UNDER... “Who May Help?" You want to understand about CAMs...
< My Thoughts >
Approach all of these Complementary & Alternative Medicine treatments with CAUTION. None have been approved for use for children and/or adults with Autism Spectrum Disorder and could be life threatening. I offer this only as an attempt to give you some information as to what you may hear or see when investigating Programs, Therapies & Interventions. A tip of the iceberg, so to speak. Now it’s up to you to investigate them thoroughly, before you move forward with a plan.
Protect your child and your wallet. And remember… that as well as creating a Therapy Program, the principal of the program has created a business which is bound by city, county, state, and/or federal business restrictions. This means that they must meet all professional standards, certification, and licensing requirements. It’s up to you to find out if they do. And… you are bound by any contractual agreements that you sign. Just saying… S.
'MORE' COMPLEMENTARY & ALTERNATIVE MEDICINE Approaches
(Part 1 - 11 listed below) –
Remember: The following are described in alphabetical order, without intent or suggestion of status or effectiveness –
Such as –
NOTE: PROCEED WITH CAUTION. Complementary and Alternative Medicine 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.
PLEASE READ DISCLAIMER –
UNIT 7- 3 CAMs Other Therapies
INTRODUCTION
Lindly, et al. (2018) learn that Complementary Health Approaches (CHA) is also called Complementary and Alternative Medicine (CAM). Programs encompassing a wide range of modalities, outside mainstream medical practices; according to the Department of Health & Human Services. Most parents see a change in the severity of the child’s symptomology over time.
Therefore, the child’s age influences the parent’s interest in CAMs; thus, they seem to seek out fewer ‘conventional’ treatments as the child gets older. Another influence is that conventional health care providers deliver a diagnosis and informed options to parents. When parents are not able to find sound evidence of efficacy for a CAM they are attracted to, then they lose interest in it. Plus, finding clarity about possible program’s financial burdens, helps to increase most parent’s understanding of the depth of their treatment decisions.
Senel (2009) says that the Complementary and Alternative Medicine (CAM) term is being used for defining health-related products and practices, which are NOT part of conventional medicine. For example, herbal supplements, acupuncture, chiropractic manipulation; and more recently biofeedback, and chelation therapy.
She thinks that possibly disappointments with conventional medicine motivates people to try CAMs. Among the CAM believers, she feels are those who ignore contradictive beliefs, and the lack of seeking scientific inquiry.
Senel thought the study reflected that the parents’ personal experience may have simply been about starting a change in diet, and/or increased exercise, and/or more relaxation. In other words, a more positive lifestyle change. Parents reported that they were overall, very optimistic about this non-traditional intervention. In study surveys, parents rated CAMs as either ‘improving their child dramatically’ or, ‘improving their child somewhat’. It was also stated that many of the ‘requested parent surveys’, were not returned to the study; for whatever reason.
To learn more about CAM therapies, go online to the National Center for Complementary and Alternative Medicine; https://nccih.nih.gov.
< My Thoughts > “…parents rated CAMs…”
Please know that as well as creating any practice or program, ‘the principals’ must meet all professional standards, certification, and licensing; for themselves and their staff. It’s up to you to find out if they do.
Maughan & Weiss (2017) in their article discuss how parents need to be informed, as to how ‘child treatment programs’ utilize parent involvement and employ parenting strategies to insure a successful outcome. About how the ‘expressed emotion’ of parents, can be associated with the positive or negative effects, on a child’s social competence, and their long-range functioning. That children tend to internalize their parent’s problems of depression, anxiety, and somatization, thus reducing treatment success. There were 57 participants in this study.
< My Thoughts > “…reducing treatment success.”
Parental attitude towards their training process can influence the success of the treatment. Plus, influencing the program’s success can be how parents viewed child’s progress, and the actual outcome. And, parents may want to believe in the therapy, because of all the family time and money they have spent on the program.
PART 1 –
1. acupuncture
< My Thoughts >
Approach all of these Complementary & Alternative Medicine treatments with CAUTION. None have been approved for use for children and/or adults with Autism Spectrum Disorder and could be life threatening. I offer this only as an attempt to give you some information as to what you may hear or see when investigating Programs, Therapies & Interventions. A tip of the iceberg, so to speak. Now it’s up to you to investigate them thoroughly, before you move forward with a plan.
Protect your child and your wallet. And remember… that as well as creating a Therapy Program, the principal of the program has created a business which is bound by city, county, state, and/or federal business restrictions. This means that they must meet all professional standards, certification, and licensing requirements. It’s up to you to find out if they do. And… you are bound by any contractual agreements that you sign. Just saying… S.
'MORE' COMPLEMENTARY & ALTERNATIVE MEDICINE Approaches
(Part 1 - 11 listed below) –
Remember: The following are described in alphabetical order, without intent or suggestion of status or effectiveness –
Such as –
- acupuncture
- animal assisted therapy (dog, dolphin, horse)
- anti-inflammatory therapy
- auditory integration therapy
- chelation therapy
- chiropractic
- creative therapy (art & music & dance & theatre & adventure)
- facilitated communication
- hyperbaric oxygen therapy
- immunoglobulin infusions
- massage therapy
- mindfulness & meditation
- neuro-therapy
- physical activity program
- stem cell therapy
- vitamin supplements
NOTE: PROCEED WITH CAUTION. Complementary and Alternative Medicine 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.
PLEASE READ DISCLAIMER –
UNIT 7- 3 CAMs Other Therapies
INTRODUCTION
Lindly, et al. (2018) learn that Complementary Health Approaches (CHA) is also called Complementary and Alternative Medicine (CAM). Programs encompassing a wide range of modalities, outside mainstream medical practices; according to the Department of Health & Human Services. Most parents see a change in the severity of the child’s symptomology over time.
Therefore, the child’s age influences the parent’s interest in CAMs; thus, they seem to seek out fewer ‘conventional’ treatments as the child gets older. Another influence is that conventional health care providers deliver a diagnosis and informed options to parents. When parents are not able to find sound evidence of efficacy for a CAM they are attracted to, then they lose interest in it. Plus, finding clarity about possible program’s financial burdens, helps to increase most parent’s understanding of the depth of their treatment decisions.
Senel (2009) says that the Complementary and Alternative Medicine (CAM) term is being used for defining health-related products and practices, which are NOT part of conventional medicine. For example, herbal supplements, acupuncture, chiropractic manipulation; and more recently biofeedback, and chelation therapy.
She thinks that possibly disappointments with conventional medicine motivates people to try CAMs. Among the CAM believers, she feels are those who ignore contradictive beliefs, and the lack of seeking scientific inquiry.
