Unit 7– 9 CAMs Section 9. PART 6 –
11. massage therapy 12. mindfulness & meditation
NOTE: PROCEED WITH CAUTION. Complementary and Alternative Medicine (CAMs) treatments are still very controversial and may even be very dangerous. Before starting any treatment program, investigate thoroughly, and ALWAYS, ALWAYS talk to your child’s primary physician first.
(NOTE: ‘Intervention’ disclaimer is also provided in introduction to INTERVENTIONS, and in OTHER THERAPIES)
PLEASE READ DISCLAIMERs –
11. massage therapy 12. mindfulness & meditation
NOTE: PROCEED WITH CAUTION. Complementary and Alternative Medicine (CAMs) treatments are still very controversial and may even be very dangerous. Before starting any treatment program, investigate thoroughly, and ALWAYS, ALWAYS talk to your child’s primary physician first.
(NOTE: ‘Intervention’ disclaimer is also provided in introduction to INTERVENTIONS, and in OTHER THERAPIES)
PLEASE READ DISCLAIMERs –
11. massage therapy
Escalona, et al. (2001) maintains that the children after being in the ‘massage therapy' group studied had less touch-aversion and were becoming more attentive at school; with an increase in ‘on-task’ behavior in the classroom and playground. More frequent massages by a parent or a familiar person, also improved sleep-behaviors, as was reflected in their ‘sleep’ diaries. Parents shared that they expressed ‘really liking’ the before bedtime massage routine as much as their child.
Bestbier, L. & Williams, T. (2017) believe that deep pressure appears to be of immediate benefit to the population with autism and severe intellectual difficulties. Deep pressure has been defined as the ‘sensation produced when an individual is hugged, squeezed, stroked, or held. Sometimes a combination of Deep Touch Pressure (DTP) therapy methods will be successful.
< My Thoughts > “…a combination of Deep Touch Pressure (DTP) therapy methods…”
Many Occupational Therapists use a combination of DPT therapy methods, depending upon the individuals needs. Occupational Therapist’s may often include deep-pressure and/or brushing therapy treatments within sensory-integration treatments.
As well, trained special education classroom teachers will offer a weighted vest or a ‘Wilbarger’ brushing to calm a student who is becoming anxious. All such actions should be approved of as part of the student’s Individualized Educational/ ‘Behavior Intervention Plan’ (BIP).
DPT can be tailored to the needs of the individual, deep-pressure benefits which may be found are the person becoming –
‘Wilbarger’ brushing, joint compression, weighted vests and blankets have usually brought about the benefits of seemly calming children. The study also shows that the therapy may be a choice of ‘reward’ for some children during therapy intervention sessions. However, not all children preferred deep pressure as a ‘task completion reward’. Some even had adverse reactions to this method being applied.
< My Thoughts > “… ‘task completion reward’
Using DPT deep pressure in tandem with other therapies; or, as a ‘task completion reward’ can work. DPT hugging, squeezing, or Wilbarger brushing can become a ‘reward’ or ‘consequence’ achieved as a result of a child with ASD performing/completing a desired ‘task’, or learning a new one.
Deep-pressure is said to improve the mood of some persons with ASD, who are anxious or otherwise upset. Although more experimentally designed techniques may be needed for more challenging behavior. Due to this and other reasons, DPT type of therapy does NOT fall under what is considered evidence-based practice (EBP).
Howe & Stagg (2016) cite the sensory pain of hugging to be so stressful as to cause real pain to the recipient. Some say that being hugged made them lose concentration, ‘feel tired’ and was physically uncomfortable to the degree that it could bring on severe anxiety. Contrary to this, there are some children experience sensory-seeking behavior which is only satisfied by deep pressure hugs.
Losinski, et al. (2016) say that this study which discusses Deep Touch Pressure (DTP) on students with disabilities had three study participants. Two boys seemed to have positive effects, while the third participant, also a boy, had limited positive results.
The study was defined as a ‘single-case alternative treatments design’. The alternative treatments were Deep Touch Pressure (DTP) as opposed to aerobic and non-aerobic exercise. A ‘single-case’ research design does not compare the participants with another group of participants.
The object is to observe how one group of particular participants respond to certain treatments or therapies. It does not show how this action would serve the participants in ‘all’ circumstances, but only in this particular study setting. The intention of the study is not to show how either treatment was used to meet the standards of Evidence-Based-Practices (EBP).
< My Thoughts > “…standards of ‘Evidence’-Based-Practices (EBP).”
Both the No Child Left Behind Act (NCLB) and the Individuals with Disabilities Education Act (IDEA) mandate that all ‘instructional strategies’ and ‘therapeutic methods’ used in the classroom must be evidence-based-practices (EBP). When authorized, there are circumstances where the Occupational Therapist (OT) may have implemented the use of ‘mat-wraps’ (swaddling) and/or brushing techniques (Wilbarger protocol) to calm students experiencing escalating anxiety, in a special education classroom situation.
The reason there may NOT have been a description or time duration of the aerobic and non-aerobic exercise stated in the study could have been many. One, is that OT’s sometimes have the child do ‘push-ups’, or just want to run around the room, until they no longer feel anxious. It’s whatever works for the child, depending on their age. Younger students who don’t want to ‘exercise’, may want to jump up and down, until they feel calm.
Weighted vests, blankets, swaddling, and therapeutic brushing was used here to calm the three disabled students. These were participants. with intellectual disabilities (ID), attention deficit hyperactivity disorder (ADHD), and autism spectrum disorder (ASD). The alternative treatment offered was aerobic and non-aerobic exercise. One of the study’s limitations, was the missing description of the length of treatment duration time using the aerobic and non-aerobic exercise.
