths than literacy topics
• slow to speak and read
• poor social skills/withdrawal from social occasions
Sound therapy stimulates the pathways that facilitate transmission between cells and the
result is that the children become able to differentiate sounds more easily.
Therapeutic Listening
The sound stimulation used in Therapeutic Listening appears to set up the nervous
system, preparing ground for emergent skills. The music causes the muscles in the
middle ear to contract, helping to discriminate and modulate sound input. In addition,
there are tiny bones in the middle ear that vibrate when sound is provided, stimulating
the movement (vestibular) and hearing (auditory) sensory receptors in the inner ear.
This sensory information is sent throughout the central nervous system causing a
multitude of reactions. There are four nerves, which are impacted by sound therapy and
travel from the inner ear to the brain and back to other parts of our body. For example,
when providing sound therapy you may stimulate the facial nerve. The facial nerve
innervates the muscle in the middle ear as well as the muscle of facial expression.
Along with this nerve also travels the glossopharyngeal nerve, which controls the motor
components of one’s voice. Therefore, the muscles of the ear, which are designed to
extract the human voice from a noisy background (listening) are linked with the
muscles of facial expression and voice production. When you are talking with someone
you rely on the non-verbal facial expressions of the person who is listening to you. So,
again these same muscles are necessary for producing clear articulation and for hearing
accurately and efficiently. So, through the use of sound therapy, such as Therapeutic
Listening, you are stimulating the muscles of the ear as well as the muscles of the
mouth, because the nerves that innervate these muscles are the same nerves.
Activities:
1. What about doing some research?

Provide information on the bolded disorders from the text:
a-Dyslexia
INCLUDE:
b-Dyspraxia SIGNS/ SYMPTOMS, STAGES,
c-Autistic spectrum disorders CAUSES, TREATMENT
2 -What might suggest listening/auditory processing problems in
children? 3- How does sound therapy help?
4 -Translate the text into Spanish.
5- Create a technical glossary.

20
Cerebral palsy is a complex condition that is evidenced through movement difficulties.

It is a persistent but changing condition caused by damage to the brain prenatally,
during birth or before 3 years of age. It is not progressive in that the condition does not
get worse, but maturational changes, e.g. children having to control longer limbs, and
additional age-related demands on the child may make it appear so. As yet, there is no
cure.
Some children are minimally affected, perhaps having a very slight impediment in
walking due to a slight lack of muscle tone in one limb, but others are severely disabled
by the condition. They may have painful muscle spasms and require a walking frame or
wheelchair and will be totally dependent on others for their entire lives. There is not one
typical child. The effects of CP are as individual as the children themselves.
The syndrome is usually caused by some hazard affecting the brain so that the messages
from the brain to the muscle groups do not function correctly. The brain may not have
developed properly before birth or birth trauma may mean that the child has been
starved of oxygen, and CP results.
The ‘faulty’ part is within the brain, not the muscle groups. Messages to them are often
jumbled or erratic and so the children have unpredictable movements that they cannot
control. As a result, the children’s balance, coordination and control are all affected. CP
can affect children from all ethnic groups and all social backgrounds.
Causes of cerebral palsy include:
• an infection during the first weeks of prenatal development;

• a difficult or premature birth restricting oxygen to the baby;
• failure by the baby to breathe properly;
• bleeding in the brain – most often with premature babies;
• some abnormal development within the brain for no apparent reason;
• very rarely, a genetic disorder.
However, in many cases, there is no obvious cause. Specialist support in terms of