Senel thought the study reflected that the parents’ personal experience may have simply been about starting a change in diet, and/or increased exercise, and/or more relaxation. In other words, a more positive lifestyle change. Parents reported that they were overall, very optimistic about this non-traditional intervention. In study surveys, parents rated CAMs as either ‘improving their child dramatically’ or, ‘improving their child somewhat’. It was also stated that many of the ‘requested parent surveys’, were not returned to the study; for whatever reason.
To learn more about CAM therapies, go online to the National Center for Complementary and Alternative Medicine; https://nccih.nih.gov.
< My Thoughts > “…parents rated CAMs…”
Please know that as well as creating any practice or program, ‘the principals’ must meet all professional standards, certification, and licensing; for themselves and their staff. It’s up to you to find out if they do.
Maughan & Weiss (2017) in their article discuss how parents need to be informed, as to how ‘child treatment programs’ utilize parent involvement and employ parenting strategies to insure a successful outcome. About how the ‘expressed emotion’ of parents, can be associated with the positive or negative effects, on a child’s social competence, and their long-range functioning. That children tend to internalize their parent’s problems of depression, anxiety, and somatization, thus reducing treatment success. There were 57 participants in this study.
< My Thoughts > “…reducing treatment success.”
Parental attitude towards their training process can influence the success of the treatment. Plus, influencing the program’s success can be how parents viewed child’s progress, and the actual outcome. And, parents may want to believe in the therapy, because of all the family time and money they have spent on the program.
PART 1 –
1. acupuncture
1. Acupuncture
Autism Treatment through Traditional Chinese Medicine
The acupuncturist must meet national and state standards through examination and certification process; according to the National Certification Commission for Acupuncture & Oriental Medicine (NCCAOM).
‘Tongue’ diagnosis is a central piece of the Chinese medical diagnostic system, because the tongue is the only organ that can be seen externally.
Its condition – color, thickness, dryness, smell, and superficial growth reflects the condition of the heart. This is said to help persons performing acupuncture to determine treatment.
They usually treat autism with acupuncture and massage. These two methods can be a difficult undertaking on a person with autism. It can take time for a child to adjust to touch treatments. Retrieved online from –https://www.pacificcollege.edu/news/blog/2014/09/17/autism
Wong (2009) tells us that Chinese Herbal Medicine has been used throughout the ages, as a complement to acupuncture; in order to balance the body’s opposite forces of Yin & Yang and interconnect them. The participants of this survey were residents of Hong Kong. Where this broad domain of traditional healing, not always sharp or fixed, has been accepted as mainstream. But, in Western society, even in the pediatric population, Chinese medicine seems to be increasing; especially when used in conjunction with conventional therapies.
Many parents, Wong says, have taken herbal medicines themselves, and don’t believe them to be dangerous. Admitting however, that studies show there are many contaminants in botanicals. Without professional knowledge of the plants used, severe complications, even death can occur. He states that while many Western doctors are well-trained in acupuncture and herbal medicine, this therapy is still considered ‘unconventional’, and few studies are available which have included Caucasian children.
Staff Writer (2020) states that ‘autism’ in the Western medical sense does not exist in Chinese medicine. Instead, it is considered a body functioning imbalance. A diagnosis revealing that ‘autism’ imbalance starts with the tongue. One of the possible developmental delays which may be observed in children, along with the basic ‘5 Delays’ – standing, walking, hair growth, teeth eruption, and speech. Retrieved online from – https://inesmedical.com/page/acupucnture-for-autism.html/
REFERENCES: UNIT 7 – 4 CAMS CHAPTER 4 – Section 4
OTHER THERAPIES; INTRODUCTION & PART 1 –
1. acupuncture
Fallows, A. (2014). Can Autism Be Treated Successfully with Homoeopathic Medicine?; Journal of the Australian Traditional Medicine Society; V20:2, p120-123.
Hofer, J., Hoffmann, F., et al. (2019). Complementary & Alternative Medicine Use In Adults with ASD in Germany: Results From A Multi-Center Survey; Retrieved online from – https://bmcpsychiatry.biomedcentral.com/articles/10.1186/s12888-019-2043-5/
Lindly, O., Thorburn, S., et al. (2018). Parents’ Use of Complementary Health Approaches for Young Children with Autism Spectrum Disorder; Journal of Autism & Developmental Disorders; V48, p1803-1818.
Maughan, A. & Weiss, J. (2017). Parental Outcomes Following Participation in Cognitive Behavior Therapy for Children with Autism Spectrum Disorder; Journal of Autism & Developmental Disorders; V47, p3166-3179.
Senel, H. (2009). Parents’ Views & Experiences About Complementary & Alternative Medicine Treatments for Their Children with Autistic Spectrum Disorder; Springer Science & Business Media; November 2009.
Staff Writer (2020). Acupuncture Treatment For Autism; Retrieved online from – https://inesmedical.com/page/acupucnture-for-autism.html/
Wong, V. (2009). Use of Complementary & Alternative Medicine (CAM) in Autism Spectrum Disorder (ASD): Comparison of Chinese & Western Culture; Journal of Autism Developmental Disorders; V39, p.454-463.
UNIT 7 CHAPTER 4 UNIT 7 – 4 CAMs
SECTION 5: COMPLEMENTARY & ALTERNATIVE MEDICINE (CAMs)
PART 1 –
1. acupuncture
2. animal assisted therapy
a. Dog Assisted Therapy
b. Dolphin Assisted Therapy
c. Horse Assisted Therapy
Autism Treatment through Traditional Chinese Medicine
The acupuncturist must meet national and state standards through examination and certification process; according to the National Certification Commission for Acupuncture & Oriental Medicine (NCCAOM).
‘Tongue’ diagnosis is a central piece of the Chinese medical diagnostic system, because the tongue is the only organ that can be seen externally.
Its condition – color, thickness, dryness, smell, and superficial growth reflects the condition of the heart. This is said to help persons performing acupuncture to determine treatment.
They usually treat autism with acupuncture and massage. These two methods can be a difficult undertaking on a person with autism. It can take time for a child to adjust to touch treatments. Retrieved online from –https://www.pacificcollege.edu/news/blog/2014/09/17/autism
Wong (2009) tells us that Chinese Herbal Medicine has been used throughout the ages, as a complement to acupuncture; in order to balance the body’s opposite forces of Yin & Yang and interconnect them. The participants of this survey were residents of Hong Kong. Where this broad domain of traditional healing, not always sharp or fixed, has been accepted as mainstream. But, in Western society, even in the pediatric population, Chinese medicine seems to be increasing; especially when used in conjunction with conventional therapies.
