UNIT 7 – 10 CAMs PART 7
13. neurotherapy 14. physical activity program
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 doctor first.
(NOTE: ‘Intervention’ disclaimer is also provided in introduction to INTERVENTIONS, and in OTHER THERAPIES)
PLEASE READ DISCLAIMER –
13. neurotherapy 14. physical activity program
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 doctor first.
(NOTE: ‘Intervention’ disclaimer is also provided in introduction to INTERVENTIONS, and in OTHER THERAPIES)
PLEASE READ DISCLAIMER –
13. Neurotherapy
Sicile-Kira (2014) says that due to the nature of Autism, it is difficult to ascertain the cognitive level of people on the spectrum. Some or all of their senses are a 100 times more sensitive than others and therefore they process the environment differently. More and more it is understood that there is a challenge with ‘output’. That is, they are NOT able to respond verbally to what they are thinking, or what they hear and understand.
She goes on to say that the field of neuroscience has grown tremendously in the last decade, giving us a greater understanding of the brain, the spinal cord, and networks of sensory nerve cells which are involved. We are learning how neurons, throughout the body relate to behaviors, reason, and emotions – all important to the understanding of autism. We recognize that the first step in gaining and knowing autism is to gather knowledge.
Robb-Dover (2020) relates that ‘neurotherapy’ can be an effective ‘standalone’ tool for many issues, such as Traumatic Brain Injury (TBI), sleep disorders (SD), Post Traumatic Stress Disorder (PTSD), Attention Deficit Hyperactivity Disorder (ADHD), headaches/migraines, Tourette’s/Tics. Yet, for other issues like addictions, eating disorders, smoking cessation, abusive relationships, character disorders, and issues related to one’s discipline for or resistance to change, it is only a powerful adjunct to other effective healing modalities.
Neurotherapy, also called neurofeedback (NFB), electroencephalography (EEG) biofeedback, or brainwave training, and is a type of alternative therapy. More specifically, it is a type of biofeedback that uses ‘real time’ displays of EEG to illustrate brain activity. By recording brain wave activity using sensors placed on the head, a practitioner can gather information about why an individual may be having clinical symptoms, based on what is happening in their brain.
States of neurophysiological over-arousal or under-arousal can contribute to why a client may be manifesting symptoms of anxiety, depression, obsessive compulsive disorder Obsessive Compulsive Disorder (OCD), attention deficit disorder (ADD), and a variety of other stressful conditions.
Once initial information has been gathered, neurofeedback can be used to track brain wave activity, and train the brain to operate more efficiently, by providing visual and auditory feedback to the client as their brain wave patterns improve and self-regulation occurs.
Louise (2011) feels that feedback itself is built into our very reality. Things like temperature, digestive comfort, and fabric texture are all forms of feedback. My son Dar was a smelly, scary mess of a man. That is, until neurofeedback. After that, we could actually watch him learn to calm himself and communicate. The whole thing was happily surprising. Why had I been able to teach some of my children to perceivably change but not all? And, what made neurofeedback strong enough to help even an adult? Why was it not limited to the under five-year-old child?
Weinstein, et al. (2011) ask – “Does neurofeedback help individuals reduce anxiety, which in turn, helps with self-regulation and enhances learning strategies? Persons may also be able to decrease self-injurious behavior, because that seems to be associated with irritability, which may be reduced with this therapy. Self-regulation is both the fuel and the engine that helps students manage their strategic learning, on both a global and real-time levels. On the ‘real-time’ level, self-regulation helps to reduce anxiety, focus attention, and monitor learning success.”
It seems that through successful neurofeedback therapy a person becomes more self-regulated, i.e., more balanced, more focused and therefore has less problems with learning and sensory issues.
Louise (2011) continuing, I was so curious to find the answers. I knew neurofeedback must have its limitations, but that it could be applied to all kinds of disorders. I decided to find out what they were. After all, what better test of a therapy than my own diverse family with it’s very damaged Dar?
I believed understanding Dar was the key to figuring out how to teach him. That’s when I decided to figure this disorder out, change the course of my own children’s lives, and share the magic with whoever else wished to know what I had learned.
Brain disorders always present as clusters of symptoms rather than just one singular problem. For example, a child with autism may have sleep issues, depression, and/or sensory-seeking behavior that is only satisfied by great big deep pressure hugs, and tics. While another with the same disorder may have outbursts, periods of despondency, contact avoidance, seizures, and self-abusive behavior.
