We all know that we have two sides of our brain that work in conjunction with each other, or should work with each other. And we often hear people say "I'm a left-brained person" or "I'm a right-brained person". It is often true that one side or the other seems to be dominant in most people. For instance a successful accountant probably is left-brain dominant and an artist is most likely right brain dominant. But what about our emotions and our emotional reactions? Is it fair to say they are only being processed on one side or the other?

Below you will find a list of colors and the color spelled out, as you attempt to read the word and not the color notice the struggle within yourself. When reading it did you pause? Did you look and have to remind yourself of the instructions? Some of you will breeze right threw it and others will struggle. This is an example if you are right or left side thinker. Right side tries to say the color and left tries to read the color, often causing a conflict but because of many years of making a pathway between both sides you may only have a brief delay in ultimately completing the task. Have a try:

Now for some science.
We'll keep this light and uncomplicated. Our brain, like the rest of our anatomy, is made up of two halves, a left brain a right brain. There's a big fold that goes from front to back in our brain, essentially dividing it into two distinct and separate parts. Well, almost separate. They are connected to each other by a thick cable of nerves at the base of each brain. This sole link between the two giant processors is called the corpus collosum. Think of it as an Ethernet cable or network connection between two incredibly fast and immensely powerful computer processors, each running different programs from the same input.

The left side of our body is "wired" to the right side of our brain, and vice versa. For whatever reason nature did this cross-over, it applies even to our eyes, which process a majority of their sensory data on opposite sides of the brain. "The main theme to emerge... is that there appear to be two modes of thinking, verbal and nonverbal, represented rather separately in left and right hemispheres respectively and that our education system, as well as science in general, tends to neglect the nonverbal form of intellect. What it comes down to is that modern society discriminates against the right hemisphere." -Roger Sperry (1973)

In individuals with autism the left and right brain hemispheres are more often than not, not communicating with each other. The left (analytic) or logical hemisphere of the brain is: verbal, responds to word meaning, is sequential, processes information linearly, responds to logic and plans ahead, recalls people’s names, speaks with few gestures, is punctual, prefers formal study design, prefers bright lights while studying. The right (global) or artistic hemisphere is: visual, responds to tone of voice, is random and processes information in varied order, responds to emotion, is impulsive, recalls people’s faces, gestures when speaking, is less punctual, prefers sound or music in the background while studying and prefers frequent mobility while studying.

Music:
There are many benefits to using music with people on the autism spectrum. One of these benefits is that Music provides the structural regularity that children with autism need. Within that structure it is possible to expand that child’s repertoire of functioning. Depending on the child’s placement on the autism spectrum I find that music assists with communication in different ways. For the child at the severe end, music is often the means of communication. Often, as I start a music session for children at this portion of the spectrum, the excitement and pleasure of music is clearly visible.

Dance:
Cutting-edge research points to children with autism needing multiple types of stimulation in order to process information. The combination of music and dance help the brain to reorganize itself. In dance, the child processes music, learns movement, performs movement to that music, then repeats it multiple times. The hearing, listening, processing, executing and repetition enable a child’s brain to forge new pathways, engaging both the right and left side of the brain. 

Art:
1. We think in images … therefore art stimulates the creation of new images and ideas that promote the creative process both narrowly in an artistic way and broadly in a creation of solutions in living.
2. Art is another Language… that is used less often to communicate and therefore is not as easily controlled. Unexpected thoughts and feelings can burst forth in a picture or a sculpture and often form the beginning for insight, learning and growth.
3. Artwork is permanent…and is not subjected to distortions of memory. It remains the same. It can be viewed intact weeks and months later. Reviewing their artwork can help individuals develop new insights over time.
4. In art experiences and relationships occur in space …and are not limited to time. All at once the present time can be portrayed in artwork as it is influenced by past experiences and future wishes.
5. Art promotes more open and revealing discussions…as individuals are more comfortable talking about their artwork than having a face- to- face discussion with another person.
6. Art can be used in daily living…and individuals are taught how to use art therapeutically to help themselves after therapy sessions end

Drama:
Most pediatricians will tell you that linking your child withAutistic Spectrum Disorder (ASD) or Asperger’s Syndrome into drama classes is probably the most effective intervention, to assist them with the development of social skills and broader imaginative play. Many of the children on the autism spectrum love drama, music or dance. They often respond very well to one or more of these methods.