Many parents, Wong says, have taken herbal medicines themselves, and don’t believe them to be dangerous. Admitting however, that studies show there are many contaminants in botanicals. Without professional knowledge of the plants used, severe complications, even death can occur. He states that while many Western doctors are well-trained in acupuncture and herbal medicine, this therapy is still considered ‘unconventional’, and few studies are available which have included Caucasian children.
Staff Writer (2020) states that ‘autism’ in the Western medical sense does not exist in Chinese medicine. Instead, it is considered a body functioning imbalance. A diagnosis revealing that ‘autism’ imbalance starts with the tongue. One of the possible developmental delays which may be observed in children, along with the basic ‘5 Delays’ – standing, walking, hair growth, teeth eruption, and speech. Retrieved online from – https://inesmedical.com/page/acupucnture-for-autism.html/
REFERENCES: UNIT 7 – 4 CAMS CHAPTER 4 – Section 4
OTHER THERAPIES; INTRODUCTION & PART 1 –
1. acupuncture
Fallows, A. (2014). Can Autism Be Treated Successfully with Homoeopathic Medicine?; Journal of the Australian Traditional Medicine Society; V20:2, p120-123.
Hofer, J., Hoffmann, F., et al. (2019). Complementary & Alternative Medicine Use In Adults with ASD in Germany: Results From A Multi-Center Survey; Retrieved online from – https://bmcpsychiatry.biomedcentral.com/articles/10.1186/s12888-019-2043-5/
Lindly, O., Thorburn, S., et al. (2018). Parents’ Use of Complementary Health Approaches for Young Children with Autism Spectrum Disorder; Journal of Autism & Developmental Disorders; V48, p1803-1818.
Maughan, A. & Weiss, J. (2017). Parental Outcomes Following Participation in Cognitive Behavior Therapy for Children with Autism Spectrum Disorder; Journal of Autism & Developmental Disorders; V47, p3166-3179.
Senel, H. (2009). Parents’ Views & Experiences About Complementary & Alternative Medicine Treatments for Their Children with Autistic Spectrum Disorder; Springer Science & Business Media; November 2009.
Staff Writer (2020). Acupuncture Treatment For Autism; Retrieved online from – https://inesmedical.com/page/acupucnture-for-autism.html/
Wong, V. (2009). Use of Complementary & Alternative Medicine (CAM) in Autism Spectrum Disorder (ASD): Comparison of Chinese & Western Culture; Journal of Autism Developmental Disorders; V39, p.454-463.
UNIT 7 CHAPTER 4 UNIT 7 – 4 CAMs
SECTION 5: COMPLEMENTARY & ALTERNATIVE MEDICINE (CAMs)
PART 1 –
1. acupuncture
2. animal assisted therapy
a. Dog Assisted Therapy
b. Dolphin Assisted Therapy
c. Horse Assisted Therapy
2. Animal Assisted Therapy
a. Dog Assisted Therapy
b. Dolphin Assisted Therapy
c. Horse Assisted Therapy
In studies, children with autism are shown pictures of humans, and pictures of animals; in order to see which group, they noticed most. Overall, the children more positive responses to the pictures of animals.
The animals used widely with the child, in animal assisted therapy, were the following –
< My Thoughts > “…animals used widely in animal assisted therapy…”
It’s hard to know whether or not the animal is the determining factor in the child’s behavioral change. However, most reviews showed increased social interaction, and reported attempted communication, while in the presence of an animal.
Service animals can alleviate symptoms of excessive fear/anxiety, and/or Post Traumatic Stress Disorder (PTSD).
Wijker & Leontjevas (2019) want you to know that of the 27 participants and therapists evaluating the animal-assistance program, most saw it as satisfying, feasible, and relevant for adults with ASD. Some reported decreases in self-reported stress, and those with agoraphobia felt positive effects of having animal assistance. While these statements are positive, it is suggested that health professionals and researchers also need information which shows, both internal and external validity of the program. They should provide a sample of the quality, fidelity, and professional health care providers evaluation, of each particular program. And, it was noted that animal-assistance program interventions for autism, have not been regulated worldwide.
< My Thoughts > “…evaluation, of each particular program.”
As a parent, considering any program for your child, please perform due-diligence, when choosing that program.
Rudy (2020) advises Animal-Assisted Therapy, such as therapeutic horseback riding or service dogs, has been found to have a significant positive impact on children with autism. Some fees are even paid for by insurance companies, but many expenses may be considered out-of-pocket.
a. Dog Assisted Therapy
b. Dolphin Assisted Therapy
c. Horse Assisted Therapy
In studies, children with autism are shown pictures of humans, and pictures of animals; in order to see which group, they noticed most. Overall, the children more positive responses to the pictures of animals.
The animals used widely with the child, in animal assisted therapy, were the following –
- dogs
- dolphins
- horses
< My Thoughts > “…animals used widely in animal assisted therapy…”
It’s hard to know whether or not the animal is the determining factor in the child’s behavioral change. However, most reviews showed increased social interaction, and reported attempted communication, while in the presence of an animal.
Service animals can alleviate symptoms of excessive fear/anxiety, and/or Post Traumatic Stress Disorder (PTSD).
Wijker & Leontjevas (2019) want you to know that of the 27 participants and therapists evaluating the animal-assistance program, most saw it as satisfying, feasible, and relevant for adults with ASD. Some reported decreases in self-reported stress, and those with agoraphobia felt positive effects of having animal assistance. While these statements are positive, it is suggested that health professionals and researchers also need information which shows, both internal and external validity of the program. They should provide a sample of the quality, fidelity, and professional health care providers evaluation, of each particular program. And, it was noted that animal-assistance program interventions for autism, have not been regulated worldwide.
< My Thoughts > “…evaluation, of each particular program.”
As a parent, considering any program for your child, please perform due-diligence, when choosing that program.
Rudy (2020) advises Animal-Assisted Therapy, such as therapeutic horseback riding or service dogs, has been found to have a significant positive impact on children with autism. Some fees are even paid for by insurance companies, but many expenses may be considered out-of-pocket.
a. Dog Assisted Therapy
Butterly, et al. (2013) interviewed “five providers who prepared dogs to work with a wide range of conditions and behaviors, mainly Asperger’s syndrome, autism, and communication disorders. The majority felt that after placement of the service dog, the recipient had improved attention span, communication skills, and increased familial cohesion.”
They established that “the parent was to be the primary handler of the dog, to maintain the training of the dog, and to ensure the safety and wellbeing of both the dog and the child.” They also found in their inquiry that recipients “tended to overestimate the gains” expected from the dog placement. But they also said that there were unexpected gains in the reduced anxiety, increased empathy, and increased activities as a family.
