UNDER... “What to Do While You Wait” … Reminder that these are the CAMs posting order…
POST (1-2) Acupuncture, Animal Assisted Therapy
POST (3-4) Auditory Integration Therapy, Chelation Therapy
POST (5-6) Creative Therapy (art & music & dance), Facilitated Communication
POST (7-9) Hyperbaric Therapy, Immunoglobulin Infusions, Massage Therapy
POST (10-12) Physical Activity Program, Stem Cell Therapy, Vitamin Supplement Therapy
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POST (5-6) Creative Therapy (art & music & dance), Facilitated Communication
5. Creative Therapy (a. Art, b. Dance, c. Music, & d. Theatre) & Adventure Therapy
POST (1-2) Acupuncture, Animal Assisted Therapy
POST (3-4) Auditory Integration Therapy, Chelation Therapy
POST (5-6) Creative Therapy (art & music & dance), Facilitated Communication
POST (7-9) Hyperbaric Therapy, Immunoglobulin Infusions, Massage Therapy
POST (10-12) Physical Activity Program, Stem Cell Therapy, Vitamin Supplement Therapy
==============
POST (5-6) Creative Therapy (art & music & dance), Facilitated Communication
5. Creative Therapy (a. Art, b. Dance, c. Music, & d. Theatre) & Adventure Therapy
a. Art Therapy – Scope, et al. (2017) reported that art therapy was considered to be an acceptable treatment for the majority of respondents. They go on to say that art therapy can involve using painting, clay work, and other creative visual art-making art forms; including creative digital media. There are no definitive criterion for who is routinely referred for this therapy, according to these authors. The populations considered here were non-psychotic respondents with anxiety, depression and stress management issues, plus it was suggested to reduce the person’s isolation, due to autism.
Art therapy in the study was effective in a variety of settings and for a range of populations. In most situations the art therapy was delivered in a group setting where respondents felt that relationships with other members were established. Usually, participants and/or their parents felt that the time invested in art therapy was most helpful. When the therapist examined the result of their art-making with them, they were able to express their feelings about it.
Some artists did feel that untrained therapists could leave them feeling anxious or even angry. One woman said that she became so emotional and anxious during the session, and “it seemed evident that ‘she’ (the therapist) couldn’t deal with me.” On the other hand, most participants were reported to have better communication through artwork and even seemed to experience increased pride in expressing their thoughts and feelings through their art.
In an article about the value of art therapy for those on the spectrum, https://the-art-of-autism.com/the-value-of--art-therapy-for-those-on-the-autism-spectrum, on a website by the same name, Ed Regensburg tells us that children who have difficulty in building functional skills and connecting with others can benefit from art therapy. That children with ASD are designed differently and don’t fit into our mainstream systems. He feels that in order for art therapy to be successful, the child’s spirit and mind must be treated. And that, he believes, requires a professionally trained and credentialed therapist who can ‘connect’ with children in their multisensory world.
And, even Epp (2008) talks about the implications art therapy for social work and policy. She explains that most people with ASD are so disengaged from others that their mental and emotional stress can cause chronic anxiety. But, when teaching social and communication skills through art therapy, one can begin giving children the ability and opportunity to fulfill their need for friendship and companionship.
Art therapy in the study was effective in a variety of settings and for a range of populations. In most situations the art therapy was delivered in a group setting where respondents felt that relationships with other members were established. Usually, participants and/or their parents felt that the time invested in art therapy was most helpful. When the therapist examined the result of their art-making with them, they were able to express their feelings about it.
Some artists did feel that untrained therapists could leave them feeling anxious or even angry. One woman said that she became so emotional and anxious during the session, and “it seemed evident that ‘she’ (the therapist) couldn’t deal with me.” On the other hand, most participants were reported to have better communication through artwork and even seemed to experience increased pride in expressing their thoughts and feelings through their art.
In an article about the value of art therapy for those on the spectrum, https://the-art-of-autism.com/the-value-of--art-therapy-for-those-on-the-autism-spectrum, on a website by the same name, Ed Regensburg tells us that children who have difficulty in building functional skills and connecting with others can benefit from art therapy. That children with ASD are designed differently and don’t fit into our mainstream systems. He feels that in order for art therapy to be successful, the child’s spirit and mind must be treated. And that, he believes, requires a professionally trained and credentialed therapist who can ‘connect’ with children in their multisensory world.
And, even Epp (2008) talks about the implications art therapy for social work and policy. She explains that most people with ASD are so disengaged from others that their mental and emotional stress can cause chronic anxiety. But, when teaching social and communication skills through art therapy, one can begin giving children the ability and opportunity to fulfill their need for friendship and companionship.
Also, these skills can be generalized to other environments with which many doctors, teachers, social workers, and psychologists are unfamiliar. Through art therapy, Epp continues, it offers a way to solve problems visually. This forces children with autism to be less literal and concrete in self-expression, and offers a non-threatening way to deal with rejection. Replacing the need for tantrums or acting-out behaviors because it offers acceptable means which soothes the child.
< My Thoughts > “Children who are visual learners take in this information in a way that stays with them…” believes Epp. In my experience, both in teaching art and special education, I’ve found that creating visual storyboards about a book they are reading or information they are trying to understand… is extremely helpful. But, I have also found that children with severe sensory issues may have serious problems with the smells and feel of many art mediums; too smelly or too squishy. My Sonny, however, kept running away to my art room to touch, smell and taste the crayons that I kept in a big box by the door. Smiles.
Just so you know… An Art Therapist must have completed a degree in art and art therapy, to include –
< My Thoughts > **Remember… As well as creating a practice or program, the principal must meet all qualifying professional standards, certification, and licensing. It’s up to you to find out if they do. Smiles.
References used:
Epp, K. (2008). Outcome-Based Evaluation of a Social Skills Program Using Art Therapy & Group Therapy for Children on the Autism Spectrum; National Association of Social Workers; V30:1; p 27-36.
Scope, A., Uttley, L., & Sutton, A. (2017). A qualitative review of service user & service provider perspectives on the acceptability, relative benefits, & potential harms of art therapy for people with non- psychotic mental health disorders; Psychology & Psychotherapy: Theory, Research & Practice; V90, 25-43.
< My Thoughts > “Children who are visual learners take in this information in a way that stays with them…” believes Epp. In my experience, both in teaching art and special education, I’ve found that creating visual storyboards about a book they are reading or information they are trying to understand… is extremely helpful. But, I have also found that children with severe sensory issues may have serious problems with the smells and feel of many art mediums; too smelly or too squishy. My Sonny, however, kept running away to my art room to touch, smell and taste the crayons that I kept in a big box by the door. Smiles.
Just so you know… An Art Therapist must have completed a degree in art and art therapy, to include –
- art therapeutic techniques
- psychopathology
- patient assessment/diagnosis
- cultural diversity issues
- legal/ethical practice issues; plus meeting professional standards and regulations.
< My Thoughts > **Remember… As well as creating a practice or program, the principal must meet all qualifying professional standards, certification, and licensing. It’s up to you to find out if they do. Smiles.
References used:
Epp, K. (2008). Outcome-Based Evaluation of a Social Skills Program Using Art Therapy & Group Therapy for Children on the Autism Spectrum; National Association of Social Workers; V30:1; p 27-36.