Thus, it is true to say that ‘autism’ is a group of symptoms rather than a particular thing. And that these symptoms, these clusters, are connected and reinforced by each other, so as you heal one you affect the others. While you heal the cluster, you smooth out all the behaviors created by the ‘sub-disorders’ contained within it.
Ulrich, K. (2006) understands the goal of neurofeedback is for the patients to come to recognize the onset of electrical negativity and then to push it in a positive direction. Attention Deficit Hyperactivity Disorder (ADHD) subjects train their brains to produce fewer ‘theta’ waves and thereby more ‘beta’ waves. They also learn how to sustain pleasant feelings longer.
Louise (2011) says she credits neurofeedback with doing amazing things – for my family and for everyone I work with. It is not as if you need a neurofeedback system to give feedback to your children’s brains. You give them feedback every time you express praise or disappointment.
If you feel more regulated, more balanced, more comfortable in your body, then it’s easier to learn. Changes in your brain lead to changes in how you experience your body, your ability to attend, and your desire to become ‘more’ than what you already are.
< My Thoughts > “…more comfortable in your body…”
Changes in your brain lead to the positive and negative ways the body interprets what it receives from the brain, which in turn determines the body’s responses.
Wigham, et al. (2015) tell us that low neurological threshold characteristics of poor registration and sensation seeking can result in sensory processing interruptions. The brain may misinterpret signals or sensations, therefore placing the person in an anxious state. Neurofeedback changes brains.
< My Thoughts > “Neurofeedback changes brains.”
By studying the circuitry of how the brain develops, in the future, scientists say that they hope to identify the ‘when’ and ‘for what’ reasons development goes ‘off track’. Changing the balance in the brain might provide clues as to how children with autism have an appetite for novelty and a disregard for risk.
Louise (2011) believes that neurofeedback has the ability to teach us how to tune up and rebuild our own ‘motherboard’ to a degree and at a level that was previously unheard of.
The first difference is that neurofeedback is never judgmental, thus it is never overwhelmed by the job ahead. The second difference is neurofeedback’s site-specific speed of delivery to individual neurons. What does this mean and how does being site specific create an advantage over behavioral cues and biomedical interventions?
Well, after five days of neurofeedback Dar began moving his tongue to form new sounds – happy sounds – no cries indicating numbness or headache pain. He stopped punching himself in the face. His shifts in state of mind were mostly subtle but – there were all these little things – like how he pointed excitedly to the food in the fridge. Pointing – I’d been trying to teach that since he was four – he’d finally gotten it. He pointed with his whole hand. It was so cute. Dar was 23 years old when he learned to point.
The brain is responsible for controlling impulses and planning ahead – the hallmark of adult behavior, but the last to mature. The volume of gray matter seen in brain images, shows that the brain does not begin to resemble that of an adult brain, until the early 20’s.
Anderson (2016) states the brain is said to be largely wired for social interaction; to insure the continuance of the species. If something goes wrong with the hardwiring, due to genetics or environment, then one may lose a sense of who they are.
Siegel (2013), in his book specifies that, “Family support gives teens a good sense of who they are.”
That it is important to have strong relationships with parents, extended family, and family friends. Then even though the child may have a “disorganized narrative” in their model of attachment, they will have a better chance of interpreting the world as a balanced one.
< My Thoughts > “…model of attachment…”
Fortunately, Lynette Louise (2011), aka ‘The Brain Broad’, taught her family to successfully see beyond a world with few choices, and her daughter and author in her own right, Tsara Shelton has carried that wisdom along to shape her family.
Shelton (2015) says – Funnily, I used to wonder if there was something wrong with me. People who knew me growing up, as well as people who know me today, use words like ‘satisfied’, ‘happy’, ‘sweet’, positive’, and ‘bubbly’ to describe me. But as it turns out, I’ve got a pretty balanced brain.
Eventually, in search of a tool that could help Dar, my most severely autistic brother, my Mom Lynette Louise (2011) discovered neurofeedback was the tool. A tool that would, essentially, save all of us from a life of floating and wondering and searching. Neurofeedback is truly wonderful. Putting nothing in the body but information, and offering feedback (in the form of beeps) that helps balance the brain nearly the instant the brain behaves in the way it’s encouraged to.
Both Mom and Dar benefited so quickly, and in such surprising ways, it became a passion project for my mother. To help the family, to certify and educate, and to help families around the world.