< My Thoughts > “…placement of the service dog…”
There is another side of the service dog placement process. In the program itself, the principals SHOULD meet all professional standards, certifications, and licensing requirements; city, county, state, and even federal, in some cases. It’s up to you to find out if they do.
Gardner (2008) guarantees that Henry was no ordinary dog. He did the extraordinary: he gave me hope when I had none. It was Henry who freed my tormented son. And, it was Henry who would throw us both the lifeline we needed.
Dale’s autism was so severe that family life was extremely difficult. We simply didn’t know what to do. How to get through to our son and give him the help he so badly needed.
Then came Henry. Now, I was able to see Dale’s future. He would be confident, fully productive, as a professional member of society. Would that it was to be so simple.
< My Thoughts > “Would that it was to be so simple.”
Of course, it hasn’t been so simple; but Dale and Nuala’s story is a wonderful and successful one.
“Mum, due to Henry I am not scared any more of being an adult. I have decided that for the rest of my life I am never going to let my amazing dog down, so that he will be proud of me, as I will always be of him.”
Grandgeorge (2012) and her colleagues did a study that “evaluated the association between the presence or the arrival of pets, in families with an individual with autism, and the changes in his or her prosocial behaviors.” This was a rather large study of 260 individuals with autism, who had the opportunity to engage in ‘pro-social’ behavior.
Two groups were assessed (through a parent questionnaire) about the presence or absence of pets in the household; and whether or not, new ‘pro-social’ behavior occurred in the child with autism.
In one group, the children had been born into a household with a pet. In the other group, called the ‘pet arrival’ group; 5-year-old children were given a new pet. The results showed that the pet-child relationship was more ‘qualitative’ (quality of pro-social behavior – ‘offering to share’ and ‘offering comfort’) than ‘quantitative’ (number of times this behavior occurred).
In both cases, whether with close or with more distant behaviors, participants showed less discomfort and less anxiety about invasion of personal space, when an animal was part of their daily environment. Possibly children found it easier to decode animal behavior than human behavior. But the conclusion was, that more related studies were needed, to better understand how the ‘pet-child’ relationship might improve pro-social behavior, in the ASD child.
< My Thoughts > “…more related studies were needed.”
The field of Animal Therapy is relatively new; therefore, licensing and credentials may not be standard throughout the world. Search under Animal ‘Assisted’ Therapy (as an Animal Therapist works on animals, not humans). There are several degrees and/or certifications available. There are Specialists who also incorporate the use of an animal, as part of their therapy program. And, those persons who are qualified to help a family obtain a service animal for their child’s support and comfort.
And, just a little background and/or disclosure in this area – My husband and I trained assistance dogs for handicapped children, for several years. In our program, Angel’s Alley Assistance Dogs, we interviewed the prospective ‘family candidates’, many times. Before a trained dog was placed with a recipient, a rigorous interview and acceptance process took place. Mr. Luker was a certified assistance dog trainer, but as a program, we were NOT regulated by anyone. Unfortunately, many programs are without any kind of licensing, or ‘real’ accountability.
Making home visits, to recipient’s homes; we assessed the appropriateness of the setting the dog would be living in. To some families, having a dog to care for and keep healthy, was much like having a new and dependent family member.
We also had a strict ‘follow-up’ procedure, after placement; making ‘surprise’ visits to the home, to evaluate how the placement was succeeding. There have been disheartening cases where we found the dog chained-up in the backyard, or sharing space with other family dogs; instead of staying by the side of the child it was intended to serve and protect. At that point, contractually we had the right to remove the dog. Other problems have arisen, such as the child’s school not allowing their service animal on campus. Or, concern over the dog’s interaction with a family’s newborn baby; or, newly acquired pet.
Gardner (2013) tells us that puppy in training Thomas, a younger version of beloved Henry, would curl up to sleep, wedged under the computer desk, warming his master’s feet. He claimed two-thirds of the bed, sprawled out, snoring drunkenly; tail thudding as he dreamed. However long Dale worked on his assignments, neither dog moved an inch until Dale had finished. Their deep restful breathing had a calming influence which helped him work longer.
I became aware of a real need for some kind of dog-autism program in our area. As I wondered how to devise something suitable, I received an email from a friend who had heard about a guide-dogs program in Cork. This charity was placing purpose-trained, mature dogs with families of children with severe autism throughout Ireland. I was intrigued, and checked their website.
What I was to discover hooked me. I phoned Neil Ashworth, their autism assistance dog training manager. As fate would have it, Neil had read my book and he was planning to contact me!
Meanwhile, I was bursting with inspiration. I began to develop transitional resources for an educational program; fully aware that the autism world, and the assistance dogs’ world, would have to merge. Assistance and support dogs for clients with ASD were nothing new. What was new, was what the working dog world had shown me. Suitable training programs could make the dogs far more beneficial and functional.
Note: Find current information on Nuala Gardner’s Dog Program, in her latest book – Friends Like Henry: Everything you family needs to know about finding, training, & learning from an autism companion dog.
< My Thoughts > “Suitable training programs…”
Suitable training programs could make the dogs far more beneficial and functional. More about our non-profit Assistance Dog program; training service dogs for children with disabilities. In our program we started with puppies; their first year was spent on obedience training. Thinking that, in an emergency situation, when the dog went ‘off lead’, the child could command the dog to – Stop, come, sit/stay, down, wait, back-up, heel, etc.
After the dog was well trained for obedience, we trained them for each child’s special needs. Sonny delighted in putting the puppies through their paces. Because he was non-verbal, the dogs learned to respond to him quickly, when he clapped his hands. The ‘dogs in training’ also learned to be with other family pets; and of course, with each other.
b. Dolphin Assisted Therapy
About Dolphin Assisted Therapy, Rollins (2010) reveals that according to legends from around the world, the fascination and enchantment with dolphins goes back to time immemorial. Part of this euphoric and joyful experience could be based on the dolphins’ gentle behavior toward humans, she says.
She continues that although some research is available, most claims of the ‘healing power’ of dolphins are anecdotal. However, the immersion in water and the buoyant forces of flotation, are known to have a way in releasing certain brain chemicals. And, that the environment in which these interactions take place, may also hold a key to the impact of finding freedom from gravity for humans as well as dolphins.
The programs she talks about involve both dolphins in captivity, and in the wild. Therapy includes interactions at poolside – such as a swim offered as a reward for the completion of a task; or, a dorsal fin ride. More structured interactions are activities, where the participant is made to feel s/he is ‘looking after’ the dolphin, by feeding or grooming it.