Scope, A., Uttley, L., & Sutton, A. (2017). A qualitative review of service user & service provider perspectives on the acceptability, relative benefits, & potential harms of art therapy for people with non- psychotic mental health disorders; Psychology & Psychotherapy: Theory, Research & Practice; V90, 25-43.
b. Dance/Movement Therapy – Hildebrandt et al. (2016) looked at a randomized controlled study of 78 participants, between the ages of 14 and 65 years; reflecting the broad autism spectrum. They did screen and omit those with more severe symptoms and those who could not speak. The program was lead by two female dance therapists providing ten weekly sessions and a 6-month follow-up.
They decided that the participants in the treatment program did not show significantly different symptom reduction for any specific symptoms. But, ASD kids did seem to show an increased empathy and self-awareness. Thus, the authors felt that body-oriented therapy for those with ASD could improve, when and if, the participant was ‘mirroring’ with a non-autistic partner.
< My Thoughts > Sharing a poem that one of the female participants (2016) wrote which she said reflected her experience in the program.
We dance
Everything is dance,
So one says.
Even atoms
Swing and dance.
Electrons circle around protons and neutrons.
Everything swings, all is in harmony.
Only this way
The world is kept in an equilibrium
It is an ancient law.
< My Thoughts > This poem seems to reflect the link of movement therapy to – thoughtful learning, ability to focus outside oneself, positive self-perception; freedom of movement, expression, and emotion. Although the literature ‘reflects’ (no pun intended) that a person with autism learning through ‘mirror responses’ may be the exception to the rule. I wanted to share what ‘mirroring’ with a non-autistic partner’ may mean and just what a complex expectation it is.
Du & Greer (2014) tell us that imitation is regarded as a critical learning milestone in child development. The ‘mirror’ has long been considered an indispensable tool to direct imitation in dance training. Studies of brain imaging shows that learning face-to-face, or ‘mirror’ image, requires a higher order of responding/thinking. So, when a child reverses motor imitation by completing a motion which is the opposite of their perspective that is regarded as a milestone of cognitive development. For this reason, Du & Greer question whether children with developmental delays can learn to imitate from ‘mirror response’ training, and/or face-to-face training (such as they would in a Dance Program).
Another example they give of a ‘mirror response’ – the experimenter would raise her right hand, expecting the participant to raise his left hand (a ‘mirror response’). But if the participant raises his right hand, this would be a non-mirror response. This ‘mirror response’ learning ability would be expected in other settings as well, if the child has mastered this learning technique. For instance, ‘mirror’ cueing arm movement so that the child’s arm can later respond to a necessary motor function or skill involving arm motion; like raising arms to bathe or put on a shirt.
Just so you know… A Dance/Movement Therapist must be certified and licensed verifying that s/he have studied, along with creative dance movement, the study of the following –
< My Thoughts > **Remember… As well as creating a practice or program, the principal must meet all qualifying professional standards, certification, and licensing. It’s up to you to find out if they do. Smiles.
A Movement Specialist adds to all the above strategies, plus being skilled at the following, which bring about optimal –
< My Thoughts > **Remember… As well as creating a practice or program, the principal must meet all qualifying professional standards, certification, and licensing. It’s up to you to find out if they do. Smiles.
References used:
Hildebrandt, M., Koch, S., Fuchs, T. (2016). We Dance & Find Each Other: Effects of Dance/Movement Therapy on Negative Symptoms in Autism Spectrum Disorder; Behavioral Sciences; V6:24.
Lin Du & R. Douglas Greer (2014). Validation of Adult Generalized Imitation (GI) & the Emergence of GI in Young Children with Autism as a Function of Mirror Training; Psychological Record (Psychol Rec); V64:p 161-177.
They decided that the participants in the treatment program did not show significantly different symptom reduction for any specific symptoms. But, ASD kids did seem to show an increased empathy and self-awareness. Thus, the authors felt that body-oriented therapy for those with ASD could improve, when and if, the participant was ‘mirroring’ with a non-autistic partner.
< My Thoughts > Sharing a poem that one of the female participants (2016) wrote which she said reflected her experience in the program.
We dance
Everything is dance,
So one says.
Even atoms
Swing and dance.
Electrons circle around protons and neutrons.
Everything swings, all is in harmony.
Only this way
The world is kept in an equilibrium
It is an ancient law.
< My Thoughts > This poem seems to reflect the link of movement therapy to – thoughtful learning, ability to focus outside oneself, positive self-perception; freedom of movement, expression, and emotion. Although the literature ‘reflects’ (no pun intended) that a person with autism learning through ‘mirror responses’ may be the exception to the rule. I wanted to share what ‘mirroring’ with a non-autistic partner’ may mean and just what a complex expectation it is.
Du & Greer (2014) tell us that imitation is regarded as a critical learning milestone in child development. The ‘mirror’ has long been considered an indispensable tool to direct imitation in dance training. Studies of brain imaging shows that learning face-to-face, or ‘mirror’ image, requires a higher order of responding/thinking. So, when a child reverses motor imitation by completing a motion which is the opposite of their perspective that is regarded as a milestone of cognitive development. For this reason, Du & Greer question whether children with developmental delays can learn to imitate from ‘mirror response’ training, and/or face-to-face training (such as they would in a Dance Program).
Another example they give of a ‘mirror response’ – the experimenter would raise her right hand, expecting the participant to raise his left hand (a ‘mirror response’). But if the participant raises his right hand, this would be a non-mirror response. This ‘mirror response’ learning ability would be expected in other settings as well, if the child has mastered this learning technique. For instance, ‘mirror’ cueing arm movement so that the child’s arm can later respond to a necessary motor function or skill involving arm motion; like raising arms to bathe or put on a shirt.
Just so you know… A Dance/Movement Therapist must be certified and licensed verifying that s/he have studied, along with creative dance movement, the study of the following –
- neuroanatomy
- personality development
- movement & motor behavior
- psychology of dance
- creative expression modalities
- improvisation
- group psychology & leadership
- client evaluation & supervision
< My Thoughts > **Remember… As well as creating a practice or program, the principal must meet all qualifying professional standards, certification, and licensing. It’s up to you to find out if they do. Smiles.
A Movement Specialist adds to all the above strategies, plus being skilled at the following, which bring about optimal –
- psychophysical function
- verbal & non-verbal communication
- skilled touch techniques
- kinesthetic awareness processes
- movement observation & patterning
- client assessment & guidance.
< My Thoughts > **Remember… As well as creating a practice or program, the principal must meet all qualifying professional standards, certification, and licensing. It’s up to you to find out if they do. Smiles.
References used:
Hildebrandt, M., Koch, S., Fuchs, T. (2016). We Dance & Find Each Other: Effects of Dance/Movement Therapy on Negative Symptoms in Autism Spectrum Disorder; Behavioral Sciences; V6:24.
Lin Du & R. Douglas Greer (2014). Validation of Adult Generalized Imitation (GI) & the Emergence of GI in Young Children with Autism as a Function of Mirror Training; Psychological Record (Psychol Rec); V64:p 161-177.
c. Music Therapy – Fun Facts about Music & Your Brain; retrieved online from keychangesmusictherapy.com/2015/09/fun-facts-about-music-and-your-brain. The writer tells us that “our brains are one of nature’s most incredible and complex pieces of machinery.”
