Vision for effective therapeutic programming for children with autism

Vision for effective therapeutic programming for children with autism

When providing educational programs for children with autism, staff should have the knowledge and resources to not only teach skills but also actually improve the child's neurological function. It is important to include interventions to improve fluidity and modulation of movement, improve auditory and visual processes, and reduce sensory disturbances.

Programming for severely autistic children must go beyond ABA-applied behavior analysis. Most of these highly disorganized, out of sync kids would do it if they could, but they can't, so they won't. Pain overrides compliance. (That is, if a train passes over your foot, nothing else matters.) These children need to feel balanced, confident, and comfortable in their bodies for effective skill development to occur. They need more than educational programs. Most require a therapeutic environment.

Staff must have the knowledge and resources to not only teach skills but also relieve discomfort and improve neurological function. Movement, arrhythmias, and complex sensory issues impact the ability to participate and learn. Most teachers are not adequately trained and have difficulty meeting the needs of complex neurological and central nervous system differences. Often, employees without proper training confuse these difficulties with behavioral or cognitive skills.

Creating a therapeutic and productive environment requires training of staff, collaboration between disciplines and a change in criteria and delivery models. Experts in speech, occupational, physical and vision therapy must work with teachers and parents to create a specific program for severe autism. Parents and staff need to be familiar with strategies so that they can provide them throughout the day, not just during short therapy sessions that may occur a few times a week.

Selected personnel, appropriately licensed and motivated, could be sent to alternative training. These select staff were able to not only implement strategies, but also train staff and parents to make changes that they could apply at school and at home to accelerate progress. Ie, therapeutic listening, auditory integration training, biofeedback, interactive metronomes, binaural beats, rhythmic entrainment programs, massage, movement therapies, acupressure, reflexology,

Partner “energetic” communication strategies would be properly defined and implemented. The focus would be on the benefits as well as the many unknown factors and risks. Some other energetic modalities to explore include sacralcranial, Reiki, aromatherapy, yoga, meditation and hypnotherapy.

Many parents have limited resources to address the complex issues surrounding their child's disability. Many children participate in Medicaid or similar government programs, which many therapists do not accept. Other parents are underinsured, lack financial resources, or are in survival mode.

School districts could consider enlisting someone from the ASA-Autism Society of America as a resource for parents about nutrition, enzymes, supplements, gentle chelation procedures, and other options for savvy and informed parents.

Developing supportive environments would help ensure maximum utilization of resources for school districts struggling with budget challenges. The chosen location would meet the children's sensory and motor needs. Schools should ideally have: “Quiet classrooms with natural light and adequate space for sensory equipment.” Pools and play equipment that help modulate proprioceptive and vestibular difficulties. “Proximity to a variety of parks and nature walks” Close access to community amenities that allow for affordable and flexible community-based programs.

Administrators must schedule a time for teachers, assistants, and parents to consult with the team to implement and refine strategies for each student's continued optimal growth. As teams evolve, roles overlap. sensory issues, movement difficulties, communication, behavioral concerns and rhythm issues addressed throughout the day in all areas of the curriculum.

Teachers, assistants, and parents would be more confident in their ability to manage persistent complex neurological, sensory, and movement difficulties if they continued to consult and collaborate with experts in specific disciplines. Turbulence and stress among students would decrease if they took refuge in the support of highly qualified and confident staff.

A paradigm shift of this magnitude requires that small changes continue to occur. Dissemination of information about current practices. The programs would change as collaboration and innovation improve. What works for one child may have disastrous effects on another child, or it may work now and no longer be useful later. If employees refuse to be complacent, have options, remain flexible, open to new ideas, take risks, and support each other, procedures will continue to create a flow of progress.

Inspired by Mary Ann Harrington M.S