< My Thoughts > “…‘looking after’ the dolphin…”
Visiting dolphins near you, let alone finding a Dolphin Assisted Therapy near you, could be a challenge! One U.S. program that I found was named for, and continued in the name of, a deceased person. No actual person in the organization had the deceased person’s necessary professional credentials. The principal was there in ‘name’ only. Remember, to search out the most qualified hands, when choosing any program for your child.
A European therapy program, offers these qualifications for the professional staff; in their Dolphin Assisted Therapy program. This is just to use for comparison.
The program offers all of these professionals on staff, during therapy times –
< My Thoughts > “…program offers these qualifications…”
As well as creating a practice or program, the principals must meet all qualifying professional standards, certification, and licensing. It’s up to you to find out if they do, before your place your child in their hands.
Griffioen (2019) agrees that according to various studies, most animal-assistance therapies can be beneficial when they are provided, in addition to, other existing interventions. These animal-assistance therapies are thought to be beneficial to also developing ‘social/emotional skills’; especially when provided in a positive non-demanding environment; such as a body of water. Some programs provide verbalization, or the use of ‘gestures’ instead of words; plus, have social interaction like ‘turn-taking’, and ‘matching’ another’s behaviors. When these therapies have all of the above provisions, then participant improvement may be seen.
Caputo (2018) approves of ‘aquatic therapy’ because it improves fine and gross motor skills, of persons with ASD; as well as providing social integration and emotional adaptation. By learning swimming skills, persons with ASD can also begin to understand swimming principles. Techniques such as, using the body to ‘propel’ through water, and how to ‘interface’ between air and water.
These programs may offer whole body synchrony, which increases physical activity through muscle strengthening; thus, aiding to cardiovascular improvement. In conclusion, they advise that an aquatic therapy may be used as part of a multisystem treatment; embedding social context, which is helpful to person’s with ASD.
Colson & Colson (2010) claim that parents who stood within the closing window of the autism diagnosis, were forced to guess which path of treatment might be right for their child. By this time, Max was seven years old. There was an endless list of treatment options: vitamins, play therapy, applied behavioral analysis, diets, medications, auditory training, occupation therapy, speech therapy, even swimming with dolphins.
About Dolphin Assisted Therapy, Rollins (2010) reveals that according to legends from around the world, the fascination and enchantment with dolphins goes back to time immemorial. Part of this euphoric and joyful experience could be based on the dolphins’ gentle behavior toward humans, she says.
She continues that although some research is available, most claims of the ‘healing power’ of dolphins are anecdotal. However, the immersion in water and the buoyant forces of flotation, are known to have a way in releasing certain brain chemicals. And, that the environment in which these interactions take place, may also hold a key to the impact of finding freedom from gravity for humans as well as dolphins.
The programs she talks about involve both dolphins in captivity, and in the wild. Therapy includes interactions at poolside – such as a swim offered as a reward for the completion of a task; or, a dorsal fin ride. More structured interactions are activities, where the participant is made to feel s/he is ‘looking after’ the dolphin, by feeding or grooming it.
< My Thoughts > “…‘looking after’ the dolphin…”
Visiting dolphins near you, let alone finding a Dolphin Assisted Therapy near you, could be a challenge! One U.S. program that I found was named for, and continued in the name of, a deceased person. No actual person in the organization had the deceased person’s necessary professional credentials. The principal was there in ‘name’ only. Remember, to search out the most qualified hands, when choosing any program for your child.
A European therapy program, offers these qualifications for the professional staff; in their Dolphin Assisted Therapy program. This is just to use for comparison.
The program offers all of these professionals on staff, during therapy times –
- a zoologist/trainer, with a specialty qualification in dolphin behavior
- a physical therapist, who works with special needs children, on both land and in the water
- a speech development specialist/therapist, qualified to use ‘earphone’ equipment.
- a massage therapist, trained in ‘aqua healing’ massage
- a trained professional in psychological consulting, for both parents & children
- a registered nurse, trained in water rescue, and first aid
< My Thoughts > “…program offers these qualifications…”
As well as creating a practice or program, the principals must meet all qualifying professional standards, certification, and licensing. It’s up to you to find out if they do, before your place your child in their hands.
Griffioen (2019) agrees that according to various studies, most animal-assistance therapies can be beneficial when they are provided, in addition to, other existing interventions. These animal-assistance therapies are thought to be beneficial to also developing ‘social/emotional skills’; especially when provided in a positive non-demanding environment; such as a body of water. Some programs provide verbalization, or the use of ‘gestures’ instead of words; plus, have social interaction like ‘turn-taking’, and ‘matching’ another’s behaviors. When these therapies have all of the above provisions, then participant improvement may be seen.
Caputo (2018) approves of ‘aquatic therapy’ because it improves fine and gross motor skills, of persons with ASD; as well as providing social integration and emotional adaptation. By learning swimming skills, persons with ASD can also begin to understand swimming principles. Techniques such as, using the body to ‘propel’ through water, and how to ‘interface’ between air and water.
These programs may offer whole body synchrony, which increases physical activity through muscle strengthening; thus, aiding to cardiovascular improvement. In conclusion, they advise that an aquatic therapy may be used as part of a multisystem treatment; embedding social context, which is helpful to person’s with ASD.
Colson & Colson (2010) claim that parents who stood within the closing window of the autism diagnosis, were forced to guess which path of treatment might be right for their child. By this time, Max was seven years old. There was an endless list of treatment options: vitamins, play therapy, applied behavioral analysis, diets, medications, auditory training, occupation therapy, speech therapy, even swimming with dolphins.
c. Horse Assisted Therapy
O’Haire (2013) says that animals have helped many kids with autism improve their speech and social skills; but these case studies have been largely isolated. Now, the first scientific study of Horse Assisted Therapy, finds its many benefits may have to do with the ‘rhythm’ of the ride. A study of 42 children with autism, 6 to 16 years old, found that riding and grooming horses significantly bettered behavioral symptoms. The author says, she always speculated that the many behavior benefits of horse therapy, were due to the child experiencing the simple ‘rhythmic motion’ of riding on a horse.
Compared with kids who had participated in non-animal therapy, those exposed to horses showed more improvement in social skills, and motor skills. O’Haire continues, "I think the horse might serve as a surrogate motor system for individuals with autism." As well, rhythmic coordination issues underlie many of the symptoms of autism; including repetitive behaviors and difficulty in communicating. These impairments affect the unconscious social behaviors, that most of us take for granted. Such as, the rhythmic coordination of pausing after questions, or walking in step with others while talking.
