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  • LATEST BLOG POSTING...
  • Home
  • About
  • Contact Us
  • Help Us Grow
  • Paid Link Disclosure
  • Privacy Policy
  • Know Autism, Know Your Child
  • New Information
  • Previous BLOGs Good Ideas
  • FREE BOOK UNIT #1 HOW WILL I KNOW? Red Flags & Checklist
  • FREE BOOK UNIT #2 WHY IS IT AUTISM? Diagnosis & DSM-5
  • FREE BOOK UNIT #3 PRIORITIZE CONCERNS 2023 Eating & Toileting
  • FREE BOOK UNIT #3 PRIORITIZE CONCERNS 2023
  • #3 Social & Daily Living Skills
  • FREE BOOK UNIT #4 When is it Sensory?
  • FREE BOOK UNIT #4 SENSORY, Cont.
  • FREE BOOK UNIT #4 SENSORY, Chapter 3
  • FREE BOOK UNIT #5, Ch. 1 & 2, What To Do While You Wait?
  • FREE BOOK UNIT #5, Ch. 3 & 4, What To Do While You Wait? Cont.
  • FREE BOOK UNIT 6 CH 1 – Where to Look for Resources?age
  • #4A Behavior & Communication Programs ABA,DIR, OT, PECS
  • #4B1 Programs/Intervention/Therapies (5-8): RDI, SPD, ST, TEAACH, & CBT
  • #4B2 More Programs/Therapies/Approaches; Meds, Diet, Bio Therapy
  • #4C CAMs Complementary & Alternative Medicine
  • #4C1 CAMs Cont. Animal Assisted Therapy
  • #4C2 CAMs Creative & Adventure Therapy
  • #4C3 Last of CAMs Cont. 6. - 12.
  • #5 Know Your Child: INTRODUCTION
  • #5A Know Your Child: GETTING STARTED
  • #5B Know Your Child: TEMPERAMENT
  • #5C Know Your Child KNOW AUTISM
  • #5D Know Your Child: RESOURCES & INSURANCE
  • #5E Know Your Child: LAW & AUTISM
  • GALLERY SLIDESHOW
  • *PREVIEW Books in Gallery
    • AMAZING ADVENTURES Extended Book Reviews
    • DIAGNOSIS, DOCTORS, & DENIAL Extended Book Reviews
    • SAVVY SOLUTIONS Extended Book Reviews
    • SCHOOL ON THE SHORT BUS Extended Book Reviews
  • *WHAT TO DO while you wait. 1-5
    • #1 What to do While You Wait, Checklists & Red Flags
    • #2 What to do While You Wait: Diagnosis, Denial & Doctors
    • #3 What to do While You Wait: Try New Things
    • #4 What to do While You Wait: Programs, Therapies, & Interventions
    • #5 What to do While You Wait: Know Your Child
  • ExtendedBookReviews~
  • Rules for David
  • A Friend Like Henry & All Because of Henry
  • No You Don't
  • Twirling Naked
  • Survival Guide
  • A Spot on the Wall
  • Child's Journey Out of Autism
  • Paula's Journal
  • How Can I Talk
  • 101 & 1,001 Tips
  • Hello, My Name is Max
  • What Color is Monday?
  • Spinning in Circles
  • Miracles Are Made
  • Secondhand Autism
  • I Wish I Were Engulfed in Flames:
  • 3500: An Autistic Boy's
  • Ido in Autismland
  • The Journey to Normal
  • All I Can Handle
  • He's Not Autistic, But...
  • The Horse Boy
  • Building in Circles
  • Autism Goes to School
  • I Am In Here
  • The Aspie Parent
  • Seeing Ezra: A Mother's Story
  • Autism: Turning on the Light
  • Autism: Why I Love Kids
  • Autism: Triplet Twist
  • Someone I'm With Has Autism
  • Making Peace with Autism
  • The ABC's of Autism Acceptance
  • The Long Ride Home
  • Autism by Hand
  • Knowing Autism
  • Autism Belongs
  • A Real Boy
  • A Curious Incident of the Dog in the Night
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LATEST BLOG POSTING...

Go Outdoors & Explore!

8/26/2021

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Picture
Go outdoors and explore! 