Eventually, I had a turn with her brain reading and balancing buddy. I’ll admit it, I was nervous. I was being silly because all it does is just read ‘delta’, ‘theta’, and ‘beta’ brain waves. It doesn’t judge at all. Well, my mother found my brain to be kind of boring! Turns out, it’s rather balanced.
We – myself, my mom, and my son – have always had a pretty clear picture of who we wanted to be. And it’s been fascinating and fun to see clearly that our dreams have come true. Even if they look different that when we once dreamed them.
Steiner, et al. (2014), say that in reward for careful concentration, the computer interface provides children with constant and immediate auditory and visual feedback about their success in paying attention.
< My Thoughts > “…Paying attention…”
Paying attention is the ability for self-regulation, which refers to the ability to maintain a calm, alert, and attentive state. A state which promotes involvement in learning experiences and interaction with others; the opposite of perseveration.
Self-regulation is taught to students for acquiring better results in their academic life. For instance, when reading, practicing a type of ‘self-regulation’ is stopping after a paragraph and asking yourself, “What is the new information here? Might it be important to learn?”
Or, when writing, ‘self-regulation’ can be closely following a Rubric necessary for making all ‘grade’ points for this type of essay. And, when attempting a math problem, especially one with text involved, self-regulation is making certain you are paying close attention and following all the steps necessary to solving the problem. For younger children self-regulation can be following Power Card Steps which show calming steps to take when upset.
Senator (2016) shares that a mother she knew, Liz, talks about her son Tyler whom she found standing by the front door, almost frozen. His routine was to get off the school bus, come in the house, take off his backpack and let her know he was home. But today, this boy she was usually chasing throughout the house had been standing stoically for 15 minutes at the front door. Frightened by this behavior, she contacted the doctor who prescribed something for depression, which only seemed to make things worse.
< My Thoughts > “…His routine…”
Persons with autism thrive on consistency and ‘routine’. Self-regulation, when learned, can make everyone’s life a little bit easier. But, a visit to a neurologist becomes necessary when things change, the results of therapeutic strategies fade, and lives are interrupted.
Eventually Tyler was referred to a neurology specialist for ‘catatonia’. Testing resulted in finding he had low levels of the neurotransmitters dopamine and serotonin. He was also low in the folate Vitamin B9. Liz remarks that after beginning a new treatment, Tyler returned to us.
Sicile-Kira (2014) says that due to the nature of Autism, it is difficult to ascertain the cognitive level of people on the spectrum. Some or all of their senses are a 100 times more sensitive than others and therefore they process the environment differently. More and more it is understood that there is a challenge with ‘output’. That is, they are NOT able to respond verbally to what they are thinking, or what they hear and understand.
She goes on to say that the field of neuroscience has grown tremendously in the last decade, giving us a greater understanding of the brain, the spinal cord, and networks of sensory nerve cells which are involved. We are learning how neurons, throughout the body relate to behaviors, reason, and emotions – all important to the understanding of autism. We recognize that the first step in gaining and knowing autism is to gather knowledge.
Robb-Dover (2020) relates that ‘neurotherapy’ can be an effective ‘standalone’ tool for many issues, such as Traumatic Brain Injury (TBI), sleep disorders (SD), Post Traumatic Stress Disorder (PTSD), Attention Deficit Hyperactivity Disorder (ADHD), headaches/migraines, Tourette’s/Tics. Yet, for other issues like addictions, eating disorders, smoking cessation, abusive relationships, character disorders, and issues related to one’s discipline for or resistance to change, it is only a powerful adjunct to other effective healing modalities.
Neurotherapy, also called neurofeedback (NFB), electroencephalography (EEG) biofeedback, or brainwave training, and is a type of alternative therapy. More specifically, it is a type of biofeedback that uses ‘real time’ displays of EEG to illustrate brain activity. By recording brain wave activity using sensors placed on the head, a practitioner can gather information about why an individual may be having clinical symptoms, based on what is happening in their brain.
States of neurophysiological over-arousal or under-arousal can contribute to why a client may be manifesting symptoms of anxiety, depression, obsessive compulsive disorder Obsessive Compulsive Disorder (OCD), attention deficit disorder (ADD), and a variety of other stressful conditions.
Once initial information has been gathered, neurofeedback can be used to track brain wave activity, and train the brain to operate more efficiently, by providing visual and auditory feedback to the client as their brain wave patterns improve and self-regulation occurs.