Isaacson (2009) indicates, I took my son Rowan outdoors for a walk, wanting to clear both our heads. One moment I was sauntering behind him, as he trotted along the familiar woodland trail. The next, I was sprinting in sudden alarm, as he swung unexpectedly left through the trees, in a direction he’d never taken before. He was out of the woods, and into the narrow belt of rough pasture, that separated our property from my neighbor’s horse pasture.
Quicker than I could make up the distance, Rowan was through the wire fence and in among the small herd of four horses; who happened to be grazing right there, on the other side of the fence.
He threw himself on the ground, belly up, right in front of the alpha mare; the herd leader, a big bay quarter horse called Betsy.
Any sudden movement – his or mine – could spook the horses leaving him trampled and broken on the ground.
I knew the mare. She was quiet to ride, but famously grumpy.
She stood stock-still, as did the other four horses. Then she dipped her head to Rowan’s soft writhing form; so close, and so dangerously exposed to her hammer-hard hooves. She dipped her head, and mouthed with her lips. The sign of equine submission.
Ward, et al. (2013) want you to know that animal assisted therapy (AAT) has been applied, in a wide range of therapeutic settings. Therapeutic Horseback Riding (TR) emphasizes control, attention and focus, sensory management, verbal and non-verbal communication when teaching this skill. Riding skills are emphasized, as well as a range of activities, throughout the lessons. Adaptive behaviors – auditory, visual, movement, touch, are available to be learned; even by the ‘horse naïve’ participants. Plus, TR requires social engagement, in tasks which benefit children with ASD, in a number of ways; as well as providing a TR as a potential opportunity to become a desired leisure activity.
Ekman & Hiltunen (2015) suggest that people with ASD have difficulties with ‘theory of mind’ (ToM). They don’t understand the concept that other people have thoughts, ideas, or opinions which differ from the ones they are having. Neither do many with ASD have the empathetic abilities necessary for feeling ‘sorry’ for someone.
But, during their real-world outdoor experience of horseback riding, the participants increasingly began understanding another’s perspective. They started predicting, and looking for signs of how others were communicating their needs. Also, they noticed less avoidance, and anxiety behavior. Because of this, observers felt that there was an improvement in the child’s over all cognitive functioning. In other words, they seemed more ‘aware’ somehow.
Isaacson (2009) insists – the first time I took Rowan to the barn to saddle Betsy up, he ran amok; yelling, and screaming, and swinging his Woody and Jessie dolls around and around, in both hands. I kept saddling Betsy, tightening the cinch and grabbing at her lower lip, as I slipped the bit into her mouth.
“Do you want to get up on Betsy?” I asked him, not expecting a response.
“Up!”
It was the first time I’d received a direct answer to a direct question. I bent down, scooped him up, and put him in the saddle.
His grin was so wide it seemed to stretch off the sides of his face, and into the air on either side.
I put my foot in the stirrup, and swung up behind him.
“Go!” said Rowan, impatient. “You want Betsy to go?” “Go!” he confirmed. This was amazing.
Then I cried, the tears coming silent and unbidden, on that humid June day. I cried because I thought, “He’s got it. He’s got the family horse gene. But he’s autistic, I will never be able to teach him to ride.
It’s stunning how wrong a parent can be.
< My Thoughts > “I will never be able to teach him to ride…”
When introducing something new to your child, it will often be met with a negative reaction. Our autistic kids have to process things at their own pace. He may not do it today, but he’d be happy to do it tomorrow. We often say, “Sonny has to make the idea to do it.” Then too, there are the disappointments parents and teachers face. He did ‘it’ happily yesterday, but refuses to do ‘it’ again today. So, you start over at square-one, another time. Or, you just become content in the knowledge that he did it ‘once’.
Isaacson (2015) – We were back home, standing in the front field with Betsy saddled and ready for us to go on our daily ride together. “Ride Betsy by myself!” Today, Rowan wanted to ride by himself, right away. He’d never asked for this before. “Okay,” I said nervously, casting an eye around the small pasture.
It had been like this since we’d got back from meeting with the shamans in Mongolia. Adventurous, trying new things. He was just more ‘awake’ somehow.
< My Thoughts > “…He was just more ‘awake’ somehow.”
Parents often say this very thing, when their child leaves the ‘autism’ world; that they are more aware or awake, if only for a moment.
Note: More about Rowan, Mongolia, and the shamans, in UNIT 3 Chapter 3.
Raj (2012) revels that in some isolated cases, the motion of the animal may help correct rhythm coordination problems. A Colorado study revealed that the cause of autism, could well be ‘rhythmic coordination’ issues; especially because of their need for repetitive behavior, and their difficulty in communicating. The horse plays a role in sensory calming, and may even serve as a substitute motor system.
Borgi, et al. (2016) believe that although many therapeutic programs are neither proven nor preventative; therapeutic horseback riding programs can have positive effectives on global functioning, self-esteem, and a sense of well-being; if only for the moment. They studied the effectiveness of improving executive functioning on children with ASD. Already, therapeutic horseback riding has been known to have a positive effect on social, emotional, and physical domains. As well as, a positive effect on a person’s global functioning, and quality of life.
Stated, was the acknowledgement of the study’s small sample size, and how few studies have evaluated outcomes of equine-assisted programs through direct assessments of the children. Suggestions were made that further studies should evaluate more direct ‘children-animal’ interaction; such as, the child talking to horses, or talking to others about those horses. They also thought that, an interesting comparison group, might be children riding a substitute mechanical horse; instead of a live one.
Along with ‘program qualifications’, the Equine Assisted Therapist requires an understanding of both horses and humans. The horse itself, must complete a rigorous training program and be battle-tested.
Some of the therapist competency requirements are listed here –
< My Thoughts > “…’program qualifications’…”
Remember – As well as creating a practice or program, the program principals must meet all qualifying professional standards, certification, and licensing. It’s up to you to find out if they do, before your place your child in their hands; or, in this case, on their horses.
REFERENCES: UNIT 7 – 4 CAMS OTHER THERAPIES SECTION 4
PART 1 CAMS
2. Animal Assisted Therapy a. Dog Assisted Therapy
b. Dolphin Assisted Therapy c. Horse Assisted Therapy
Borgi, M., Loliva, D., et al. (2016). Effectiveness of a Standardized Equine-Assisted Therapy (EAT) Program for Children with Autism Spectrum Disorder; Journal of Autism Developmental Disorders; V46, p1-9.
Butterly, F., Percy, C., et al. (2013). Brief Report: Do Service Dog Providers Placing Dogs with Children with Developmental Disabilities Use Outcome Measures and, if so, What Are They?; Journal of Autism Developmental Disorders; V43, p 2720-2725.
Caputo, G., Giovanni, I., et al. (2018). Effectiveness of a Multisystem Aquatic Therapy for Children with Autism Spectrum Disorder; Journal of Autism & Developmental Disorders; V48, p1945-1956.