Rudy (2010) gives us a plan, “Get out, explore the community & have fun!” She tells us that individuals and families with autism are often too busy with therapies and doctors to think about physical fitness. Also, that Adaptive Physical Education programs at school start to fade away as students become teens and young adults. 

< My Thoughts >                   “Get out, explore, have fun…”
 
Families are sometimes too focused on what it will be like when/after the ‘therapy’ is successful. Goals and priorities are necessary, but try to have ‘happy’ moments each and every day. Our Sonny likes to walk outdoors on a little pathway that we have created in our yard. He finds the interesting things which we have along the way. Things that we see we name, and stop to chat about.

There are flowers to smell, plants to touch, birdhouses with occupants to watch. And of course, we just enjoy feeling the wind and seeing it blowing the colored ribbons and wind chimes which we have tied in the trees. These things can be labeled for those with higher learning abilities. Always, observe all necessary health and safety precautions when exploring the outdoors.

Menear, et al. (2006) tell us that their informal observations have shown that many students with autism who have low motor skills and few fitness abilities will initially have difficulty traversing typical school or park playground equipment without assistance. Poor eye-hand coordination, trouble combining multiple motor skills into one task, and any structured balance related physical activities, as well as participating in group activities can be difficult.
 
< My Thoughts >             “…trouble combining multiple motor skills into one task.”
 
Such as, combining walking with stopping to look at interesting shapes, or listening to new sounds. Try taking along colored glasses, a magnifying glass, music, favorite toys and/or books. Take time to stop to explore and investigate, and don’t forget to bring music, snacks and drinks. Have frequent breaks, with opportunities for clarification and allowing choices. Have fun and take time to smell the roses.  

A study done by Ghaziuddin & Butler (1998) included 8 subtests for different parts of the anatomy. They were gross motor tests for running speed and agility, balance, bilateral coordination, upper-limb coordination, and strength. There were tests for fine motor skills, for response speed, visual-motor control, and upper-limb speed and dexterity. So, this doesn’t exactly answer the question of why clumsiness is often observed in persons with autism, but it does give one an idea of the many variables involved.
 
< My Thoughts >              “…an idea of the many variables involved.”
 
Accomplishing ‘motor-mind’ activities is extremely complex and complicated. Even the simplest of activities involve both ‘fine’ and ‘gross’ motor skills, a sophisticated ‘sensory system’; plus, both external and internal bodily communication, to say the least.
 
According to Zhao & Chen (2018) providing children with ASD the opportunity to participate in physical activities improves their physical condition, their self-esteem, social skills, and their behavior. Often the child does not know how to interact with others in order to have that physical activity experience, but can be taught. And eventually children will exercise ‘spontaneously’, recognizing the need for that activity. Participants in the study had also shown improvement in parent/child interaction; plus, the child’s interest in ‘otherworldly’ activities.
 
< My Thoughts >               “…recognizing the need…”
 
Figuring out what your child can or cannot do physically, shouldn’t be a stressful activity but one of enjoyment. And, if at first you don’t succeed, try, try again. Unless the activity is just too difficult or stressful, the child should begin to show interest.
 
Sonny often uses his peripheral vision to check out what we are doing. If we start bouncing a ball in the living room, he’ll stroll by several times, acting uninterested, but taking a peek. Then, he goes in his room for a while, listening to the sound of the bouncing ball. Soon, he comes out and wants to hold the ball. That could be ‘it’ for the day, but we leave the ball out where he can access it.
 
The next day, he may go over, pick up the ball, and bring it to me. He much prefers to have us do the activity while he watches, easily laughing when you miss the bounce, making the ball roll across the room. When that happens, we invite him to sit on the floor near us, rolling the ball back and forth between us. He begins participating in the ball rolling activity without realizing it. When he catches on to our plan, he gives us a ‘look’, gets up and goes back to his room. And so, it goes.
 
Jean (2006) Figuring out the appropriate, safe and comfortable exercise for your child is important for lifelong fitness. The right exercise can also improve brain function, coordination and even memory. ‘Cross-center-line’ training means you’re using both sides of the brain. ‘Cross-lateral’ movements are those in which arms and legs cross over from one side of the body to the other. An example would be to bend over at waist and tap right hand to left foot. Stand back up and then bend and tap left hand to right foot. This ‘unsticks’ the brain and energizes learning.
 