Escalona, et al. (2001) maintains that the children after being in the ‘massage therapy' group studied had less touch-aversion and were becoming more attentive at school; with an increase in ‘on-task’ behavior in the classroom and playground. More frequent massages by a parent or a familiar person, also improved sleep-behaviors, as was reflected in their ‘sleep’ diaries. Parents shared that they expressed ‘really liking’ the before bedtime massage routine as much as their child.
Bestbier, L. & Williams, T. (2017) believe that deep pressure appears to be of immediate benefit to the population with autism and severe intellectual difficulties. Deep pressure has been defined as the ‘sensation produced when an individual is hugged, squeezed, stroked, or held. Sometimes a combination of Deep Touch Pressure (DTP) therapy methods will be successful.
< My Thoughts > “…a combination of Deep Touch Pressure (DTP) therapy methods…”
Many Occupational Therapists use a combination of DPT therapy methods, depending upon the individuals needs. Occupational Therapist’s may often include deep-pressure and/or brushing therapy treatments within sensory-integration treatments.
As well, trained special education classroom teachers will offer a weighted vest or a ‘Wilbarger’ brushing to calm a student who is becoming anxious. All such actions should be approved of as part of the student’s Individualized Educational/ ‘Behavior Intervention Plan’ (BIP).
DPT can be tailored to the needs of the individual, deep-pressure benefits which may be found are the person becoming –
- Calm
- Responsive
- Engaged
- Communicative
- Happy
‘Wilbarger’ brushing, joint compression, weighted vests and blankets have usually brought about the benefits of seemly calming children. The study also shows that the therapy may be a choice of ‘reward’ for some children during therapy intervention sessions. However, not all children preferred deep pressure as a ‘task completion reward’. Some even had adverse reactions to this method being applied.
< My Thoughts > “… ‘task completion reward’
Using DPT deep pressure in tandem with other therapies; or, as a ‘task completion reward’ can work. DPT hugging, squeezing, or Wilbarger brushing can become a ‘reward’ or ‘consequence’ achieved as a result of a child with ASD performing/completing a desired ‘task’, or learning a new one.
Deep-pressure is said to improve the mood of some persons with ASD, who are anxious or otherwise upset. Although more experimentally designed techniques may be needed for more challenging behavior. Due to this and other reasons, DPT type of therapy does NOT fall under what is considered evidence-based practice (EBP).
Howe & Stagg (2016) cite the sensory pain of hugging to be so stressful as to cause real pain to the recipient. Some say that being hugged made them lose concentration, ‘feel tired’ and was physically uncomfortable to the degree that it could bring on severe anxiety. Contrary to this, there are some children experience sensory-seeking behavior which is only satisfied by deep pressure hugs.
Losinski, et al. (2016) say that this study which discusses Deep Touch Pressure (DTP) on students with disabilities had three study participants. Two boys seemed to have positive effects, while the third participant, also a boy, had limited positive results.
The study was defined as a ‘single-case alternative treatments design’. The alternative treatments were Deep Touch Pressure (DTP) as opposed to aerobic and non-aerobic exercise. A ‘single-case’ research design does not compare the participants with another group of participants.
The object is to observe how one group of particular participants respond to certain treatments or therapies. It does not show how this action would serve the participants in ‘all’ circumstances, but only in this particular study setting. The intention of the study is not to show how either treatment was used to meet the standards of Evidence-Based-Practices (EBP).
< My Thoughts > “…standards of ‘Evidence’-Based-Practices (EBP).”
Both the No Child Left Behind Act (NCLB) and the Individuals with Disabilities Education Act (IDEA) mandate that all ‘instructional strategies’ and ‘therapeutic methods’ used in the classroom must be evidence-based-practices (EBP). When authorized, there are circumstances where the Occupational Therapist (OT) may have implemented the use of ‘mat-wraps’ (swaddling) and/or brushing techniques (Wilbarger protocol) to calm students experiencing escalating anxiety, in a special education classroom situation.
The reason there may NOT have been a description or time duration of the aerobic and non-aerobic exercise stated in the study could have been many. One, is that OT’s sometimes have the child do ‘push-ups’, or just want to run around the room, until they no longer feel anxious. It’s whatever works for the child, depending on their age. Younger students who don’t want to ‘exercise’, may want to jump up and down, until they feel calm.
Weighted vests, blankets, swaddling, and therapeutic brushing was used here to calm the three disabled students. These were participants. with intellectual disabilities (ID), attention deficit hyperactivity disorder (ADHD), and autism spectrum disorder (ASD). The alternative treatment offered was aerobic and non-aerobic exercise. One of the study’s limitations, was the missing description of the length of treatment duration time using the aerobic and non-aerobic exercise.
One type of 'Mat Wrap' supervised momentary crisis management intervention.
Duan-Young (2014) discloses that when Janey first arrived in the group home, she was dressed in a sparkly pink shirt and short green pants. Her hair was dark brown, and very curly. Janey’s mother Yolanda, stood in the doorway with Janey nervously beside her.
This was it. The day they had been waiting for. I greeted Yolanda, Janey, and her brother. This was going to be a new adventure.
One thing that struck me about Janey, after getting to know her and spending so much time with her, was how much she appreciated, even what seemed enjoying, the smallest things in life. Yes, she would get frustrated and violent. But, we had strategies to help her with that.
What we could never teach was the pureness in her heart, the appreciation, and the sense of wonder that Janey had about life.
Janey loved and enjoyed each moment. A butterfly might land on a nearby flower, and Janey would sit and stare with amazement and joy every time, even if it was the 100th butterfly she had seen that week.
Sometimes. when the other children would be upset, Janey would comfort them. By being totally present in the moment, and appreciating her friends for who they were; not judging them for their inconvenient behavior.
Every night at dinner Janey would say things like, “This is the best spaghetti I’ve ever tasted,” even if it was the 5th time we had spaghetti that month. Every bedtime story was the best she had ever heard.