physiotherapy and later speech and language therapy is vital. This should begin early so
that critical learning times are not missed.
Often a group of children can join the affected child in an activity programme, e.g. in
moulding clay to strengthen fingers; to learn to sit well before beginning to draw; to
21
stand well before walking; to do body awareness games -all these exercises will benefit
all children and a group activity makes the child with CP less isolated. The other
children will hopefully develop empathy and respect and the children can enjoy
working together, developing confidence in each other as they do.
Are there different types of cerebral palsy?
There are three main types, i.e. spastic CP, ataxic CP and athetoid CP. However, due to
the complexity of the condition, it is often difficult to determine which kind a child has.
Spastic cerebral palsy, the most common kind
In this type, the muscles are contracted, i.e. stiff and tight, limiting the range of
movement in the joints. This means that movements that other children do with ease are
hard work. The amount and kind of activity/rest has to be advised by the
physiotherapist, who will describe the condition as one of the following:
• Hemiplegia: In hemiplegia, half the body – either the right or the left side – is affected.
• Diplegia: In diplegia, both legs are affected but not the arms – or they may be very
slightly affected.
• Quadriplegia: In quadriplegia, both arms and legs are equally affected.
The main work is to help the muscles relax so that movement can be more
extensive and pain- free.
Athetoid cerebral palsy
In this type, the children’s muscles change from being hypotonic (i.e. floppy, lacking
tone) to being hypertonic (too tight) in an involuntary way so that the children make
uncontrolled movements. The children’s speech can be difficult to understand because
of difficulties in breath control. This can affect breathing and swallowing. Hearing
problems are also common.
Ataxic cerebral palsy
In this type, achieving and maintaining balance is the main problem. Children with this
type find walking difficult. They may be able to walk but have to concentrate hard to
carry out the sequence and fight for balance with each step. Generally, children have
uncoordinated movements. Often they have shaky hand movements and jerky speech
cause by poor control of the 150 muscles in the lips, tongue and soft palate, i.e. the
speech apparatus.
Is the child’s intelligence affected?
Many children with cerebral palsy have average or even above average intelligence
although their condition may hinder their ability to express or demonstrate what they
know or have learned. As with any child, teachers should convey that their expectations
of success are high. They should concentrate on what the children do well and so
enhance their self-esteem.
22
What research is being done?
Researchers are investigating why there are mishaps in foetal brain development that
result in cerebral palsy. Scientists are also looking at bleeding in the brains of newborn
babies and trying to find why some should suffer breathing and circulation problems that
can cause the abnormal release of chemicals that trigger the kind of damage that causes
cerebral palsy.
To make sure children are getting the right kinds of therapies, studies are also being done
that evaluate both experimental treatments and treatments already in use, e.g. conductive
education. It is essential that that physicians and parents have up-to-date, valid information
to help them choose the best therapy.
Therapies for cerebral palsy
Children with cerebral palsy often require long- term care. Therapies include:
Physical therapy. Muscle training and exercises may help your child's strength, flexibility,
balance, motor development and mobility.
Occupational therapy. Using alternative strategies and adaptive equipment, occupational

therapists work to promote your child's independent participation in daily activities and
routines in the home, school and community.
Speech therapy. Speech therapists help improve your child's ability to speak clearly or to
communicate using sign language. They can also teach your child to use special
communication devices — such as a board covered with pictures of everyday items and
activities.
Music therapy. The components of Neurologic Music Therapy address a variety of needs
specific to cerebral palsy such as fine/gross motor development and maintenance,
speech/language development, and cognitive development.
Activities:
1. Provide a definition of cerebral palsy.
2. Spot and explain in your own words : causes, symptoms and treatment/medicine.
3. Mention synonyms for the word ´condition´.
4. Briefly explain each type of cerebral palsy mentioned in the text.
5. What are researchers studying at the moment?
23
6. How can cerebral palsy be treated?
7. Try a functional translation/ interpretation from the source language into Spanish.
Spot technical words in order to create a glossary of the aforementioned condition.
HISTORY AND DEVELOPMENT OF MUSIC