“Music is processed on the right side of the brain, whereas speech is processed on the left side of the brain.” “Our brains process music in the same area where memories are created and stored.” When our brain attaches a positive feeling or a positive memory related to a song, the body produces ‘feel good’ hormones like ‘dopamine’ while listening to that song.
According to reports from the American Music Therapy Association (AMTA), https://www.musictherapy.org/, “People with ASD often show a heightened interest and response to music, making it an excellent therapeutic tool…” They also say that a professional music therapist holds a bachelor’s degree or higher in music therapy from an accredited and approved college. In addition most therapists may also be licensed or registered with a state licensing agency. Music therapists address behavioral, social, psychological, communicative, physical, sensory-motor, and/or cognitive functioning. This is considered to have unique outcomes.
Somewhat new to the Music Therapy field is what is called Neurologic Music Therapy(NMT). Based upon neuroscience research, NMT provides music in a hard-wired brain language. Music and the Brain, New York & London, give us definitions from Thaut, M. H. (2005), the developer of this research-based therapy. They tell us that ‘Sensormotor rehabilitation’ is defined as a therapeutic application of music to cognitive, sensory, and motor dysfunctions which are due to disease of the human nervous system. This allows the influence of music to make changes in the non-musical brain which in turn affects motor, speech, and language functions; as well as their behavior in those areas.
< My Thoughts > If you wish to look into this further, the clinical text about this research-based program can be daunting, but very fascinating. Each musical session has a specific purpose. Remember ‘mirror’ cueing? Well this is ‘rhythmically’ cueing arm movement so that the child’s arm can later rhythmically respond to a necessary motor function or skill involving arm motion; like raising arms to bathe or put on a shirt. All of these methods add to making it easier for children with autism to learn. Smiles.
There is a technological device twist on this therapy also, which is an automated NMT system where a web browser connects to the server. This software system retrieves and stores pertinent data which can design a musical game especially for a particular child. There are games played in rounds, including turn-taking, where the child moves to the next round if all of the attempts to select music, graphics, and actions have been completed correctly. This can be used by parents and teachers to continue reinforcing the learned musical therapy and recording data by playing games at home and at school, on any device.
Just so you know… In order to be certified and licensed, the musical therapist must qualify in the areas of –
< My Thoughts > **Remember… As well as creating a practice or program, the principal must meet all qualifying professional standards, certification, and licensing. It’s up to you to find out if they do. Smiles.
References used:
Harris, B. (2012). Identifying Neurologic Music Therapy Techniques Amenable to Automation; Univ. of Tennessee at Chattanooga; Computer Science; www2.dsu.nodak.edu.
Wigram, T. & Gold (2006). Music therapy in the assessment & treatment of autistic spectrum disorder: clinical application & research evidence; Faculty of Humanities, Aalborg University, Denmark.
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“Music is processed on the right side of the brain, whereas speech is processed on the left side of the brain.” “Our brains process music in the same area where memories are created and stored.” When our brain attaches a positive feeling or a positive memory related to a song, the body produces ‘feel good’ hormones like ‘dopamine’ while listening to that song.
According to reports from the American Music Therapy Association (AMTA), https://www.musictherapy.org/, “People with ASD often show a heightened interest and response to music, making it an excellent therapeutic tool…” They also say that a professional music therapist holds a bachelor’s degree or higher in music therapy from an accredited and approved college. In addition most therapists may also be licensed or registered with a state licensing agency. Music therapists address behavioral, social, psychological, communicative, physical, sensory-motor, and/or cognitive functioning. This is considered to have unique outcomes.
Somewhat new to the Music Therapy field is what is called Neurologic Music Therapy(NMT). Based upon neuroscience research, NMT provides music in a hard-wired brain language. Music and the Brain, New York & London, give us definitions from Thaut, M. H. (2005), the developer of this research-based therapy. They tell us that ‘Sensormotor rehabilitation’ is defined as a therapeutic application of music to cognitive, sensory, and motor dysfunctions which are due to disease of the human nervous system. This allows the influence of music to make changes in the non-musical brain which in turn affects motor, speech, and language functions; as well as their behavior in those areas.
< My Thoughts > If you wish to look into this further, the clinical text about this research-based program can be daunting, but very fascinating. Each musical session has a specific purpose. Remember ‘mirror’ cueing? Well this is ‘rhythmically’ cueing arm movement so that the child’s arm can later rhythmically respond to a necessary motor function or skill involving arm motion; like raising arms to bathe or put on a shirt. All of these methods add to making it easier for children with autism to learn. Smiles.
There is a technological device twist on this therapy also, which is an automated NMT system where a web browser connects to the server. This software system retrieves and stores pertinent data which can design a musical game especially for a particular child. There are games played in rounds, including turn-taking, where the child moves to the next round if all of the attempts to select music, graphics, and actions have been completed correctly. This can be used by parents and teachers to continue reinforcing the learned musical therapy and recording data by playing games at home and at school, on any device.
Just so you know… In order to be certified and licensed, the musical therapist must qualify in the areas of –
- instruction in music theory
- human growth and development
- biomedical sciences
- abnormal psychology
- disabling conditions
- patient assessment & diagnosis
- treatment plan development/implementation
- clinical evaluation/data & record keeping
< My Thoughts > **Remember… As well as creating a practice or program, the principal must meet all qualifying professional standards, certification, and licensing. It’s up to you to find out if they do. Smiles.
References used:
Harris, B. (2012). Identifying Neurologic Music Therapy Techniques Amenable to Automation; Univ. of Tennessee at Chattanooga; Computer Science; www2.dsu.nodak.edu.
Wigram, T. & Gold (2006). Music therapy in the assessment & treatment of autistic spectrum disorder: clinical application & research evidence; Faculty of Humanities, Aalborg University, Denmark.
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d. Theatre Therapy –
Blythe Corbett and her colleagues in (2011) evaluated a theatrical intervention program called SENCE (Social-Emotional Neuroscience & Endocrinology) Theatre. This Theatre Therapy was designed to improve socio-emotional functioning and reduce stress in children with autism. In this study, eight children with ASD were pared with typically developing peers that served as expert models.
Because deficits in social functioning contribute to problems with anxiety in autism, performing theatre, creating video modeling extension, and social stories were thought to help these children. The group included 8 children with ASD, and 8 typically developing boys and girls; with the ages from 6 – 17 years. Inclusion required the families to attend the majority of rehearsals and performances. Each actor’s role was broken down into teachable parts to facilitate learning. The children with ASD had one-on-one behavioral support, physical prompting and social reinforcement; on stage and off.
Data was taken, with established behavioral science methods, to determine how students developed in the core areas of challenge. Areas such as – social & emotional processing, memory for faces, recognition of emotional facial expressions, theory of mind (ie. ability to interpret oneself and others). At the end, it was felt that despite this novel intervention holding promise, they needed a much larger group with much more data before making a recommendation. They also felt that adding music to the Theatre Therapy program would have had a positive impact to the overall process.