Of course, there were times when Janey did things that required us to intervene. Sometimes the interventions could appear harsh from an outsider’s view. One ‘outing’ night in a neighborhood restaurant we had to use a ‘mat wrap’ to calm Janey down; to keep her from hurting herself, or others around her.
A ‘mat wrap’ is thinly made, like a yoga mat. When a child is so out of control that nothing else can be done to calm the situation, this mat is wrapped around the child like a blanket. Then we just hold the child until he or she calms down; never leaving them alone.
< My Thoughts > “…mat-wrap…”
Many children with autism and sensory processing issues are calmed and comforted by the deep pressure therapy of being tightly wrapped; also known as a ‘swaddle’ wrap. This is a form of 'restraint' which requires parental permission and constant care giver supervision.
Children with sensory issues respond to weighted blankets filled with the same kind of poly-foam used in children’s toys. Similar, the ‘mat-wrap’ seems to create the deep pressure, which calms and comforts the over-stimulated child or adult.
In addition to the ‘mat-wrap’, there are several ‘crisis management escort / therapeutic holds’ which, when used by trained professionals, can safely calm the child and/or adult. Or, this strategy can be used to move non-compliant individuals to a safe location; thus, preventing them from hurting themselves or others.
Schools, group homes, and other care facilities are subject to rules and regulations regarding ‘mat-wrap’ and/or DPT use and strategies. Individual states have laws to protect citizens from ‘restraint and seclusion’ actions. Medicare, www.Medicare.gov cautions the client/patient has the right to take part in developing their own health care plan; including a ‘say’ as to whether physical restraints and/or chemical restraint (medication) will or will not be used for their child.
Parents also have the right to state in a letter, exactly what the ‘institution/facility/school’ has permission to use as their child’s behavior intervention protocol.
Caution to parents – Be careful not to sign away those ‘rights’ in documents you may rush to sign, in order to place your child into a public or private school or facility; during a crisis situation.
This is why doing things from a place of love, not frustration or anger, is so important. Janey knew that we were helping her calm down. But she still fought us tooth and nail at times.
There’s no ‘magic pill’ that’s going to take a child from 300+ violent acts per month to zero. It’s a gradual learning process. Janey seemed to understand this. She never held a grudge. She could always sense that we were there to help her. What she didn’t realize was how much she was helping us. Every day seeing the joy in Janey’s face when she made the smallest steps of progress was an inspiration.
Sequeira & Amed (2012) say several non-traditional approaches to help treat autism can be found, however few studies are there to support their validity.
Duan-Young (2014) discloses that when Janey first arrived in the group home, she was dressed in a sparkly pink shirt and short green pants. Her hair was dark brown, and very curly. Janey’s mother Yolanda, stood in the doorway with Janey nervously beside her.
This was it. The day they had been waiting for. I greeted Yolanda, Janey, and her brother. This was going to be a new adventure.
One thing that struck me about Janey, after getting to know her and spending so much time with her, was how much she appreciated, even what seemed enjoying, the smallest things in life. Yes, she would get frustrated and violent. But, we had strategies to help her with that.
What we could never teach was the pureness in her heart, the appreciation, and the sense of wonder that Janey had about life.
Janey loved and enjoyed each moment. A butterfly might land on a nearby flower, and Janey would sit and stare with amazement and joy every time, even if it was the 100th butterfly she had seen that week.
Sometimes. when the other children would be upset, Janey would comfort them. By being totally present in the moment, and appreciating her friends for who they were; not judging them for their inconvenient behavior.
Every night at dinner Janey would say things like, “This is the best spaghetti I’ve ever tasted,” even if it was the 5th time we had spaghetti that month. Every bedtime story was the best she had ever heard.
Of course, there were times when Janey did things that required us to intervene. Sometimes the interventions could appear harsh from an outsider’s view. One ‘outing’ night in a neighborhood restaurant we had to use a ‘mat wrap’ to calm Janey down; to keep her from hurting herself, or others around her.
A ‘mat wrap’ is thinly made, like a yoga mat. When a child is so out of control that nothing else can be done to calm the situation, this mat is wrapped around the child like a blanket. Then we just hold the child until he or she calms down; never leaving them alone.
< My Thoughts > “…mat-wrap…”
Many children with autism and sensory processing issues are calmed and comforted by the deep pressure therapy of being tightly wrapped; also known as a ‘swaddle’ wrap. This is a form of 'restraint' which requires parental permission and constant care giver supervision.
Children with sensory issues respond to weighted blankets filled with the same kind of poly-foam used in children’s toys. Similar, the ‘mat-wrap’ seems to create the deep pressure, which calms and comforts the over-stimulated child or adult.
In addition to the ‘mat-wrap’, there are several ‘crisis management escort / therapeutic holds’ which, when used by trained professionals, can safely calm the child and/or adult. Or, this strategy can be used to move non-compliant individuals to a safe location; thus, preventing them from hurting themselves or others.
Schools, group homes, and other care facilities are subject to rules and regulations regarding ‘mat-wrap’ and/or DPT use and strategies. Individual states have laws to protect citizens from ‘restraint and seclusion’ actions. Medicare, www.Medicare.gov cautions the client/patient has the right to take part in developing their own health care plan; including a ‘say’ as to whether physical restraints and/or chemical restraint (medication) will or will not be used for their child.
Parents also have the right to state in a letter, exactly what the ‘institution/facility/school’ has permission to use as their child’s behavior intervention protocol.
Caution to parents – Be careful not to sign away those ‘rights’ in documents you may rush to sign, in order to place your child into a public or private school or facility; during a crisis situation.
This is why doing things from a place of love, not frustration or anger, is so important. Janey knew that we were helping her calm down. But she still fought us tooth and nail at times.