THERAPY AS AN ESTABLISHED PROFESSION.
Towards the Modern Profession When did the modern profession of music therapy begin
and how did it develop? It is suggested that the emergence of music therapy as ‘a fully
accredited profession’ in the United States was marked in 1948 with the publication of
Music and Medicine, a substantial volume of essays edited by Dorothy M. Schullian and
Max Schoen. This is how the book begins: The tragic years of World War II witnessed
an amazing growth in the interdependence of music and medicine. The growth was
apparent in particular in the heightened role played by musical therapy in military
hospitals and in the increasingly frequent use of industrial music in factories. But the
times of stress, while they developed in higher degree methods firstly employed in the
fields of music and medicine, the result in too many cases was confusion and
bewilderment. We do not learn here what the ‘confusion and bewilderment’ was, but
Schullian and Schoen compiled volumes the musical discipline to further understanding
and to promote the new developments in music therapy, which were already taking place
in the US. These developments included the setting-up of training courses at Michigan
State University in 1944, and Kansas University, Texas, in 1946, and later in 1950, the
founding of the National Association of Music Therapy. At the same time, possibly
inspired by developments in the US, new experimental activity using music as a
therapeutic tool was taking place in the UK. In an anonymous article ‘Pioneers in Music
Therapy’, one story exemplifies some of the work taking place in the late 1940s. An
account is given of the work done by Dr Sydney Mitchell and others who had conducted
research and written ‘many papers’ on music therapy. At Warlingham Park Hospital,
Mitchell had formed an orchestra of patients ‘including string players, pianists and
percussion instruments’ where ‘the primary object was treatment rather than a high
standard of performance’. He also analysed the effects of recorded music upon his
patients, and whilst he found that ‘classical music seemed to give a sense of security’, he
also found that ‘the most effective means towards the harmony of a group was traditional
music based upon the most deep-seated and cosmic relationship [which] brings people
together’.
24

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Material específico y guía de actividades – Inglés II - UAI-Universidad Abierta Interamericana.

-Musicoterapia/ Terapia Ocupacional-

-Alzheimer`s Disease………………………………….....….. Page 3

- Disorders of consciousness..................................................... Page 17

English II- Occupational Therapy

Loss of judgment - Solving everyday problems, such as knowing what to do if food on

Heredity - Your risk of developing Alzheimer's appears to be slightly higher if a first-

People with Alzheimer's disease often experience a mixture of emotions —

1. Define Alzheimer’s disease and mention its symptoms.

2. What are the causes of this disease?

3. Briefly explain the risk factors for Alzheimer’s.

4. How can a person with Alzheimer’s disease be helped?

6. Create a glossary of technical words related to this topic.

7. VOCABULARY and RESEARCH

Are you ticklish?

The world is a sensory place

Sensation is the brain’s source of information

Answer the following questions about the passage above:

1- How do we express our sensations?

Difference between Sensory Processing and Sensory Acuity

Self -Regulation Strategies

Patterns of Sensory Processing

1. What does sensory processing refer to?

2. Define “habituation” and “sensitization”. Why are they essential?

3. How are self-regulation strategies classified?

4. Explain the concept of responsiveness and the way it can be affected.

5. Briefly comment on the different sensory processing patterns.

7. Create a glossary of sensory processing.

8. Classify some words under their corresponding sound:

 /ɑ:/ (like arm, car, dark, start)

 /ɛə/ (like air, aware, bear, hair)

 /ɪə/ (like ear, here, near)

 /ɔ:/ (like important, more, or)

9. Do some research on sensory processing and share it with the class.

The Learning Process

The vestibular sense

The kinaesthetic and proprioceptive senses

The visual sense

The auditory sense

The tactile sense

The senses of smell and taste

1. Summarize key concepts of each sense.

HOW TO STRUCTURE YOUR PRESENTATION

BODY LANGUAGE TIPS ON:

English II- Music Therapy

1-Mention the effectiveness of Music

Complete the following structures:

Music therapy is used for:

Complete the following structure:

VERB +..............................+ GERUND

1- Underline prepositional phrases.

The Importance of Listening

What is involved in auditory processing?

• slow to respond to communications/requests

1. What about doing some research?

2 -What might suggest listening/auditory processing problems in

children? 3- How does sound therapy help?

4 -Translate the text into Spanish.

5- Create a technical glossary.

Cerebral palsy is a complex condition that is evidenced through movement difficulties.

• an infection during the first weeks of prenatal development;

However, in many cases, there is no obvious cause. Specialist support in terms of