Louise (2011) feels that feedback itself is built into our very reality. Things like temperature, digestive comfort, and fabric texture are all forms of feedback. My son Dar was a smelly, scary mess of a man. That is, until neurofeedback. After that, we could actually watch him learn to calm himself and communicate. The whole thing was happily surprising. Why had I been able to teach some of my children to perceivably change but not all? And, what made neurofeedback strong enough to help even an adult? Why was it not limited to the under five-year-old child?
Weinstein, et al. (2011) ask – “Does neurofeedback help individuals reduce anxiety, which in turn, helps with self-regulation and enhances learning strategies? Persons may also be able to decrease self-injurious behavior, because that seems to be associated with irritability, which may be reduced with this therapy. Self-regulation is both the fuel and the engine that helps students manage their strategic learning, on both a global and real-time levels. On the ‘real-time’ level, self-regulation helps to reduce anxiety, focus attention, and monitor learning success.”
It seems that through successful neurofeedback therapy a person becomes more self-regulated, i.e., more balanced, more focused and therefore has less problems with learning and sensory issues.
Louise (2011) continuing, I was so curious to find the answers. I knew neurofeedback must have its limitations, but that it could be applied to all kinds of disorders. I decided to find out what they were. After all, what better test of a therapy than my own diverse family with it’s very damaged Dar?
I believed understanding Dar was the key to figuring out how to teach him. That’s when I decided to figure this disorder out, change the course of my own children’s lives, and share the magic with whoever else wished to know what I had learned.
Brain disorders always present as clusters of symptoms rather than just one singular problem. For example, a child with autism may have sleep issues, depression, and/or sensory-seeking behavior that is only satisfied by great big deep pressure hugs, and tics. While another with the same disorder may have outbursts, periods of despondency, contact avoidance, seizures, and self-abusive behavior.
Thus, it is true to say that ‘autism’ is a group of symptoms rather than a particular thing. And that these symptoms, these clusters, are connected and reinforced by each other, so as you heal one you affect the others. While you heal the cluster, you smooth out all the behaviors created by the ‘sub-disorders’ contained within it.
Ulrich, K. (2006) understands the goal of neurofeedback is for the patients to come to recognize the onset of electrical negativity and then to push it in a positive direction. Attention Deficit Hyperactivity Disorder (ADHD) subjects train their brains to produce fewer ‘theta’ waves and thereby more ‘beta’ waves. They also learn how to sustain pleasant feelings longer.
Louise (2011) says she credits neurofeedback with doing amazing things – for my family and for everyone I work with. It is not as if you need a neurofeedback system to give feedback to your children’s brains. You give them feedback every time you express praise or disappointment.
If you feel more regulated, more balanced, more comfortable in your body, then it’s easier to learn. Changes in your brain lead to changes in how you experience your body, your ability to attend, and your desire to become ‘more’ than what you already are.
< My Thoughts > “…more comfortable in your body…”
Changes in your brain lead to the positive and negative ways the body interprets what it receives from the brain, which in turn determines the body’s responses.
Wigham, et al. (2015) tell us that low neurological threshold characteristics of poor registration and sensation seeking can result in sensory processing interruptions. The brain may misinterpret signals or sensations, therefore placing the person in an anxious state. Neurofeedback changes brains.
< My Thoughts > “Neurofeedback changes brains.”
By studying the circuitry of how the brain develops, in the future, scientists say that they hope to identify the ‘when’ and ‘for what’ reasons development goes ‘off track’. Changing the balance in the brain might provide clues as to how children with autism have an appetite for novelty and a disregard for risk.
Louise (2011) believes that neurofeedback has the ability to teach us how to tune up and rebuild our own ‘motherboard’ to a degree and at a level that was previously unheard of.
The first difference is that neurofeedback is never judgmental, thus it is never overwhelmed by the job ahead. The second difference is neurofeedback’s site-specific speed of delivery to individual neurons. What does this mean and how does being site specific create an advantage over behavioral cues and biomedical interventions?
Well, after five days of neurofeedback Dar began moving his tongue to form new sounds – happy sounds – no cries indicating numbness or headache pain. He stopped punching himself in the face. His shifts in state of mind were mostly subtle but – there were all these little things – like how he pointed excitedly to the food in the fridge. Pointing – I’d been trying to teach that since he was four – he’d finally gotten it. He pointed with his whole hand. It was so cute. Dar was 23 years old when he learned to point.