There’s no ‘magic pill’ that’s going to take a child from 300+ violent acts per month to zero. It’s a gradual learning process. Janey seemed to understand this. She never held a grudge. She could always sense that we were there to help her. What she didn’t realize was how much she was helping us. Every day seeing the joy in Janey’s face when she made the smallest steps of progress was an inspiration.
Sequeira & Amed (2012) say several non-traditional approaches to help treat autism can be found, however few studies are there to support their validity.
PART 6 –
12. mindfulness & meditation
Mindfulness
Hofer, et al. (2019) have studied a questionnaire created to gather data about the use of Complementary & Alternative Medicine (CAM) by patients in Germany with autism. The specific CAMs the in-study’s data collection, were ‘mind-body’ interventions such as, yoga, music therapy.
< My Thoughts > “…‘mind-body’ interventions.”
While the authors seem to consider yoga, music therapy, first; a newer extension of the mind-body interventions could be ‘mindfulness’ and ‘meditation’.
This questionnaire was used by patients with autism, from a clinic in Germany, in the treatment of somatic and psychiatric disorders, including autism. They found that typically, along with using traditional medicine, parents had chosen to incorporate CAM therapy for treatment of their child’s core autism symptoms.
Also, the study revealed that one of the reasons parents leaned towards CAMs, was due to the seemingly ‘incurable’ nature of autism. Also, they feared that they faced a lack of ‘causal’ treatment options.
< My Thoughts > “…lack of ‘causal’ treatment options.”
By saying parents feared a lack of ‘causal’ treatment options, possibly makes reference to the fact that ‘autism’ is not a ‘disease’, but a ‘neurodevelopmental disorder’. Therefore, one cannot look for a ‘causal treatment’ or, ‘cure’, or a preventative ‘solution’ as one would a ‘disease’.
They also found that the reason parents don’t disclose the use of CAMs to their clinicians, may be due to a fear that they will be ‘judged’, and/or asked to discontinue what could be considered a ‘conflicting’ or ‘risky’ therapy.
After the use of CAMs, patients have reported some satisfaction with symptom improvement, according to outpatient participants recruited for this study. Also, the questionnaire showed evidence that parents seldom disclosed the use of CAMs to their child’s physician.
Hwang, et al. (2015) have investigated recent ‘mindfulness’ intervention studies which successfully addressed problem behaviors, in children with Autism Spectrum Disorder. Along with a pattern of complex impairments such as, heightened anxiety, unwanted stress, and clinically significant problem behaviors which had caused parenting challenges.
‘Mindfulness’ intervention addresses both parents’ issues, as well as that of their child’s. ‘Mindfulness’ is defined as the awareness that emerges through attention to purpose; to being present in the moment, and to experiencing things in moment-by-moment engagement. The ‘mindfulness’ exercised in this article included relaxing, meditating on elements, focusing on breathing, exploring moving, watching and feeling.
< My Thoughts> “…moment by moment engagement…”
Staying in the moment is necessary to becoming engaged enough to learn new things, or even to perform previously learned skills. What is engaging one time, may not be engaging the next time. Changing-up the task to ‘focusing’ on your setting, in a ‘mindful’ way, may be helpful.
Some ‘mindfulness’ suggestions for the family might be to practice ‘waking up with a purpose’, such as to watching the morning’s sunrise. ‘Mindful eating’ by focusing on every morsel or mouthful. Or, by labeling feelings and emotions when taking a nature walk and experiencing the surroundings outdoors. Perhaps naming and comparing the trees, flowers, and birds that you encounter while walking.
Decker (2011) declared that the whole autism thing slipped up on me like the flu – the symptoms fairly banal until it felt like I needed to be hooked up to life support and have a priest administering last rites. After that, nothing else mattered.
Will and I were raising a family, too busy making it from day to day unscathed to worry about such trifles as being in love. I came to the conclusion that there is no shame in playing the hand you are dealt. Don’t cry for me, Argentina. That’ll just piss me off.
< My Thoughts > “…too busy making it from day to day.”
Recently, ‘mindfulness’ programs have become available to help parents learn the necessary skills to help them become proactive and still stay in the moment. They can take the action they needed to feel empowered. Acceptance and commitment may be the key to playing the hand you are dealt when your child is on the autism spectrum.
Harris (2020) has these words on the ‘Act Mindfully’ website – “Try learning the psychological skills to handle painful thoughts and feelings effectively. To handle them in such a way that they have much less impact and influence – these are known as ‘mindfulness’ skills.”
“Helping to clarify what’s truly important and meaningful – that is to clarify our values and use that knowledge to guide, inspire and motivate us. To set goals and to take the action that enriches our lives.”
Conner & White (2018) explain that many adults with autism can experience emotion regulation (ER); typically defined as the inability to control one’s emotions by using goal-orienting behaviors. Mindful awareness, ‘mindfulness’, can be brought into everyday activities to reduce anxiety, depression, and sleep problems. Notably, they say that there is evidence that this can become a ‘stand-alone’ therapy, however long or brief. Or, ‘mindfulness’ can be used when walking, running, or doing yoga. Mindful awareness begins by focusing on your breathing and enjoying the moment.
Siebelink, et al. (2018) state a study that describes using ‘mindfulness’ intervention to improve ‘self-control’ in children with autism, as opposed to using an unwanted ‘pharmalogical’ approach. They say that having ‘self-control’ can be seen as an umbrella to cover certain ‘cognitive’ problems with executive function, impulse control, attention and emotional regulation, cognitive flexibility, planning, and delayed gratification. Several distinct program protocols were used; aside from training the parents to provide a basic ‘learned’ intervention.
Semple (2019) says that when used as a supplemental intervention ‘mindfulness’ can be safe, effective and even build self-confidence. Nevertheless, they may also be a great misappropriation of time, money, and missed opportunity. In fact, saying that for some, intentionally focusing awareness on body sensations can increase physical discomfort and agitation, if the person also has sensory issues. And, that the effect on developing brains and bodies is yet unknown. Remarking too, that the individuals leading the sessions, as well as the setting in which the session takes place, may have ‘positive’ or ‘negative’ an effect on the subject.
