CBRT used in Special Needs and Conductive Education

CBRT contains the following components which are found to be supportive for Special Needs Users and their families:

  •         Innovation and new ideas
  •         Structured and guided CBRT Relaxation Support Sessions provide users with an expected process, so that    expectations and experience is made clear to people with ASD
  •         Empowers all individuals with developmental and learning challenges
  •         Engages instructional, social, recreational support for children and young/older adults with   special needs
  •        CBRT can be used as part of helping develop users key performance component areas – which include motor, sensory, cognitive and perceptual skills
  •        Self- help skills with a safe and easy to use tool kit
  •        Self empowerment and self belief strategy
  •        Motivation skills and positive psychology
  •        Suitable for use in pre-academic, academic and prevocational
  •        Colour as a stimulus and positive psychology
  •        Holistic support for users with mild to severe cognitive disabilities.
  •        Providing Family members and carers with relaxation support

A Speech-Language Therapy intervention – suitable for :

  •         Individual sessions
  •        Group Sessions
  •        Teamwork (selecting group Affirmation cards) – social skills and basics of communication with others
  •        Supporting clinical services including psychological services, speech and language therapy.
  •        Social interaction skills
  •        Communication and Listening skills
  •        Identification of users strengths and needs
  •        Prevention strategies and anger management
  •        An emotional intelligence tool kit and system
  •        Mindfulness awareness
  •        Flexible thinking and behaviour

Another goal is to help individuals with ASD acquire a functional and spontaneous means of communication through developing some new CBRT Affirmations Cards for specific conditions. The CBRT Affirmation Cards and related pictures can be used as part of a Picture Exchange Communication System to be active partners in a communicative exchange which can help individuals to be less frustrated and more control of their environment.

CBRT has an additional module written for teachers and users in education sector, (not special needs specific although originally developed for Conductive Education classes in 2006 for children with cerebral palsy) which includes :

  •  Sound/Music  Therapy interventions. Music with a variety of tone, pitch, rhythm and spacing can be used to relax users in combination with the Colour Breathing. CBRT has  sourced manufacturers of chimes to use with each Colour Breathing Disk as part of the technique as colour being a vibration, has associated with a different note on the musical scale.)
  •  Art Therapy interventions
  •  Colour related activities – adapted physical education (breathing in a specific colour whilst performing a simple task or action.)
  •  Smell is a powerful yet often under used sense so aromatherapy oils, aroma diffusers which are linked to the seven Colour Breathing Disks can provide additional stimulus.
  •  Sensory integration – with links to nature, birds, animals, water, etc  utilised in relaxation intervention system.

Physiotherapy and Occupational Therapy

  •  Suitable for use as a rehabilitation programme (see the CBRT NHS PowerPoint CBRT: A Case for Adoption.)
  •  A mind-body technique
  • Movement – CBRT includes diaphragmatic breathing exercises and encourages gentle rhythmic movement of arms, and awareness of body in seven stages (progressive body relaxation.)
  • CBRT Colour Breathing Disks posters will be published for users who do not have wrist  or hand movement
  • Play, developmental and learning skills.
  • CBRT Training Programme is being prepared for accreditation by The Royal College of Nursing (RCN) and The College of Occupational Therapists (COT.)

When used in conjunction with Conductive Education, CBRT was used to provide a focus during:

  • Gross motor activities
  • Recreational activities
  • Gymnastic /floor activities
  • Preparatory activities for group and individual games
  • Work to improve motor development activities that help the student to achieve independence and educational goals.