The brain is responsible for controlling impulses and planning ahead – the hallmark of adult behavior, but the last to mature. The volume of gray matter seen in brain images, shows that the brain does not begin to resemble that of an adult brain, until the early 20’s.
Anderson (2016) states the brain is said to be largely wired for social interaction; to insure the continuance of the species. If something goes wrong with the hardwiring, due to genetics or environment, then one may lose a sense of who they are.
Siegel (2013), in his book specifies that, “Family support gives teens a good sense of who they are.”
That it is important to have strong relationships with parents, extended family, and family friends. Then even though the child may have a “disorganized narrative” in their model of attachment, they will have a better chance of interpreting the world as a balanced one.
< My Thoughts > “…model of attachment…”
Fortunately, Lynette Louise (2011), aka ‘The Brain Broad’, taught her family to successfully see beyond a world with few choices, and her daughter and author in her own right, Tsara Shelton has carried that wisdom along to shape her family.
Shelton (2015) says – Funnily, I used to wonder if there was something wrong with me. People who knew me growing up, as well as people who know me today, use words like ‘satisfied’, ‘happy’, ‘sweet’, positive’, and ‘bubbly’ to describe me. But as it turns out, I’ve got a pretty balanced brain.
Eventually, in search of a tool that could help Dar, my most severely autistic brother, my Mom Lynette Louise (2011) discovered neurofeedback was the tool. A tool that would, essentially, save all of us from a life of floating and wondering and searching. Neurofeedback is truly wonderful. Putting nothing in the body but information, and offering feedback (in the form of beeps) that helps balance the brain nearly the instant the brain behaves in the way it’s encouraged to.
Both Mom and Dar benefited so quickly, and in such surprising ways, it became a passion project for my mother. To help the family, to certify and educate, and to help families around the world.
Eventually, I had a turn with her brain reading and balancing buddy. I’ll admit it, I was nervous. I was being silly because all it does is just read ‘delta’, ‘theta’, and ‘beta’ brain waves. It doesn’t judge at all. Well, my mother found my brain to be kind of boring! Turns out, it’s rather balanced.
We – myself, my mom, and my son – have always had a pretty clear picture of who we wanted to be. And it’s been fascinating and fun to see clearly that our dreams have come true. Even if they look different that when we once dreamed them.
Steiner, et al. (2014), say that in reward for careful concentration, the computer interface provides children with constant and immediate auditory and visual feedback about their success in paying attention.
< My Thoughts > “…Paying attention…”
Paying attention is the ability for self-regulation, which refers to the ability to maintain a calm, alert, and attentive state. A state which promotes involvement in learning experiences and interaction with others; the opposite of perseveration.
Self-regulation is taught to students for acquiring better results in their academic life. For instance, when reading, practicing a type of ‘self-regulation’ is stopping after a paragraph and asking yourself, “What is the new information here? Might it be important to learn?”
Or, when writing, ‘self-regulation’ can be closely following a Rubric necessary for making all ‘grade’ points for this type of essay. And, when attempting a math problem, especially one with text involved, self-regulation is making certain you are paying close attention and following all the steps necessary to solving the problem. For younger children self-regulation can be following Power Card Steps which show calming steps to take when upset.
Senator (2016) shares that a mother she knew, Liz, talks about her son Tyler whom she found standing by the front door, almost frozen. His routine was to get off the school bus, come in the house, take off his backpack and let her know he was home. But today, this boy she was usually chasing throughout the house had been standing stoically for 15 minutes at the front door. Frightened by this behavior, she contacted the doctor who prescribed something for depression, which only seemed to make things worse.
< My Thoughts > “…His routine…”
Persons with autism thrive on consistency and ‘routine’. Self-regulation, when learned, can make everyone’s life a little bit easier. But, a visit to a neurologist becomes necessary when things change, the results of therapeutic strategies fade, and lives are interrupted.
Eventually Tyler was referred to a neurology specialist for ‘catatonia’. Testing resulted in finding he had low levels of the neurotransmitters dopamine and serotonin. He was also low in the folate Vitamin B9. Liz remarks that after beginning a new treatment, Tyler returned to us.
14. 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 physical activity 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 daily 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 a sensory memory, good and bad, can be created.
< My Thoughts > “…autistic-like-behaviors.”