Meditation
Moffitt (2020) maintains, I’ve known for a long time that my now-adult son with autism would benefit from ‘meditation and mindfulness’, but didn’t know how to get from ‘here’ to ‘there’. When he was upset, I would exhort him to take deep breaths and he would exaggeratedly huff and puff, then start screaming again. I took him to a ‘mindfulness’ class but he was so excited to be around other kids that he couldn’t contain himself long enough, during the quiet time, to get to the socializing part. And, having to sit still on cue made him more anxious than ever.
A lovely and wise neighbor answered my prayer. We happened upon her in a beautiful Seattle park, nearby. She told us that she had lupus and total kidney failure which sent her on a quest for healing. She meditated and studied Chinese medicine until she became a doctor and claimed to have healed herself.
She asked if I meditated. I said, “not formally” and I was aware she already knew that. “Ah! You and your son need to meditate together.” She knew that I was the caregiver NOT taking care of herself. My son was a child hypersensitive to the parent’s mood and the parent’s feeling.
She instructed us to do the following – “One minute at a time. Breathe in ‘one,’ out ‘two;’ up to 10 and start over. If your attention wanders, start over at one. Your mind is in a rut and you fill in the rut with sand so your mind becomes a smooth pathway. The sand is one minute of breathing — keep filling the rut one minute at a time and it will change the structure of your brain. Your breath is an anchor — keep coming back to your anchor.” She bid us farewell and said she would be in touch.
At first, I didn’t think my son would do it. “We’ve been given a gift, accept it,” I said as we walked back from the lake through the tall grasses to the car. He conceded that he would try. That was a couple of weeks ago. At first, my son meditated out of obligation, but soon into it he whispered, “I feel better,” upon opening his eyes.
Now he’ll ask for more minutes. Most promisingly, he reports when he feels anxious and asks to meditate with me for a minute, heading off what would’ve been a spectacular meltdown. Sometimes, he will tell himself he needs to meditate. Self-regulation seemed more than a lofty dream.
There’s a notion that there are two paths in life: One path is easy to get on but almost impossible to stay on. The other is a path that is almost impossible to get on, but once on it, you’re assured of your destination. For us, the path forward began with a single minute of breathing.
Grant (2020) gives us what is believed to be the secret. “Breathe in, breathe out, if you are breathing you can meditate.” She goes on to say that ‘mindfulness’ is not a religious practice, but a way to pay attention to your breathing, which is the foundation of your ‘mindfulness’.
Some believe that our brains are ‘hardwired’ for negativity. Negative thoughts trigger stress. But this can be overcome by focusing on the moment, in a non-judgmental way, to appreciate the sensation of letting out breaths, letting go of stress, imagining you are a leaf floating on the breeze. Some asked the ‘difference’ between ‘meditation’ and ‘mindfulness’. ‘Meditation’ is quieting the mind. Realizing your mind’s wandering to past judgments and anxious future events is becoming ‘mindful’. You are becoming ‘mindful’ when you are back in the moment feeling the sensation of your breathing.
< My Thoughts> “…You are becoming mindful…”
Sometimes, as a mom and as a teacher, it helps to stop long enough to get into the rhythm of my own breathing when tasks are becoming purposeless. Sometimes my great plans go awry and it’s time to refocus. Meditation can help quiet the mind so one can get to an objective place.
Orenstein (2014) suggests TM (Transcendental Meditation) as “sitting in a comfortable position with your eyes closed and repeating a mantra.” The mantra can be a resonating sound (“Ohmmm”), or a saying which brings you to a peaceful place. This article cautions that “TM is not a replacement for medical treatment”, but it can, after 6 months of practicing, provide benefits.“ Just 10 minutes in the morning and 10 minutes after school and before dinner should result in the child being less likely to act out, seem happier and more focused.”
Sequeira & Ahmed (2012), in their section about ‘meditation’, say that along with meditation to treat some symptoms of autism, “Several approaches have been suggested such as acupuncture, massage, auditory integration training, detoxification, and neurofeedback.” They caution, “However the studies available so far are insufficient to support or oppose their validity.”
Siri (2010) recommends trying meditation. In just three months, you can create more ‘gray matter’ in areas of the brain, impacting self-awareness and compassion. Meditation can quiet your overactive thinking, which can fill your mind with worries and distractions. Meditation helps prevent your mind from wandering so you can stay focused on the task at hand. Meditation also blocks stress and protects your brain from stress-related damage to attention and memory.
REFERENCES: UNIT 7 – 9 CAMS Part 6
11. massage therapy 12. mindfulness & meditation
Bestbier, L. & Williams, T. (2017). The Immediate Effects of Deep Pressure on Young People with Autism and Severe Intellectual Difficulties Demonstrating Individual Differences; Occupational Therapy International; V2017, p1-7.
Conner, C. & White, S. (2018). Brief Report: Feasibility and Preliminary Efficacy of Individual Mindfulness Therapy for Adilts with Autism Spectrum Disorder; Journal of Autism Developmental Disorders; V48, p290–300.
Decker, J. (2011). I Wish I Were Engulfed in Flames: My Insane Life Raising Two Boys with Autism; eBook Edition.
Duan-Young, D. (2014). Autism: Why I Love Kids with Autism; eBook Edition.
Escalona , A., Field, T., et al. (2001). Brief Report: Improvements in the Behavior of Children with Autism Following Massage Therapy; Journal of Autism Developmental Disorders; V31, p513–517.
