The Affolter Model® simply explained

The Affolter Model® was developed in the seventies by Dr. phil. Félicie Affolter and her collaborators. Dr. Affolter founded the «Foundation Center for Disorders of Perception» in St. Gallen (Switzerland) (today: Stiftung Wahrnehmung.ch) and «Special school for children with perceptual disorders». The model has undergone several revisions in recent years and continues to be further developed today. The model is anchored in the mission statement of various schools, residential homes, therapy centers and clinics, particularly in Switzerland, Germany and Denmark.

The Development Model

For many years, interactions between children with developmental disorders and individuals with developmental impairments or acquired brain injuries were systematically observed and analyzed. Several research projects were funded by the Swiss National Science Foundation (SNSF) over a period of ten years. Based on these analyses and studies, it became possible to formulate generally valid conclusions about both typical and atypical development and behavior. On this basis, a comprehensive development model was created. The core principles of this model can be summarized as follows:

Development is grounded in the dynamic interaction between the individual and their environment—a process that accompanies people throughout their entire lives. A fundamental condition for meaningful and adaptive interaction is the ability to pursue one’s own goals and to respond constructively to problems as they arise. This, in turn, requires the capacity to formulate hypotheses and to organize information-seeking processes accordingly, including adjusting both the type of information sought its sources.

The tactile-kinesthetic system (“sensing”) has a central and leading role in human development due to its importance in interaction and its close relationship with other systems of perception. The search for sensory information involves two complementary aspects: on the one hand, the continuous search for information about the “WHERE” (body position in space: Where am I? Where is my environment?), and on the other hand, the search for information about the “WHAT” (What is happening?).

The child with typical development interacts with its environment. In doing so, he gathers so-called tactual interaction experiences while solving problems in everyday life. This creates a wealth of experience, which is regarded as the root of development. As the root grows through the expansion of tactual interaction experience, various developmental achievements and stages can be observed. This illustrates that there is no direct hierarchical relationship between simpler and more complex achievements, or between earlier and later stages of development. In this respect, this development model differs significantly from other development models (e.g. partial performance models). Instead, it is assumed that the achievements or stages are directly connected to the root.

A wide range of disorders—both congenital and acquired (e.g. following a stroke or traumatic brain injury)—are understood in relation to the person’s overall development and life situation, and are interpreted from this perspective. For example, language disorders, difficulties in the (re)acquisition of cultural techniques, or impairments that no longer allow for meaningful coping with everyday life are seen as expressions of more comprehensive underlying disturbances. These are referred to as disorders of the central organization of perception.

The Therapy Method (Tactual Interaction Therapy)

Based on this development model, a therapeutic approach is advocated that supports individuals in their sensory search for information while solving everyday problems. To help those affected better organize their perception and form more appropriate hypotheses, the so-called Affolter method of guidance is used.“Guided” means that another person (relatives or professionals from different disciplines) carries out the movements involved in solving everyday tasks together with the affected person (e.g. unpacking a backpack, putting on a jacket). Through this shared action, relationships between the person and their environment are established and explored. The aim is to generate relevant sensory information so that the individual can better organize their search for information—both regarding what is happening (WHAT) and the position of their body in the environment (WHERE). It is often useful and necessary for this support to take place in familiar surroundings, particularly in the home and everyday contexts.

Based on the understanding that relatives know the child or adult best and can be most intensively involved in daily activities, great importance is placed on their active participation in therapy. To this end, they are instructed on how to work with the child or adult at home. Cooperation with parents and relatives is grounded in a partnership approach, in which trust is built and nurtured.

The method is used for:

Babies and toddlers with developmental difficulties
Individuals with developmental disorders of speech/communication, motor skills, or combined disorders
School-aged children with learning difficulties
Young people facing challenges with professional integration