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. Also, on the topic of ‘sensory memory’ being created, if it’s an unpleasant memory, then this may be the basis for a Post Traumatic Stress flashback moment.
REFERENCES: UNIT 7 – 10 CAMS PART 7 13. Neurotherapy, 14. Physical activity program
Anderson, J. (2016). The Teenage Brain: Under Construction; American College of Pediatricians Article.
Experiences – Different Perceptual Worlds; Second Edition: London; Philadelphia: Jessica Kingsley Publishers.
Louise, L. (2011). Miracles Are Made: A Real-life Guide to Autism; eBook Edition.
Robb-Dover, K. (2020). Understanding How Neurotherapy Can Help Mental Health; Retrieved online from – https://fherehab.com/learning/how-does-neurotherapy-work
Senator, S. (2016). Autism Adulthood: Creative Strategies & Insights for a Fulfilling Life; eBook Edition.
Shelton, T. (2015). Spinning In Circles & Learning from Myself: A Collection of Stories that Slowly Grow Up; eBook Edition.
Sicile-Kira, C. (2014). Autism Spectrum Disorder (revised): The Complete Guide to Understanding Autism; New York, N. Y.: Penguin Random House Company.
Siegel, D. (2013). Brainstorm: The Power & Purpose of the Teenage Brain; Tarcher Book Publishing.
Steiner, N., Frenette, E., et al. (2014). A Pilot Feasibility Study of Neurofeedback for Children with Autism; Applied Psychophysiology & Biofeedback; V39, p99-107.
Ulrich, K. (2006). Train Your Brain; Scientific American, Feb/Mar 2006; V17:1, p58-63.
Weinstein, C., Acee, T., et al. (2011). Self-regulation & Learning Strategies; Published by Wiley Online Library (wileyonlinelibrary.com).
Wigham, S., Rodgers, J., et al. (2015). The interplay Between Sensory Processing Abnormalities, Intolerance of Uncertainty, Anxiety & Restricted & Repetitive Behaviors in Autism Spectrum Disorder; Journal of Autism & Developmental Disorders; V45:4, p943-952.
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, p13.
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.
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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 physical activity 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 daily 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 a sensory memory, good and bad, can be created.
< My Thoughts > “…autistic-like-behaviors.”
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. Also, on the topic of ‘sensory memory’ being created, if it’s an unpleasant memory, then this may be the basis for a Post Traumatic Stress flashback moment.
REFERENCES: UNIT 7 – 10 CAMS PART 7 13. Neurotherapy, 14. Physical activity program
Anderson, J. (2016). The Teenage Brain: Under Construction; American College of Pediatricians Article.
Experiences – Different Perceptual Worlds; Second Edition: London; Philadelphia: Jessica Kingsley Publishers.
Louise, L. (2011). Miracles Are Made: A Real-life Guide to Autism; eBook Edition.
Robb-Dover, K. (2020). Understanding How Neurotherapy Can Help Mental Health; Retrieved online from – https://fherehab.com/learning/how-does-neurotherapy-work
Senator, S. (2016). Autism Adulthood: Creative Strategies & Insights for a Fulfilling Life; eBook Edition.
Shelton, T. (2015). Spinning In Circles & Learning from Myself: A Collection of Stories that Slowly Grow Up; eBook Edition.
Sicile-Kira, C. (2014). Autism Spectrum Disorder (revised): The Complete Guide to Understanding Autism; New York, N. Y.: Penguin Random House Company.
Siegel, D. (2013). Brainstorm: The Power & Purpose of the Teenage Brain; Tarcher Book Publishing.
Steiner, N., Frenette, E., et al. (2014). A Pilot Feasibility Study of Neurofeedback for Children with Autism; Applied Psychophysiology & Biofeedback; V39, p99-107.
Ulrich, K. (2006). Train Your Brain; Scientific American, Feb/Mar 2006; V17:1, p58-63.
Weinstein, C., Acee, T., et al. (2011). Self-regulation & Learning Strategies; Published by Wiley Online Library (wileyonlinelibrary.com).
Wigham, S., Rodgers, J., et al. (2015). The interplay Between Sensory Processing Abnormalities, Intolerance of Uncertainty, Anxiety & Restricted & Repetitive Behaviors in Autism Spectrum Disorder; Journal of Autism & Developmental Disorders; V45:4, p943-952.
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, p13.
DISCLAIMER (2024) Know Autism – Know Your Child: with < My Thoughts > by Sara Luker; 2024
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