Grant, D. (2020). Developing a Mindfulness Meditation Practice for Well-being and Resilience; Canadian Minds; V Spring 2020
Harris, R. (2020). Act Mindfully; Retrieved online from – www.actmindfully.com.au/
Howe, E., & Stagg, S. (2016). How Sensory Experiences Affect Adolescents with an Autistic Spectrum Condition within the Classroom; Journal of Autism & Developmental Disorders; V46, p1931-1940.
Hwang, Y., Kearney, P., et al. (2015). Cultivating Mind: Mindfulness Interventions for Children with Autism Spectrum Disorder and Problem Behaviors, & Their Mothers; Journal of Child and Family Studies; V24, p3093-3106.
Losinski, M., Sander, S., et al. (2016). Examining the Use of Deep Touch Pressure to Improve the Educational Performance of Students with Disabilities: A Meta-Analysis; Research & Practice for Persons with Severe Disabilities; V41:1, p3-18.
Moffitt, S. (2020). Meditation and Mindfulness for Autism; Retrieved online from – https://www.autismkey.com/meditation-Xand-mindfulness-for-autism/
Orenstein, B. (2014). No-Cost, Drug-Free Therapy Helps Children With Autism; Retrieved online from –http://www.everydayhealth.com/news/this-no-cost-drug-free-therapy-helps-children-with-autism/
Semple, R. (2019). Review: Yoga and Mindfulness for Youth with Autism Spectrum Disorder: Review of the Current Evidence; child & Adolescent Mental Health; V24:1, p12-18.
Sequeira, S., Ahmed, M. (2012). Meditation as a Potential Therapy for Autism; Autism Research & Treatment; V2012, p1-11.
Siebelink, N., Bogels, S., et al. (2018). Mindfulness for Children with ASHD and Mindful Parenting: Protocol of a Randomized Controlled Trial Comparing a Family Mindfulness-Based Interventions as an Add-on to Care-As-Usual with Care-As-Usual Only; BMC Psychiatry; V18:237, p1-19.
Siri, K. (2010).1,001 Tips for the Parents of Autistic Boys; Skyhorse Publishing, New York, N.Y.
DISCLAIMER (2024) Know Autism – Know Your Child: with < My Thoughts > by Sara Luker; 2024
Just to let you know that I, Sara Hayden Luker, have put forth my best efforts in presenting what I have learned about autism, by sharing the stories and studies of those who have gone before us. Any author’s mention of products, services, treatments, and interventions or actions are not to be considered an endorsement, thereof. Know that to some, autism is an ‘unregulated business’. The content of this website material, digital or in any other form does not represent medical advice; nor does it constitute medical suggestions in any way. The material, including any downloadable parts, is for informational and/or educational purposes only. Your download and/or use of any of this material indicates your acceptance of this disclaimer.
This is a Personal Use Electronic Download. By downloading, you hereby agree and acknowledge that you are not acquiring any right, title or interest in, or to, the material; nor any associated copyrights, other than the right to possess, hold and use for personal, non-commercial purposes. Furthermore, you agree that you will: (i) not scan, copy, duplicate, distribute or otherwise reproduce the material(s) to resell, (ii) not use the material(s) for any commercial purposes. By downloading you agree to these terms unconditionally. No ‘rights’ are given or transferred.
12. mindfulness & meditation
Mindfulness
Hofer, et al. (2019) have studied a questionnaire created to gather data about the use of Complementary & Alternative Medicine (CAM) by patients in Germany with autism. The specific CAMs the in-study’s data collection, were ‘mind-body’ interventions such as, yoga, music therapy.
< My Thoughts > “…‘mind-body’ interventions.”
While the authors seem to consider yoga, music therapy, first; a newer extension of the mind-body interventions could be ‘mindfulness’ and ‘meditation’.
This questionnaire was used by patients with autism, from a clinic in Germany, in the treatment of somatic and psychiatric disorders, including autism. They found that typically, along with using traditional medicine, parents had chosen to incorporate CAM therapy for treatment of their child’s core autism symptoms.
Also, the study revealed that one of the reasons parents leaned towards CAMs, was due to the seemingly ‘incurable’ nature of autism. Also, they feared that they faced a lack of ‘causal’ treatment options.
< My Thoughts > “…lack of ‘causal’ treatment options.”
By saying parents feared a lack of ‘causal’ treatment options, possibly makes reference to the fact that ‘autism’ is not a ‘disease’, but a ‘neurodevelopmental disorder’. Therefore, one cannot look for a ‘causal treatment’ or, ‘cure’, or a preventative ‘solution’ as one would a ‘disease’.
They also found that the reason parents don’t disclose the use of CAMs to their clinicians, may be due to a fear that they will be ‘judged’, and/or asked to discontinue what could be considered a ‘conflicting’ or ‘risky’ therapy.
After the use of CAMs, patients have reported some satisfaction with symptom improvement, according to outpatient participants recruited for this study. Also, the questionnaire showed evidence that parents seldom disclosed the use of CAMs to their child’s physician.
Hwang, et al. (2015) have investigated recent ‘mindfulness’ intervention studies which successfully addressed problem behaviors, in children with Autism Spectrum Disorder. Along with a pattern of complex impairments such as, heightened anxiety, unwanted stress, and clinically significant problem behaviors which had caused parenting challenges.
‘Mindfulness’ intervention addresses both parents’ issues, as well as that of their child’s. ‘Mindfulness’ is defined as the awareness that emerges through attention to purpose; to being present in the moment, and to experiencing things in moment-by-moment engagement. The ‘mindfulness’ exercised in this article included relaxing, meditating on elements, focusing on breathing, exploring moving, watching and feeling.
< My Thoughts> “…moment by moment engagement…”
Staying in the moment is necessary to becoming engaged enough to learn new things, or even to perform previously learned skills. What is engaging one time, may not be engaging the next time. Changing-up the task to ‘focusing’ on your setting, in a ‘mindful’ way, may be helpful.