Several years later, and with different colleagues, Corbett, et al. (2017) once again investigated Theatre Therapy as an intervention for children with autism. More specifically, this time they are looking for how the social brain facilitates social cognition which consequently produces social behavior. This social behavior, it is hoped, over time and context, establishes social functioning. The study involved a group of 30 students from 8-14 years old; with a 2-month follow-up to check the effects of the therapy.
Specifically, this time they were concerned with the struggle ASD kids have with verbal and non-verbal back-and-forth social communication and social interaction. Their concern was that there would be added stress interacting with an unfamiliar peer in this large group of strangers. Also concerning was whether the ASD student could manage remembering facial information, which was an important marker for learning social skills and a target for the treatment. Peers were trained as an ‘intentional’ model and assisted students as they learned theatrical techniques. These were role-playing, improvisation, and play performances. There was also video-modeling which used scripted interactions to help students generalize the social behaviors they were learning.
Here is what I found out about Theatre Therapy programs. The person or persons leading the program should be Registered Drama Therapists, whose training prepares them to help participants tell their stories, express their feelings, solve problems, set goals, explore interpersonal relationship skills and strengthen their own life roles.
A Registered Drama Therapist (RDT) has completed master’s level coursework in psychology and drama therapy. Also, he or she would have experience in theatre and have had a supervised internship and work experience in the field. RDTs are board certified by the North American Drama Therapy Association. As well as creating a drama therapy practice, one must meet all professional standards, certification, and licensing.
< My Thoughts > This current study was considered to be a success and the highlight of the treatment seemed to be the peer-mediation. Included with that was the promise of more theatre-based approaches to advancing, maintaining, and generalizing social competence in children with ASD. No mention was made of adding music this time around, but when going on a SENCE website, it seems that music is part of the program. Smiles.
**Remember… As well as creating a practice or program, the principal must meet all qualifying professional standards, certification, and licensing. It’s up to you to find out if they do. Smiles.
++++++++++
Blythe Corbett and her colleagues in (2011) evaluated a theatrical intervention program called SENCE (Social-Emotional Neuroscience & Endocrinology) Theatre. This Theatre Therapy was designed to improve socio-emotional functioning and reduce stress in children with autism. In this study, eight children with ASD were pared with typically developing peers that served as expert models.
Because deficits in social functioning contribute to problems with anxiety in autism, performing theatre, creating video modeling extension, and social stories were thought to help these children. The group included 8 children with ASD, and 8 typically developing boys and girls; with the ages from 6 – 17 years. Inclusion required the families to attend the majority of rehearsals and performances. Each actor’s role was broken down into teachable parts to facilitate learning. The children with ASD had one-on-one behavioral support, physical prompting and social reinforcement; on stage and off.
Data was taken, with established behavioral science methods, to determine how students developed in the core areas of challenge. Areas such as – social & emotional processing, memory for faces, recognition of emotional facial expressions, theory of mind (ie. ability to interpret oneself and others). At the end, it was felt that despite this novel intervention holding promise, they needed a much larger group with much more data before making a recommendation. They also felt that adding music to the Theatre Therapy program would have had a positive impact to the overall process.
Several years later, and with different colleagues, Corbett, et al. (2017) once again investigated Theatre Therapy as an intervention for children with autism. More specifically, this time they are looking for how the social brain facilitates social cognition which consequently produces social behavior. This social behavior, it is hoped, over time and context, establishes social functioning. The study involved a group of 30 students from 8-14 years old; with a 2-month follow-up to check the effects of the therapy.
Specifically, this time they were concerned with the struggle ASD kids have with verbal and non-verbal back-and-forth social communication and social interaction. Their concern was that there would be added stress interacting with an unfamiliar peer in this large group of strangers. Also concerning was whether the ASD student could manage remembering facial information, which was an important marker for learning social skills and a target for the treatment. Peers were trained as an ‘intentional’ model and assisted students as they learned theatrical techniques. These were role-playing, improvisation, and play performances. There was also video-modeling which used scripted interactions to help students generalize the social behaviors they were learning.
Here is what I found out about Theatre Therapy programs. The person or persons leading the program should be Registered Drama Therapists, whose training prepares them to help participants tell their stories, express their feelings, solve problems, set goals, explore interpersonal relationship skills and strengthen their own life roles.
A Registered Drama Therapist (RDT) has completed master’s level coursework in psychology and drama therapy. Also, he or she would have experience in theatre and have had a supervised internship and work experience in the field. RDTs are board certified by the North American Drama Therapy Association. As well as creating a drama therapy practice, one must meet all professional standards, certification, and licensing.
< My Thoughts > This current study was considered to be a success and the highlight of the treatment seemed to be the peer-mediation. Included with that was the promise of more theatre-based approaches to advancing, maintaining, and generalizing social competence in children with ASD. No mention was made of adding music this time around, but when going on a SENCE website, it seems that music is part of the program. Smiles.
**Remember… As well as creating a practice or program, the principal must meet all qualifying professional standards, certification, and licensing. It’s up to you to find out if they do. Smiles.
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ote: Because this has some similarities to Theatre Therapy, I would like to add Adventure Therapy. This therapy also gives kids the opportunity to process ‘here-and-now’ information and behaviors, as well as having one-on-one non-disabled peers taking them through the program.
Karoff, et al. (2017) collected data on an Adventure Therapy camp from both children with ASD and the Student Anchors (trained teen mentors) placed throughout the sessions. The conception of this program came about because these professionals felt that school systems tried to integrate ASD youth into mainstream classrooms without the social-interaction experience. They understood that there weren’t any interventions in place to keep ASD youth from struggling socially and feeling excluded from social networks. Thus, they wanted to give them an experience to help them adjust. These investigators wanted to address the general communication distress which the complexity of the social landscape seemed to create. And they wanted to deal with the ASD student’s possible increased awareness or concern over their social competence, when facing peers.
In conclusion, everyone felt that the Adventure Therapy experience gave students a deeper understanding of the shift in the process of mainstreaming to an inclusion classroom with their non-disabled peers. While at the same time, they were giving this group of ASD individuals the opportunity to reflect on the process of learning about ‘here-and-now’ behaviors and emotions. As well as, giving students a chance to spend time interacting with their non-disabled peers, beyond the school environment.
< My Thoughts > This therapy’s philosophy resonated with me because the ‘here-and-now’ approach was partially the premise of my Master's Thesis which was titled – Start Them Where They Are: A Reading Program for All Ages. I will admit that it took several attempts before the powers-that-be thought it was okay to be so ‘forward’ thinking. After all, foundational learning comes from studying by rote, starting on page one, at level one, moving through reading levels, and so on. Even now when I tutor I say, “Open the book and search until you see something that you think you might like and then START reading.” “Really?” they say, whether they are 5 or 15 years old, “We can just start reading anywhere in the book?” “Yes,” I say. “No ‘Reading Police’ here!” Nope, I don’t believe in the “Let the torture begin on page one!” approach. Of course, eventually we talk about the book, why it was written, who the author and other book contributors are; illustrator, editor, publisher and printer. We may even read page one, make graphic organizers, create a storyboard, or even learn about taking notes. Smiles.