< My Thoughts >              “…energizes learning.”
 
Look for different ways to ‘energize learning’. Sonny enjoys attending an outdoor aquatic program, sponsored by the City Parks & Recreation. He has ‘somewhat’ participated in a “T” ball group that we found at a nearby park. Both programs allow us to participate with him, so it goes surprisingly well. We even ‘practice’ ‘T’ ball at home in the backyard, a ‘natural setting’ for him where he feels most comfortable. Look for 'Challenger' or 'Adaptive' programs near you. This is a great way to involve siblings, too.
 
Hall (2011) had to worry about going to 9th grade at Windward. But first, I had to worry about going to a new summer camp; Gold Arrow Camp. It was disheartening to plummet into yet another unfamiliar situation where I had no friends or comfort and consequently felt alone and out-of-place. I guess I still came across as ‘different’, even with all the progress I had made.
 
That hike was one of the most beautiful experiences of my life. I had never seen natural running water before or the open-air splendor of the mountains. Along with members of the group, I carried a seventy-pound backpack for five days, a major accomplishment for me.
 
But, when we got back from that hike, I wanted to crawl under a rock by myself whenever somebody tried to talk to me. I stayed in the cabin a little longer. When I did go out, I chose solitary activities – sailing, horseback riding, bike riding – and I avoided the group activities as much as I could.
 
< My Thoughts >              “…crawl under a rock…”
 
Zero interest in group or ‘new’ activities for many children and young adults may be due to ‘anxiety’ about new things, and/or fear of failure. Perhaps carrying a backpack, or wearing a weighted vest could help with anxiety. Learn about your child, know him/her; know their autism, while you explore the outdoors, and their abilities.

REFERENCES:

Ghaziuddin, M. & Butler, E. (1998). Clumsiness in Autism & Asperger Syndrome: A Further Report; Journal of Intellectual Disability Research; V42:1, p43-48.
 
Hall, J. (2011). Am I Still Autistic: How a Low-Functioning, Slightly Retarded Toddler Became the CEO of a Multi-Million Dollar Corporation; eBook Edition.  
 
Jean, D. (2006). Brain Exercises; Retrieved online from –http://drjean.org/html/monthly_act/act_2006/03_Mar/pg04.html/

Menear, K., Smith, S., et al. (2006). A Multipurpose Fitness Playground for Individuals with Autism; Journal of Physical Education, Recreation & Dance; V77:9, p20-25.

Rudy, L. (2010). Get Out, Explore & Have Fun: How Families of Children with Autism or Asperger Syndrome Can Get the Most Out of Community Activities; eBook Edition.
 
Zhao, M. & Chen, S. (2018). The Effects of Structured Physical Activity Program on Social Interaction & Communication for Children with Autism; BioMed Research International, V2018, Art.ID 1825046.
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    Author

         Just to let you know that I, Sara Luker, have put forth my best efforts in presenting what I have learned over my 30 years with autism, Sharing Extended Book Reviews of  stories about those who have gone before us.      
         Understand that all health matters ALWAYS require medical decisions/diagnosis/treatment by highly qualified and licensed individuals. See website DISCLAIMER.

         Here you will find excerpts containing a combination of selections, synopses, general information prose, quotes and references to peer-reviewed articles.

         Plus < My Thoughts >, which are my responses to the material; as a state certified educator with a 2013 Master’s Degree in Special Education, and over 30 years as Sonny’s mom.

         The BLOGs on this site are meant to be insightful and timely. Comments and Responses are welcomed.

         The offered DOWNLOAD material is organized in UNITs and Chapters. The autism information comes from –

    *Peer-reviewed scientific journal articles, informational     and educational-writer articles.

    *Prose, which explains the currently circulating general public knowledge.

    *Personal, < My Thoughts > which are ‘educated   guesses’ about what it all means.

    *Poignant synopses of published parent stories.

    *Pages filled with decisions, denial, cited references, definitions, appendices, and more.

     Hearing the words “this child has autism,” parents are often shell-shocked.

         Then, in the face of so many more questions racing through their minds, the doctor says, “Just go online and read everything you can about autism.”

         
    Yes, disturbingly this kind of professional advice is given to many of our families.

    ​  If you are one of those families, or clinicians, I hope this material will give you a good start.
     


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