Some ‘mindfulness’ suggestions for the family might be to practice ‘waking up with a purpose’, such as to watching the morning’s sunrise. ‘Mindful eating’ by focusing on every morsel or mouthful. Or, by labeling feelings and emotions when taking a nature walk and experiencing the surroundings outdoors. Perhaps naming and comparing the trees, flowers, and birds that you encounter while walking.
Decker (2011) declared that the whole autism thing slipped up on me like the flu – the symptoms fairly banal until it felt like I needed to be hooked up to life support and have a priest administering last rites. After that, nothing else mattered.
Will and I were raising a family, too busy making it from day to day unscathed to worry about such trifles as being in love. I came to the conclusion that there is no shame in playing the hand you are dealt. Don’t cry for me, Argentina. That’ll just piss me off.
< My Thoughts > “…too busy making it from day to day.”
Recently, ‘mindfulness’ programs have become available to help parents learn the necessary skills to help them become proactive and still stay in the moment. They can take the action they needed to feel empowered. Acceptance and commitment may be the key to playing the hand you are dealt when your child is on the autism spectrum.
Harris (2020) has these words on the ‘Act Mindfully’ website – “Try learning the psychological skills to handle painful thoughts and feelings effectively. To handle them in such a way that they have much less impact and influence – these are known as ‘mindfulness’ skills.”
“Helping to clarify what’s truly important and meaningful – that is to clarify our values and use that knowledge to guide, inspire and motivate us. To set goals and to take the action that enriches our lives.”
Conner & White (2018) explain that many adults with autism can experience emotion regulation (ER); typically defined as the inability to control one’s emotions by using goal-orienting behaviors. Mindful awareness, ‘mindfulness’, can be brought into everyday activities to reduce anxiety, depression, and sleep problems. Notably, they say that there is evidence that this can become a ‘stand-alone’ therapy, however long or brief. Or, ‘mindfulness’ can be used when walking, running, or doing yoga. Mindful awareness begins by focusing on your breathing and enjoying the moment.
Siebelink, et al. (2018) state a study that describes using ‘mindfulness’ intervention to improve ‘self-control’ in children with autism, as opposed to using an unwanted ‘pharmalogical’ approach. They say that having ‘self-control’ can be seen as an umbrella to cover certain ‘cognitive’ problems with executive function, impulse control, attention and emotional regulation, cognitive flexibility, planning, and delayed gratification. Several distinct program protocols were used; aside from training the parents to provide a basic ‘learned’ intervention.
Semple (2019) says that when used as a supplemental intervention ‘mindfulness’ can be safe, effective and even build self-confidence. Nevertheless, they may also be a great misappropriation of time, money, and missed opportunity. In fact, saying that for some, intentionally focusing awareness on body sensations can increase physical discomfort and agitation, if the person also has sensory issues. And, that the effect on developing brains and bodies is yet unknown. Remarking too, that the individuals leading the sessions, as well as the setting in which the session takes place, may have ‘positive’ or ‘negative’ an effect on the subject.
Meditation
Moffitt (2020) maintains, I’ve known for a long time that my now-adult son with autism would benefit from ‘meditation and mindfulness’, but didn’t know how to get from ‘here’ to ‘there’. When he was upset, I would exhort him to take deep breaths and he would exaggeratedly huff and puff, then start screaming again. I took him to a ‘mindfulness’ class but he was so excited to be around other kids that he couldn’t contain himself long enough, during the quiet time, to get to the socializing part. And, having to sit still on cue made him more anxious than ever.
A lovely and wise neighbor answered my prayer. We happened upon her in a beautiful Seattle park, nearby. She told us that she had lupus and total kidney failure which sent her on a quest for healing. She meditated and studied Chinese medicine until she became a doctor and claimed to have healed herself.
She asked if I meditated. I said, “not formally” and I was aware she already knew that. “Ah! You and your son need to meditate together.” She knew that I was the caregiver NOT taking care of herself. My son was a child hypersensitive to the parent’s mood and the parent’s feeling.
She instructed us to do the following – “One minute at a time. Breathe in ‘one,’ out ‘two;’ up to 10 and start over. If your attention wanders, start over at one. Your mind is in a rut and you fill in the rut with sand so your mind becomes a smooth pathway. The sand is one minute of breathing — keep filling the rut one minute at a time and it will change the structure of your brain. Your breath is an anchor — keep coming back to your anchor.” She bid us farewell and said she would be in touch.
At first, I didn’t think my son would do it. “We’ve been given a gift, accept it,” I said as we walked back from the lake through the tall grasses to the car. He conceded that he would try. That was a couple of weeks ago. At first, my son meditated out of obligation, but soon into it he whispered, “I feel better,” upon opening his eyes.
Now he’ll ask for more minutes. Most promisingly, he reports when he feels anxious and asks to meditate with me for a minute, heading off what would’ve been a spectacular meltdown. Sometimes, he will tell himself he needs to meditate. Self-regulation seemed more than a lofty dream.
There’s a notion that there are two paths in life: One path is easy to get on but almost impossible to stay on. The other is a path that is almost impossible to get on, but once on it, you’re assured of your destination. For us, the path forward began with a single minute of breathing.
Grant (2020) gives us what is believed to be the secret. “Breathe in, breathe out, if you are breathing you can meditate.” She goes on to say that ‘mindfulness’ is not a religious practice, but a way to pay attention to your breathing, which is the foundation of your ‘mindfulness’.
Some believe that our brains are ‘hardwired’ for negativity. Negative thoughts trigger stress. But this can be overcome by focusing on the moment, in a non-judgmental way, to appreciate the sensation of letting out breaths, letting go of stress, imagining you are a leaf floating on the breeze. Some asked the ‘difference’ between ‘meditation’ and ‘mindfulness’. ‘Meditation’ is quieting the mind. Realizing your mind’s wandering to past judgments and anxious future events is becoming ‘mindful’. You are becoming ‘mindful’ when you are back in the moment feeling the sensation of your breathing.