Just so you know… Both Adventure Therapy and Theatre Therapy seem to be ‘trending’, currently. Even more reason to be cautious, ask for credentials and take precautions to protect your child. It seems that some of the new Adventure Therapy programs are conducted from a base camp of some kind; a ranch, a recreational campsite, or the like. Finding a program that specializes in children or teens with autism would be another challenge. Some summer adventure camp programs do have ‘family’ sessions, it seems. As for the staff conducting the program, there may be volunteers, public school teachers or those in the healthcare profession, but it would take some searching to find a licensed and accredited program with a vetted staff. Just saying…
< My Thoughts > **Remember… As well as creating a practice or program, the principal must meet all qualifying professional standards, certification, and licensing. It’s up to you to find out if they do. Smiles.
References used:
Corbett, B., Gunther, J., Comins, D., Price, J., Ryan, N., Simon, D., Schupp, C., Rios, T. (2011). Theatre as Therapy for Children with Autism Spectrum Disorder; Journal of Autism & Developmental Disorders; 41:505-511.
Corbett, B., Key, A., Qualls, L., Fecteau, S., Newson, C., Coke, C., Yoder, P. (2017). Improvement in Social Competence Using a Randomized Trial of a Theatre Intervention for Children with Autism Spectrum Disorder; Journal of Autism & Developmental Disorders; 46:658-672.
Karoff, et al. (2017). Infusing a Peer-to-Peer Support Program with Adventure Therapy for Adolescent Students with Autism Spectrum Disorder; Journal of Experiential Education; V. 40(4); p394-408.
END... POST (5) Creative Therapy (a. Art, b. Dance, c. Music, & d. Theatre) & Adventure Therapy
=============
BEGIN... POST (6) Facilitated Communication
Karoff, et al. (2017) collected data on an Adventure Therapy camp from both children with ASD and the Student Anchors (trained teen mentors) placed throughout the sessions. The conception of this program came about because these professionals felt that school systems tried to integrate ASD youth into mainstream classrooms without the social-interaction experience. They understood that there weren’t any interventions in place to keep ASD youth from struggling socially and feeling excluded from social networks. Thus, they wanted to give them an experience to help them adjust. These investigators wanted to address the general communication distress which the complexity of the social landscape seemed to create. And they wanted to deal with the ASD student’s possible increased awareness or concern over their social competence, when facing peers.
In conclusion, everyone felt that the Adventure Therapy experience gave students a deeper understanding of the shift in the process of mainstreaming to an inclusion classroom with their non-disabled peers. While at the same time, they were giving this group of ASD individuals the opportunity to reflect on the process of learning about ‘here-and-now’ behaviors and emotions. As well as, giving students a chance to spend time interacting with their non-disabled peers, beyond the school environment.
< My Thoughts > This therapy’s philosophy resonated with me because the ‘here-and-now’ approach was partially the premise of my Master's Thesis which was titled – Start Them Where They Are: A Reading Program for All Ages. I will admit that it took several attempts before the powers-that-be thought it was okay to be so ‘forward’ thinking. After all, foundational learning comes from studying by rote, starting on page one, at level one, moving through reading levels, and so on. Even now when I tutor I say, “Open the book and search until you see something that you think you might like and then START reading.” “Really?” they say, whether they are 5 or 15 years old, “We can just start reading anywhere in the book?” “Yes,” I say. “No ‘Reading Police’ here!” Nope, I don’t believe in the “Let the torture begin on page one!” approach. Of course, eventually we talk about the book, why it was written, who the author and other book contributors are; illustrator, editor, publisher and printer. We may even read page one, make graphic organizers, create a storyboard, or even learn about taking notes. Smiles.
Just so you know… Both Adventure Therapy and Theatre Therapy seem to be ‘trending’, currently. Even more reason to be cautious, ask for credentials and take precautions to protect your child. It seems that some of the new Adventure Therapy programs are conducted from a base camp of some kind; a ranch, a recreational campsite, or the like. Finding a program that specializes in children or teens with autism would be another challenge. Some summer adventure camp programs do have ‘family’ sessions, it seems. As for the staff conducting the program, there may be volunteers, public school teachers or those in the healthcare profession, but it would take some searching to find a licensed and accredited program with a vetted staff. Just saying…
< My Thoughts > **Remember… As well as creating a practice or program, the principal must meet all qualifying professional standards, certification, and licensing. It’s up to you to find out if they do. Smiles.
References used:
Corbett, B., Gunther, J., Comins, D., Price, J., Ryan, N., Simon, D., Schupp, C., Rios, T. (2011). Theatre as Therapy for Children with Autism Spectrum Disorder; Journal of Autism & Developmental Disorders; 41:505-511.
Corbett, B., Key, A., Qualls, L., Fecteau, S., Newson, C., Coke, C., Yoder, P. (2017). Improvement in Social Competence Using a Randomized Trial of a Theatre Intervention for Children with Autism Spectrum Disorder; Journal of Autism & Developmental Disorders; 46:658-672.
Karoff, et al. (2017). Infusing a Peer-to-Peer Support Program with Adventure Therapy for Adolescent Students with Autism Spectrum Disorder; Journal of Experiential Education; V. 40(4); p394-408.
END... POST (5) Creative Therapy (a. Art, b. Dance, c. Music, & d. Theatre) & Adventure Therapy
=============
BEGIN... POST (6) Facilitated Communication
6. Facilitated Communication
Cardinal & Falvey (2014) explain that Facilitated Communication is a process to initially encourage communication in the form of prompts, supports, or stabilizing of the hand or arm. This would then, after becoming successful, be faded to the child making the choice independently. Fading support also minimizes the threat of facilitator influence on the writer/speaker.
The communication partner provides support in a variety of ways, perhaps emotional support to encourage communication, or help to focus on the keyboard, or desired words. Despite the challenges to the method, many find that with refining their techniques, individuals are able to ensure authenticity of authorship of the typed message. Allowing them to write their own stories, and for them the controversy has ended.
These authors found that the body of research which validates Facilitated Communication is growing. Methodologies used have appeased many critics. For example, this study used video eye-tracking of the FC user’s eye gaze to verify that the individual letter, or series of letters, was truly targeted by the individual. For clarity, they say, not everyone becomes independent at typing their own messages. Some, must continue to point, use a pointer, or have assistance pointing to words on a chart or keyboard. But, the ability to become successful at writing messages, authors say, has less to do with intellectual capacity and more to do with fine motor issues.
Along with this, The Association for persons with Severe Handicaps (TASH) representing an international human rights advocacy group, agrees. Singer, et al. (2014) updated their comments about the controversy over FC. They say that questioning the intellectual disability and untapped potential for speech and literacy was common in the beginning. And, that long standing claims that the messages are purely the work of the facilitators is still quite common. But those taught systematically and tested through science based methods, after rigorous data collection, are proven to have typed complex and authentic messages after working with a trained facilitator.
< My Thoughts > Why wouldn’t you believe? Well, some, like Shermer (2016), still think that FC may be just one more on a list of many ‘cruel discredited therapies’. Shermer believes that most “gaps in scientific knowledge are filled-in with anyone’s pet theory and their corresponding treatment.”
But then he goes on to say that there are those who believe and are enchanted by “… an autistic boy typing (with the assistance of a facilitator) a message on an iPad. He writes, “…now you can hear me. The iPad helps me to see not only my words, but to hold onto my thoughts.”