Colson, E., & Colson, C. (2010). Dancing With Max: A Mother and Son Who Broke Free; eBooks Edition.
Ekman, E., & Hiltunen, A. (2015). Modified CBT using visualization for ASD anxiety & avoidance behavior; Scandinavian Journal of Psychology; V56, p641-648.
Gardner, N. (2008). A Friend Like Henry; eBook Edition.
Gardner, N. (2013). All Because of Henry: My Story of Struggle & Triumph with Two Autistic Children & the Dogs that Unlocked Their World; eBook Edition.
Grandgeorge, M. (2012). Does Pet Arrival Trigger Prosocial Behaviors in Individuals with Autism?; Public Library of Science: San Francisco, CA.
Griffioen, R., van der Steen, S., et al. (2019). Verbal Interactional Synchronization between Therapist & Children with Autism Spectrum Disorder during Dolphin Assisted Therapy: Five Case Studies; Animals Journal MDPI, Netherlands; V9:716, p 1-15
.
Isaacson, R. (2009). The Horse Boy: A Father’s Quest to Heal His Son; eBook Edition. Find Rupert’s Horse Therapy Resources for parents on: horseboyworld.com and kidsmustmove.com/
Isaacson, R. (2015). The Long Ride Home: The Extraordinary Journey of Healing That Changed a Child’s Life; eBook Edition.
O’Haire, M. (2013). Animal-assisted intervention for autism spectrum disorder: A systematic literature review; Journal of Autism and Developmental Disorders, V43:7, p1606-1622.
Raj, A. (2012). Horses Soothe Kids with Autism; Scientific American Mind; V23:3, p14.
Rollins, J. (2010). Swimming with the Dolphins; Letter to the Editor; Pediatric Nursing; V36:5, p234-234.
Rudy, L. (2020). What is the Best Treatment for Autism?; Very Well Health Online; Retrieved online from – https://www.verywellhealth.com/the-best-treatment-for-autism/
Ward, S., Whalon, K., et al. (2013). The Association Between Therapeutic Horseback Riding & Social Communication & Sensory Reaction of Children With Autism; Journal of Autism and Developmental Disorders, V43, p2190-2198.
Wijker, C., Leontjevas, R. (2019). Process Evaluation of Animal-Assisted Therapy: Feasibility & Relevance of a Dog-Assisted Therapy Program in Adults with Autism Spectrum Disorder; Animals Journal MDPI, Netherlands; V9:1103, p1-14.
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 purchasing/downloading you agree to these terms unconditionally. No ‘rights’ are given or transferred
O’Haire (2013) says that animals have helped many kids with autism improve their speech and social skills; but these case studies have been largely isolated. Now, the first scientific study of Horse Assisted Therapy, finds its many benefits may have to do with the ‘rhythm’ of the ride. A study of 42 children with autism, 6 to 16 years old, found that riding and grooming horses significantly bettered behavioral symptoms. The author says, she always speculated that the many behavior benefits of horse therapy, were due to the child experiencing the simple ‘rhythmic motion’ of riding on a horse.
Compared with kids who had participated in non-animal therapy, those exposed to horses showed more improvement in social skills, and motor skills. O’Haire continues, "I think the horse might serve as a surrogate motor system for individuals with autism." As well, rhythmic coordination issues underlie many of the symptoms of autism; including repetitive behaviors and difficulty in communicating. These impairments affect the unconscious social behaviors, that most of us take for granted. Such as, the rhythmic coordination of pausing after questions, or walking in step with others while talking.
Isaacson (2009) indicates, I took my son Rowan outdoors for a walk, wanting to clear both our heads. One moment I was sauntering behind him, as he trotted along the familiar woodland trail. The next, I was sprinting in sudden alarm, as he swung unexpectedly left through the trees, in a direction he’d never taken before. He was out of the woods, and into the narrow belt of rough pasture, that separated our property from my neighbor’s horse pasture.
Quicker than I could make up the distance, Rowan was through the wire fence and in among the small herd of four horses; who happened to be grazing right there, on the other side of the fence.
He threw himself on the ground, belly up, right in front of the alpha mare; the herd leader, a big bay quarter horse called Betsy.
Any sudden movement – his or mine – could spook the horses leaving him trampled and broken on the ground.
I knew the mare. She was quiet to ride, but famously grumpy.
She stood stock-still, as did the other four horses. Then she dipped her head to Rowan’s soft writhing form; so close, and so dangerously exposed to her hammer-hard hooves. She dipped her head, and mouthed with her lips. The sign of equine submission.
Ward, et al. (2013) want you to know that animal assisted therapy (AAT) has been applied, in a wide range of therapeutic settings. Therapeutic Horseback Riding (TR) emphasizes control, attention and focus, sensory management, verbal and non-verbal communication when teaching this skill. Riding skills are emphasized, as well as a range of activities, throughout the lessons. Adaptive behaviors – auditory, visual, movement, touch, are available to be learned; even by the ‘horse naïve’ participants. Plus, TR requires social engagement, in tasks which benefit children with ASD, in a number of ways; as well as providing a TR as a potential opportunity to become a desired leisure activity.
Ekman & Hiltunen (2015) suggest that people with ASD have difficulties with ‘theory of mind’ (ToM). They don’t understand the concept that other people have thoughts, ideas, or opinions which differ from the ones they are having. Neither do many with ASD have the empathetic abilities necessary for feeling ‘sorry’ for someone.
But, during their real-world outdoor experience of horseback riding, the participants increasingly began understanding another’s perspective. They started predicting, and looking for signs of how others were communicating their needs. Also, they noticed less avoidance, and anxiety behavior. Because of this, observers felt that there was an improvement in the child’s over all cognitive functioning. In other words, they seemed more ‘aware’ somehow.
Isaacson (2009) insists – the first time I took Rowan to the barn to saddle Betsy up, he ran amok; yelling, and screaming, and swinging his Woody and Jessie dolls around and around, in both hands. I kept saddling Betsy, tightening the cinch and grabbing at her lower lip, as I slipped the bit into her mouth.
“Do you want to get up on Betsy?” I asked him, not expecting a response.
“Up!”
It was the first time I’d received a direct answer to a direct question. I bent down, scooped him up, and put him in the saddle.
His grin was so wide it seemed to stretch off the sides of his face, and into the air on either side.
I put my foot in the stirrup, and swung up behind him.
“Go!” said Rowan, impatient. “You want Betsy to go?” “Go!” he confirmed. This was amazing.