< My Thoughts> “…You are becoming mindful…”
Sometimes, as a mom and as a teacher, it helps to stop long enough to get into the rhythm of my own breathing when tasks are becoming purposeless. Sometimes my great plans go awry and it’s time to refocus. Meditation can help quiet the mind so one can get to an objective place.
Orenstein (2014) suggests TM (Transcendental Meditation) as “sitting in a comfortable position with your eyes closed and repeating a mantra.” The mantra can be a resonating sound (“Ohmmm”), or a saying which brings you to a peaceful place. This article cautions that “TM is not a replacement for medical treatment”, but it can, after 6 months of practicing, provide benefits.“ Just 10 minutes in the morning and 10 minutes after school and before dinner should result in the child being less likely to act out, seem happier and more focused.”
Sequeira & Ahmed (2012), in their section about ‘meditation’, say that along with meditation to treat some symptoms of autism, “Several approaches have been suggested such as acupuncture, massage, auditory integration training, detoxification, and neurofeedback.” They caution, “However the studies available so far are insufficient to support or oppose their validity.”
Siri (2010) recommends trying meditation. In just three months, you can create more ‘gray matter’ in areas of the brain, impacting self-awareness and compassion. Meditation can quiet your overactive thinking, which can fill your mind with worries and distractions. Meditation helps prevent your mind from wandering so you can stay focused on the task at hand. Meditation also blocks stress and protects your brain from stress-related damage to attention and memory.
REFERENCES: UNIT 7 – 9 CAMS Part 6
11. massage therapy 12. mindfulness & meditation
Bestbier, L. & Williams, T. (2017). The Immediate Effects of Deep Pressure on Young People with Autism and Severe Intellectual Difficulties Demonstrating Individual Differences; Occupational Therapy International; V2017, p1-7.
Conner, C. & White, S. (2018). Brief Report: Feasibility and Preliminary Efficacy of Individual Mindfulness Therapy for Adilts with Autism Spectrum Disorder; Journal of Autism Developmental Disorders; V48, p290–300.
Decker, J. (2011). I Wish I Were Engulfed in Flames: My Insane Life Raising Two Boys with Autism; eBook Edition.
Duan-Young, D. (2014). Autism: Why I Love Kids with Autism; eBook Edition.
Escalona , A., Field, T., et al. (2001). Brief Report: Improvements in the Behavior of Children with Autism Following Massage Therapy; Journal of Autism Developmental Disorders; V31, p513–517.
Grant, D. (2020). Developing a Mindfulness Meditation Practice for Well-being and Resilience; Canadian Minds; V Spring 2020
Harris, R. (2020). Act Mindfully; Retrieved online from – www.actmindfully.com.au/
Howe, E., & Stagg, S. (2016). How Sensory Experiences Affect Adolescents with an Autistic Spectrum Condition within the Classroom; Journal of Autism & Developmental Disorders; V46, p1931-1940.
Hwang, Y., Kearney, P., et al. (2015). Cultivating Mind: Mindfulness Interventions for Children with Autism Spectrum Disorder and Problem Behaviors, & Their Mothers; Journal of Child and Family Studies; V24, p3093-3106.
Losinski, M., Sander, S., et al. (2016). Examining the Use of Deep Touch Pressure to Improve the Educational Performance of Students with Disabilities: A Meta-Analysis; Research & Practice for Persons with Severe Disabilities; V41:1, p3-18.
Moffitt, S. (2020). Meditation and Mindfulness for Autism; Retrieved online from – https://www.autismkey.com/meditation-Xand-mindfulness-for-autism/
Orenstein, B. (2014). No-Cost, Drug-Free Therapy Helps Children With Autism; Retrieved online from –http://www.everydayhealth.com/news/this-no-cost-drug-free-therapy-helps-children-with-autism/
Semple, R. (2019). Review: Yoga and Mindfulness for Youth with Autism Spectrum Disorder: Review of the Current Evidence; child & Adolescent Mental Health; V24:1, p12-18.
Sequeira, S., Ahmed, M. (2012). Meditation as a Potential Therapy for Autism; Autism Research & Treatment; V2012, p1-11.
Siebelink, N., Bogels, S., et al. (2018). Mindfulness for Children with ASHD and Mindful Parenting: Protocol of a Randomized Controlled Trial Comparing a Family Mindfulness-Based Interventions as an Add-on to Care-As-Usual with Care-As-Usual Only; BMC Psychiatry; V18:237, p1-19.
Siri, K. (2010).1,001 Tips for the Parents of Autistic Boys; Skyhorse Publishing, New York, N.Y.
DISCLAIMER (2024) Know Autism – Know Your Child: with < My Thoughts > by Sara Luker; 2024
Just to let you know that I, Sara Hayden Luker, have put forth my best efforts in presenting what I have learned about autism, by sharing the stories and studies of those who have gone before us. Any author’s mention of products, services, treatments, and interventions or actions are not to be considered an endorsement, thereof. Know that to some, autism is an ‘unregulated business’. The content of this website material, digital or in any other form does not represent medical advice; nor does it constitute medical suggestions in any way. The material, including any downloadable parts, is for informational and/or educational purposes only. Your download and/or use of any of this material indicates your acceptance of this disclaimer.
This is a Personal Use Electronic Download. By downloading, you hereby agree and acknowledge that you are not acquiring any right, title or interest in, or to, the material; nor any associated copyrights, other than the right to possess, hold and use for personal, non-commercial purposes. Furthermore, you agree that you will: (i) not scan, copy, duplicate, distribute or otherwise reproduce the material(s) to resell, (ii) not use the material(s) for any commercial purposes. By downloading you agree to these terms unconditionally. No ‘rights’ are given or transferred.