REFERENCES used in < My Thoughts > are:
Cardinal, D., & Falvey, M. (2014). The Maturing of Facilitated Communication: A Means Toward Independent Communication; Research & Practice for Persons with Severe Disabilities; V39(3); p189-194.
Shermer, M. (2016). If “facilitated Communication” is a Canard, Why Teach It? Facilitated Communication, autism and patient’s rights; retrieved from – https://www.scientificamerican.com
Singer, G., Horner, R., Dunlap, G. Wang, M. (2014). Standards of Proof: TASH, Facilitated Communication, and the Science-Based Practices Movement; Research & Practice for Persons with Severe Disabilities; V39(3); p178-188.
Here is a Focused Extended Review to read which gives families an opportunity to share experiences with this topic.
Excerpts from Paula’s Journal: Surviving Autism by Stephanie Marks. (Please find my complete extended review on my website MENU Navigation on HOME Page.)
“After their telephone conversation, Mom tried to explain it to me. I couldn’t understand. How could you point letters out on a board and get anywhere? So we had a meeting with Ellie, and then it started to make sense. After I saw the Facilitation Board, it all made sense.”
“The board was 9 x 11 inches and set up exactly like a (typing) keyboard. First Ellie showed me how she helped another person use the technique. Ellie would support that person’s wrist while he pointed out each letter to form words and sentences. It looked so easy! But it wasn’t. It was hard!”
“Trying to facilitate made me feel like I was showing all my inner being. I tried it with Ellie. I couldn’t do it. This was the first time I had really had a chance to communicate with anyone, and it felt so strange! Finally, we had to stop because I started screaming out of fear. I was so horrified!”
“Later that night, after I had calmed down, Mom got out the board Ellie had given us, and we sat down together and tried to facilitate. I could not believe how wonderful it was to talk to Mom!”
End of excerpts from Paula’s Journal: Surviving Autism by Stephanie Marks. (Please find my complete extended review on my website.)
< My Thoughts > **Remember… As well as creating a practice or program, the principal must meet all qualifying professional standards, certification, and licensing. It’s up to you to find out if they do. Smiles.
==============
Here are some other Extended Reviews you can find on my website which mention personal accounts of Facilitated Communication, aka Letterboard communication –
How Can I Talk If My Lips Don’t Move?: Inside My Autistic Mind, by Tito Rajarshi Mukhopadhyay; eBooks Edition 2011.
I Am In Here: The Journey of a Child with Autism Who Cannot Speak but Finds Her Voice, by Elizabeth M. Bonker & Virginia G. Breen, eBooks Edition 2011.
Ido in Autismland: Climbing Out of Autism, by Ido Kedar; eBooks Edition 2012.
Paula’s Journal: Surviving Autism by Stephanie Marks; eBook Edition 2014.
==============
PLEASE USE BACK ARROW (<----) TO RETURN TO MAIN PAGE...
Or, continue on to the next Post (10-12)...
Cardinal & Falvey (2014) explain that Facilitated Communication is a process to initially encourage communication in the form of prompts, supports, or stabilizing of the hand or arm. This would then, after becoming successful, be faded to the child making the choice independently. Fading support also minimizes the threat of facilitator influence on the writer/speaker.
The communication partner provides support in a variety of ways, perhaps emotional support to encourage communication, or help to focus on the keyboard, or desired words. Despite the challenges to the method, many find that with refining their techniques, individuals are able to ensure authenticity of authorship of the typed message. Allowing them to write their own stories, and for them the controversy has ended.
These authors found that the body of research which validates Facilitated Communication is growing. Methodologies used have appeased many critics. For example, this study used video eye-tracking of the FC user’s eye gaze to verify that the individual letter, or series of letters, was truly targeted by the individual. For clarity, they say, not everyone becomes independent at typing their own messages. Some, must continue to point, use a pointer, or have assistance pointing to words on a chart or keyboard. But, the ability to become successful at writing messages, authors say, has less to do with intellectual capacity and more to do with fine motor issues.
Along with this, The Association for persons with Severe Handicaps (TASH) representing an international human rights advocacy group, agrees. Singer, et al. (2014) updated their comments about the controversy over FC. They say that questioning the intellectual disability and untapped potential for speech and literacy was common in the beginning. And, that long standing claims that the messages are purely the work of the facilitators is still quite common. But those taught systematically and tested through science based methods, after rigorous data collection, are proven to have typed complex and authentic messages after working with a trained facilitator.
< My Thoughts > Why wouldn’t you believe? Well, some, like Shermer (2016), still think that FC may be just one more on a list of many ‘cruel discredited therapies’. Shermer believes that most “gaps in scientific knowledge are filled-in with anyone’s pet theory and their corresponding treatment.”
But then he goes on to say that there are those who believe and are enchanted by “… an autistic boy typing (with the assistance of a facilitator) a message on an iPad. He writes, “…now you can hear me. The iPad helps me to see not only my words, but to hold onto my thoughts.”
REFERENCES used in < My Thoughts > are:
Cardinal, D., & Falvey, M. (2014). The Maturing of Facilitated Communication: A Means Toward Independent Communication; Research & Practice for Persons with Severe Disabilities; V39(3); p189-194.
Shermer, M. (2016). If “facilitated Communication” is a Canard, Why Teach It? Facilitated Communication, autism and patient’s rights; retrieved from – https://www.scientificamerican.com
Singer, G., Horner, R., Dunlap, G. Wang, M. (2014). Standards of Proof: TASH, Facilitated Communication, and the Science-Based Practices Movement; Research & Practice for Persons with Severe Disabilities; V39(3); p178-188.
Here is a Focused Extended Review to read which gives families an opportunity to share experiences with this topic.
Excerpts from Paula’s Journal: Surviving Autism by Stephanie Marks. (Please find my complete extended review on my website MENU Navigation on HOME Page.)
“After their telephone conversation, Mom tried to explain it to me. I couldn’t understand. How could you point letters out on a board and get anywhere? So we had a meeting with Ellie, and then it started to make sense. After I saw the Facilitation Board, it all made sense.”
“The board was 9 x 11 inches and set up exactly like a (typing) keyboard. First Ellie showed me how she helped another person use the technique. Ellie would support that person’s wrist while he pointed out each letter to form words and sentences. It looked so easy! But it wasn’t. It was hard!”
“Trying to facilitate made me feel like I was showing all my inner being. I tried it with Ellie. I couldn’t do it. This was the first time I had really had a chance to communicate with anyone, and it felt so strange! Finally, we had to stop because I started screaming out of fear. I was so horrified!”
“Later that night, after I had calmed down, Mom got out the board Ellie had given us, and we sat down together and tried to facilitate. I could not believe how wonderful it was to talk to Mom!”
End of excerpts from Paula’s Journal: Surviving Autism by Stephanie Marks. (Please find my complete extended review on my website.)
< My Thoughts > **Remember… As well as creating a practice or program, the principal must meet all qualifying professional standards, certification, and licensing. It’s up to you to find out if they do. Smiles.
==============
Here are some other Extended Reviews you can find on my website which mention personal accounts of Facilitated Communication, aka Letterboard communication –
How Can I Talk If My Lips Don’t Move?: Inside My Autistic Mind, by Tito Rajarshi Mukhopadhyay; eBooks Edition 2011.