Then I cried, the tears coming silent and unbidden, on that humid June day. I cried because I thought, “He’s got it. He’s got the family horse gene. But he’s autistic, I will never be able to teach him to ride.
It’s stunning how wrong a parent can be.
< My Thoughts > “I will never be able to teach him to ride…”
When introducing something new to your child, it will often be met with a negative reaction. Our autistic kids have to process things at their own pace. He may not do it today, but he’d be happy to do it tomorrow. We often say, “Sonny has to make the idea to do it.” Then too, there are the disappointments parents and teachers face. He did ‘it’ happily yesterday, but refuses to do ‘it’ again today. So, you start over at square-one, another time. Or, you just become content in the knowledge that he did it ‘once’.
Isaacson (2015) – We were back home, standing in the front field with Betsy saddled and ready for us to go on our daily ride together. “Ride Betsy by myself!” Today, Rowan wanted to ride by himself, right away. He’d never asked for this before. “Okay,” I said nervously, casting an eye around the small pasture.
It had been like this since we’d got back from meeting with the shamans in Mongolia. Adventurous, trying new things. He was just more ‘awake’ somehow.
< My Thoughts > “…He was just more ‘awake’ somehow.”
Parents often say this very thing, when their child leaves the ‘autism’ world; that they are more aware or awake, if only for a moment.
Note: More about Rowan, Mongolia, and the shamans, in UNIT 3 Chapter 3.
Raj (2012) revels that in some isolated cases, the motion of the animal may help correct rhythm coordination problems. A Colorado study revealed that the cause of autism, could well be ‘rhythmic coordination’ issues; especially because of their need for repetitive behavior, and their difficulty in communicating. The horse plays a role in sensory calming, and may even serve as a substitute motor system.
Borgi, et al. (2016) believe that although many therapeutic programs are neither proven nor preventative; therapeutic horseback riding programs can have positive effectives on global functioning, self-esteem, and a sense of well-being; if only for the moment. They studied the effectiveness of improving executive functioning on children with ASD. Already, therapeutic horseback riding has been known to have a positive effect on social, emotional, and physical domains. As well as, a positive effect on a person’s global functioning, and quality of life.
Stated, was the acknowledgement of the study’s small sample size, and how few studies have evaluated outcomes of equine-assisted programs through direct assessments of the children. Suggestions were made that further studies should evaluate more direct ‘children-animal’ interaction; such as, the child talking to horses, or talking to others about those horses. They also thought that, an interesting comparison group, might be children riding a substitute mechanical horse; instead of a live one.
Along with ‘program qualifications’, the Equine Assisted Therapist requires an understanding of both horses and humans. The horse itself, must complete a rigorous training program and be battle-tested.
Some of the therapist competency requirements are listed here –
- human psychology/human development
- facilitation skills, with focus on client’s safety
- group dynamics, focused on managing the group, & conflict & safety
- equine psychology, behavior & welfare
- horsemanship skills
- management, technique & application of horse equipment
- supervision, mentoring, and assessment of client
< My Thoughts > “…’program qualifications’…”
Remember – As well as creating a practice or program, the program principals must meet all qualifying professional standards, certification, and licensing. It’s up to you to find out if they do, before your place your child in their hands; or, in this case, on their horses.
REFERENCES: UNIT 7 – 4 CAMS OTHER THERAPIES SECTION 4
PART 1 CAMS
2. Animal Assisted Therapy a. Dog Assisted Therapy
b. Dolphin Assisted Therapy c. Horse Assisted Therapy
Borgi, M., Loliva, D., et al. (2016). Effectiveness of a Standardized Equine-Assisted Therapy (EAT) Program for Children with Autism Spectrum Disorder; Journal of Autism Developmental Disorders; V46, p1-9.
Butterly, F., Percy, C., et al. (2013). Brief Report: Do Service Dog Providers Placing Dogs with Children with Developmental Disabilities Use Outcome Measures and, if so, What Are They?; Journal of Autism Developmental Disorders; V43, p 2720-2725.
Caputo, G., Giovanni, I., et al. (2018). Effectiveness of a Multisystem Aquatic Therapy for Children with Autism Spectrum Disorder; Journal of Autism & Developmental Disorders; V48, p1945-1956.
Colson, E., & Colson, C. (2010). Dancing With Max: A Mother and Son Who Broke Free; eBooks Edition.
Ekman, E., & Hiltunen, A. (2015). Modified CBT using visualization for ASD anxiety & avoidance behavior; Scandinavian Journal of Psychology; V56, p641-648.
Gardner, N. (2008). A Friend Like Henry; eBook Edition.
Gardner, N. (2013). All Because of Henry: My Story of Struggle & Triumph with Two Autistic Children & the Dogs that Unlocked Their World; eBook Edition.
Grandgeorge, M. (2012). Does Pet Arrival Trigger Prosocial Behaviors in Individuals with Autism?; Public Library of Science: San Francisco, CA.
Griffioen, R., van der Steen, S., et al. (2019). Verbal Interactional Synchronization between Therapist & Children with Autism Spectrum Disorder during Dolphin Assisted Therapy: Five Case Studies; Animals Journal MDPI, Netherlands; V9:716, p 1-15
.
Isaacson, R. (2009). The Horse Boy: A Father’s Quest to Heal His Son; eBook Edition. Find Rupert’s Horse Therapy Resources for parents on: horseboyworld.com and kidsmustmove.com/
Isaacson, R. (2015). The Long Ride Home: The Extraordinary Journey of Healing That Changed a Child’s Life; eBook Edition.
O’Haire, M. (2013). Animal-assisted intervention for autism spectrum disorder: A systematic literature review; Journal of Autism and Developmental Disorders, V43:7, p1606-1622.
Raj, A. (2012). Horses Soothe Kids with Autism; Scientific American Mind; V23:3, p14.
Rollins, J. (2010). Swimming with the Dolphins; Letter to the Editor; Pediatric Nursing; V36:5, p234-234.
Rudy, L. (2020). What is the Best Treatment for Autism?; Very Well Health Online; Retrieved online from – https://www.verywellhealth.com/the-best-treatment-for-autism/
Ward, S., Whalon, K., et al. (2013). The Association Between Therapeutic Horseback Riding & Social Communication & Sensory Reaction of Children With Autism; Journal of Autism and Developmental Disorders, V43, p2190-2198.
Wijker, C., Leontjevas, R. (2019). Process Evaluation of Animal-Assisted Therapy: Feasibility & Relevance of a Dog-Assisted Therapy Program in Adults with Autism Spectrum Disorder; Animals Journal MDPI, Netherlands; V9:1103, p1-14.
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 purchasing/downloading you agree to these terms unconditionally. No ‘rights’ are given or transferred