I Am In Here: The Journey of a Child with Autism Who Cannot Speak but Finds Her Voice, by Elizabeth M. Bonker & Virginia G. Breen, eBooks Edition 2011.
Ido in Autismland: Climbing Out of Autism, by Ido Kedar; eBooks Edition 2012.
Paula’s Journal: Surviving Autism by Stephanie Marks; eBook Edition 2014.
==============
PLEASE USE BACK ARROW (<----) TO RETURN TO MAIN PAGE...
Or, continue on to the next Post (10-12)...
POST (10-12) Physical Activity Program, Stem Cell Therapy, Vitamin Supplement Therapy
10. Physical Activity Program
Zhao, M. & Chen, S. (2018) found that physical activity plays a vital role in influencing people’s life from many aspects. And, that this is especially important for children with autism because it improves their self-esteem, social skills, and behavior. It gives people positive lifestyle benefits for their future wellbeing and self-determination. They go on to say that there are two main kinds of therapy programs; land-based and aquatic-based aerobics. During these programs, when used as an intervention, the inappropriate behavior of participants was analyzed and targeted. The program was especially designed for improvement in social and communication functions. as well as sensory and feeling behaviors. The ‘natural environment’ of the program setting was also structured to help with enhancing interpersonal relationships and increasing the frequency of social interaction.
Parents felt that the 12-week physical activity program was found to be effective at improving social interaction and communication. And according to follow-up feedback from parents and teachers, the children were much more social and communicative. They were using greetings and interacting with peers more in everyday situations. Authors say it was also noted that non-verbal and even verbal children with autism didn’t know how to ask for exercise or physical activity. So, it’s up to parents and teachers to build it into their routine, as appropriate.
Bogdashina (2016) believes that autistic individuals do not respond in the way we expect them to because they have different systems of perception and communication; senses, abilities and thinking systems. She says that sensory perceptual differences impact not only cognition, but acquisition of social and communication skill development, as well as physical activity. And, for the same reasons, sensory deprivation can lead to autistic-like-behaviors. Also, that sensory memory, good and bad, can be created.
< My Thoughts > Much of the current literature reflects the premise that children and adults with autism do NOT want to be isolated and anti-social. They seem to resort to those behaviors when overwhelmed and feeling trapped in their sensory-defense mode.
**Remember… As well as creating a practice or program, the principal must meet all qualifying professional standards, certification, and licensing. It’s up to you to find out if they do. Smiles.
References used:
Bogdashina, O. & Casanova (2016). Sensory Perceptual Issues in Autism and Asperger Syndrome, Different Sensory Experiences – Different Perceptual Worlds; Second Edition: London; Philadelphia: Jessica Kingsley Publishers.
Zhao, M. & Chen, S. (2018). The Effects of Structured Physical Activity Program on Social Interaction and Communication for Children with Autism; BioMed Research International; V11, 13p.
Zhao, M. & Chen, S. (2018) found that physical activity plays a vital role in influencing people’s life from many aspects. And, that this is especially important for children with autism because it improves their self-esteem, social skills, and behavior. It gives people positive lifestyle benefits for their future wellbeing and self-determination. They go on to say that there are two main kinds of therapy programs; land-based and aquatic-based aerobics. During these programs, when used as an intervention, the inappropriate behavior of participants was analyzed and targeted. The program was especially designed for improvement in social and communication functions. as well as sensory and feeling behaviors. The ‘natural environment’ of the program setting was also structured to help with enhancing interpersonal relationships and increasing the frequency of social interaction.
Parents felt that the 12-week physical activity program was found to be effective at improving social interaction and communication. And according to follow-up feedback from parents and teachers, the children were much more social and communicative. They were using greetings and interacting with peers more in everyday situations. Authors say it was also noted that non-verbal and even verbal children with autism didn’t know how to ask for exercise or physical activity. So, it’s up to parents and teachers to build it into their routine, as appropriate.
Bogdashina (2016) believes that autistic individuals do not respond in the way we expect them to because they have different systems of perception and communication; senses, abilities and thinking systems. She says that sensory perceptual differences impact not only cognition, but acquisition of social and communication skill development, as well as physical activity. And, for the same reasons, sensory deprivation can lead to autistic-like-behaviors. Also, that sensory memory, good and bad, can be created.
< My Thoughts > Much of the current literature reflects the premise that children and adults with autism do NOT want to be isolated and anti-social. They seem to resort to those behaviors when overwhelmed and feeling trapped in their sensory-defense mode.
**Remember… As well as creating a practice or program, the principal must meet all qualifying professional standards, certification, and licensing. It’s up to you to find out if they do. Smiles.
References used:
Bogdashina, O. & Casanova (2016). Sensory Perceptual Issues in Autism and Asperger Syndrome, Different Sensory Experiences – Different Perceptual Worlds; Second Edition: London; Philadelphia: Jessica Kingsley Publishers.
Zhao, M. & Chen, S. (2018). The Effects of Structured Physical Activity Program on Social Interaction and Communication for Children with Autism; BioMed Research International; V11, 13p.
11. Stem Cell Therapy
Siniscalco, et al. (2012) say that based on the theory that stem cell transplantation could offer a unique tool to provide better resolution for autism, available treatments can be found. They continue, “Alternative and complementary treatments, not sufficiently supported by medical literature, include stem cell therapy.” Although it has been said to have the potential for improving the effects of ASD, because MSC cells have the ability to migrate to sites of injury and participate in the repair process. But the strategies are limited, partially because the exact causes of autism are unknown.
Aigner et al. (2014) contributes that autism is a ‘neurodevelopmental’ disorder with symptoms to include intellectual disability, seizures, anxiety, aggression, and sleep disorders. Current treatments are focusing on educational and behavioral interventions aimed at improving maladaptive behaviors and promoting social interactions. Because autism is highly heritable, landmark studies are including the use of stem cells; both embryonic and patient-derived. It is proposed that these advances offer and opportunity to advance or at least help to understand the ASD pathology.
Mazonson et al. (2017) measured conditions under which umbilical cord blood (UCB) might be stored for future use. They continue to say that millions of units of UCB are stored in private cord blood banks. Now the medical community is gathering data which could impact this need for stem cell storage. For example, the donor or the donor’s family may use UCB to treat conditions they may face in the years ahead.
< My Thoughts > **Remember… As well as creating a practice or program, the principal must meet all qualifying professional standards, certification, and licensing. It’s up to you to find out if they do. Smiles.
References used:
Aigner, S., Heckel, T., Zhang, J., Andreae, L., Jagasia, Ravi (2014). Human pluripotent stem cell models of autism spectrum disorder: emerging frontiers, opportunities, and challenges towards neuronal networks in a dish; Psychopharmacology; V231, p1089-1104.
Mazonson, P., Kane, M., Colberg, K., Harris, H., Brown, H., Mohr, A., Ziman, A., Santas, C. (2017). Prevalence of Medical Conditions Potentially Amenable to Cellular Therapy among Families Privately Storing Umbilical Cord Blood; Maternal Child Health Journal; V21; p 208-214.
Siniscalco, D., Sapone, A., Cirillo, A., Giordano, C.,Maione, S., Antonucci, N. (2012). Autism Spectrum Disorders: Is Mesenchymal Stem Cell Personalized Therapy for the Future?; Journal of Biomedicine & Biotechnology; V2012.
Siniscalco, et al. (2012) say that based on the theory that stem cell transplantation could offer a unique tool to provide better resolution for autism, available treatments can be found. They continue, “Alternative and complementary treatments, not sufficiently supported by medical literature, include stem cell therapy.” Although it has been said to have the potential for improving the effects of ASD, because MSC cells have the ability to migrate to sites of injury and participate in the repair process. But the strategies are limited, partially because the exact causes of autism are unknown.
Aigner et al. (2014) contributes that autism is a ‘neurodevelopmental’ disorder with symptoms to include intellectual disability, seizures, anxiety, aggression, and sleep disorders. Current treatments are focusing on educational and behavioral interventions aimed at improving maladaptive behaviors and promoting social interactions. Because autism is highly heritable, landmark studies are including the use of stem cells; both embryonic and patient-derived. It is proposed that these advances offer and opportunity to advance or at least help to understand the ASD pathology.
Mazonson et al. (2017) measured conditions under which umbilical cord blood (UCB) might be stored for future use. They continue to say that millions of units of UCB are stored in private cord blood banks. Now the medical community is gathering data which could impact this need for stem cell storage. For example, the donor or the donor’s family may use UCB to treat conditions they may face in the years ahead.
< My Thoughts > **Remember… As well as creating a practice or program, the principal must meet all qualifying professional standards, certification, and licensing. It’s up to you to find out if they do. Smiles.
References used:
Aigner, S., Heckel, T., Zhang, J., Andreae, L., Jagasia, Ravi (2014). Human pluripotent stem cell models of autism spectrum disorder: emerging frontiers, opportunities, and challenges towards neuronal networks in a dish; Psychopharmacology; V231, p1089-1104.
Mazonson, P., Kane, M., Colberg, K., Harris, H., Brown, H., Mohr, A., Ziman, A., Santas, C. (2017). Prevalence of Medical Conditions Potentially Amenable to Cellular Therapy among Families Privately Storing Umbilical Cord Blood; Maternal Child Health Journal; V21; p 208-214.
Siniscalco, D., Sapone, A., Cirillo, A., Giordano, C.,Maione, S., Antonucci, N. (2012). Autism Spectrum Disorders: Is Mesenchymal Stem Cell Personalized Therapy for the Future?; Journal of Biomedicine & Biotechnology; V2012.
12. Vitamin Supplement Therapy
Liu, et al. (2017) studied 64, 1-8 year old children with ASD and also did a 6-month follow-up study using Vitamin A. They selected Vitamin A because it is known to regulate central nervous system development by in turn promoting intestinal immunity. The purpose was that Vitamin A has been known to increase beneficial microbiota, thus benefiting some of the symptoms of autism. Conclusions were that Vitamin A may help some of the symptoms related to ASD.
The only published piece found on Vitamin B12 was by Malhotra, et al. (2013). This one studied a 14 year old boy with pervasive developmental disorder (PDD). He was injected intramuscularly daily for 5 days, then weekly for 8 weeks. After 2 months there seemed to be no improvement in his speech. But after 4 months there was improvement in his inappropriate pacing, touching and tapping behavior. He also could sit in one place for about an hour. His parents reported a definite improvement in his condition. It has been proposed that oxidative stress which may be caused by depleted Vitamin B12, may contribute to autism.
In this case controlled study of 13 children (3-12 year olds) with ASD, Hashemzadeh, et al. (2015) felt that Vitamin D had no effects. They pointed out first that Vitamin D is not a true vitamin but a steroid that is produced by a chemical cascade when the skin is exposed to ultraviolet sunlight. One of the reasons this study was pursued, according to the authors was because children with ASD seem to have reduced levels of Vitamin D, compared to children without ASD. Among the test group were children who were considered to have moderate to severe autism. But, they found no significant relationship with serum levels to the severity of autism.
< My Thoughts > **Remember… As well as creating a practice or program, the principal must meet all qualifying professional standards, certification, and licensing. It’s up to you to find out if they do. Smiles.
References used:
Hashemzadeh, M., Moharreri, F., SOItanifar, A. (2015). Comparative study of Vitamin D levels in children with Autism Spectrum Disorder and normal children: A Case-control Study; Fundamentals of Mental Health; July/August; p197-201.
Liu, et al. (2017). Effect of Vitamin A supplement on gut microbiota in children with autism spectrum disorder: a Pilot Study; BioMed Central Microbiology; V17:204.
Malhotra, S., Subodh, B., Parakh, Prenti, Lahariya, S. (2013). Brief Report: Childhood Disintegrative Disorder as a Likely Manifestation of Vitamin B12 Deficiency; Journal of Autism Developmental Disorders; V43, p.2207 – 2210.
Note: Next will be Section #5 Know Your Child.
Liu, et al. (2017) studied 64, 1-8 year old children with ASD and also did a 6-month follow-up study using Vitamin A. They selected Vitamin A because it is known to regulate central nervous system development by in turn promoting intestinal immunity. The purpose was that Vitamin A has been known to increase beneficial microbiota, thus benefiting some of the symptoms of autism. Conclusions were that Vitamin A may help some of the symptoms related to ASD.
The only published piece found on Vitamin B12 was by Malhotra, et al. (2013). This one studied a 14 year old boy with pervasive developmental disorder (PDD). He was injected intramuscularly daily for 5 days, then weekly for 8 weeks. After 2 months there seemed to be no improvement in his speech. But after 4 months there was improvement in his inappropriate pacing, touching and tapping behavior. He also could sit in one place for about an hour. His parents reported a definite improvement in his condition. It has been proposed that oxidative stress which may be caused by depleted Vitamin B12, may contribute to autism.
In this case controlled study of 13 children (3-12 year olds) with ASD, Hashemzadeh, et al. (2015) felt that Vitamin D had no effects. They pointed out first that Vitamin D is not a true vitamin but a steroid that is produced by a chemical cascade when the skin is exposed to ultraviolet sunlight. One of the reasons this study was pursued, according to the authors was because children with ASD seem to have reduced levels of Vitamin D, compared to children without ASD. Among the test group were children who were considered to have moderate to severe autism. But, they found no significant relationship with serum levels to the severity of autism.
< My Thoughts > **Remember… As well as creating a practice or program, the principal must meet all qualifying professional standards, certification, and licensing. It’s up to you to find out if they do. Smiles.
References used:
Hashemzadeh, M., Moharreri, F., SOItanifar, A. (2015). Comparative study of Vitamin D levels in children with Autism Spectrum Disorder and normal children: A Case-control Study; Fundamentals of Mental Health; July/August; p197-201.
Liu, et al. (2017). Effect of Vitamin A supplement on gut microbiota in children with autism spectrum disorder: a Pilot Study; BioMed Central Microbiology; V17:204.
Malhotra, S., Subodh, B., Parakh, Prenti, Lahariya, S. (2013). Brief Report: Childhood Disintegrative Disorder as a Likely Manifestation of Vitamin B12 Deficiency; Journal of Autism Developmental Disorders; V43, p.2207 – 2210.
Note: Next will be Section #5 Know Your Child.
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