Autism Therapy: art therapy

definition of art therapy: not yet defined.

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International Journal of Special Education, by Vuran, S., published in 2007, summarized Feb 3, 2009

A teaching technique that uses most to least prompting may be a good way to teach leisure skills to adults with autism.

This study looked at the best way to teach adults the skill of making a basket from clay. The authors used the most to least prompting intervention to teach the skill to two adults with autism. The study focused on the teaching process, not how good the clay basket looked. The authors spoke with teachers and families and found that the adults maintained the skill over time. The authors note that it may be hard to apply this data to other skills in other settings with other teachers.


The Clinical Supervisor, by Longtin, SE, and Fabus RL, published in 2008, summarized Jan 19, 2009

Videotaping speech sessions may help speech therapists improve their treatment with all clients, including those with autism.

One of the ways that speech therapists learn to do speech therapy is by being observed and coached by a senior speech therapist. This study was designed to see if videotaping speech therapy sessions allows the therapist to provide self feedback and improve future therapy sessions. It was hoped that by watching the videotape, therapists would have time to reflect on their actions after the session was over. It was hoped that the videotape would also allow a new therapist to monitor himself or herself without formal oversight by another therapist. This approach was used as part of the Department of Speech Communications Arts and Sciences at the Brooklyn College of the City University of New York. The study had only two therapists.


The Arts in Psychotherapy, by ElkisAbuhoff, DL, published in 2008, summarized Oct 14, 2008

Art therapy may help people with autism to receive and learn information in a multi-sensorial way.

This case study describes an 18-year-old woman with Asperger syndrome who received seven months of art therapy. Over the seven months the young woman opened up to her art therapist and spoke more easily. The patient seemed to like the multi-sensory nature of the art work. She stopped art therapy when she left for college. The author concludes that the art therapy helped the patient to have a greater self-concept, greater self esteem and better regard for others.


Art Therapy: Journal of the American Art Therapy Association, by Martin, N., published in 2008, summarized Jun 10, 2008

Art therapy may help children with autism to converse and form a relationship with their therapist.

This article looked at portrait drawing as a form of therapy for children with autism. The drawings by the children with autism showed a wide range in drawing style and ability. Children who paid close attention to the task made better drawings. The drawings showed that people with autism spectrum disorder (ASD) can see others and draw their portraits.


Suzanne Dowling was inspired by her son with autism and Temple Grandin when she helped to create Arts ‘n Autism in Tuscaloosa, Alabama. Dowling said that the story of Grandin’s life and successes were what gave her and her husband hope when their son, Sam, was diagnosed with autism. Arts ‘n Autism is a summer camp and after-school program for children with autism that offers a fun curriculum. Its goal is three-fold: visual and performing arts activities; respite for families; and outreach and assistance to low-income families in the community.

Read original article: Film Profiles Autism Advocate Who Inspired Local Parent


The Orange County Children's Therapeutic Arts Center (OCCTAC) is committed to bringing the arts to the children of Orange County with autism and other developmental disorders. Along with music, art, and expressive arts therapies, OCCTAC serves as a “catalyst for expanded quality services and by developing new programs to fill identified gaps in the community....” OCCTAC also strives to use the arts therapies to help children develop skills other than art, such as social, emotional, and cognitive skills.

Read original article: OCCTAC Has a Therapeutic Arts Program Helping Families of Children with Disabilities


An Arts Education Task Force has been established in Kentucky to bring performing arts to children with autism and other developmental disorders. Bowling Green attorney, Flora Templeton Stuart, sees this as an opportunity to involve these children in the community. The theatre classes will include stage design, sculpting, voice lessons,visual arts, and choreography. Another community component of the task force is to involve local artists and neuro-typical children as buddy peers. Students theatre projects will be presented to the community.

Read original article.


Dr. Janet Lintala, a DAN! doctor, has seen results in children with autism who utilize her Autism Recovery Resource Center in West Virginia. Dr. Lintala opened the biomedically focused clinic in 2008, and is now receiving children from all over the region. Therapies included at the clinic are: gluten-free and casein-free diets, mild hyperbaric oxygen therapy,  antifungal therapy, detoxification therapies, and other therapies to strengthen the immune system. In addition, there are lab facilities to test stool, urine, hair and blood. Dr. Lintala suggests that no one therapy is the answer for a child with autism, and says, "We encourage parents to explore options that will help their child, such as speech, occupational therapy, physical therapy, applied behavioral analysis, behavioral therapy and others." Dr. Lintala's goal is a "multi-specialty, state-of-the art regional center where families can find everything from a diagnosis to educational materials; . . . where a cure is offered."

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Please comment on this autism topic.

INTRODUCTION:

Autism is an incapacitating life long developmental disorder that typically occurs in the first three years of life. Children affected with autism have disturbances in three main areas like social skill, communication and eye contact. There are many causes for autisms some are environmental and some are genetic. Since definite cause is yet to be known it cannot be cured completely. An attempt was made in the present study to know the effectiveness of different types of therapies and treatments. Parental opinion was collected from the children affected with autism. Findings indicated that most of the parents have positive views on standardized therapies, innovative therapies and treatments. Modification in behavior is possible through early intervention by therapies and treatment.

Present Study:  the present study finds the effect of early intervention in the progress of autistic child with mental retardation. Investigator considered three major areas, which were generally used in progress of the autistic child, they are as follows:

  1. Treatments
  2. Standardized therapies
  3. Innovative therapies

Comparison between different types of standardized therapiesWhen different types of standardized therapies were compared with arithmetic mean, it was found that occupational therapy and speech therapy was found to be more effective compared to other type of therapies.

COMPARISON BETWEEN STANDARDIZED THERAPIES

Comparison between different types of Innovative  therapies: When  different type of innovative therapies are compared with arithmetic mean , it was found that touch therapy  and Art therapy was found to be more effective compared to other type of therapies.

Comparison between different types of treatmentsWhen different types treatments are compared with arithmetic mean, it was found that Diet and special diet treatment, was found to be more effective.

              Major Findings of the Study

  1. Occupational and speech therapy was found to be more effective among different types of standardized therapies.
  2. Touch therapy and art therapy was found to be more effective among different types of innovative therapies.
  3. Diet and special diet treatments were found to be more effective among different types of treatments.

SUPERVISOR:   D.r.A. RAMAKRISHNA PROFESSOR, IASE, OSMANIA UNIVERSITY

INVESTIGATOR: K.SAILAJA                                                                          


School

Aug 31, 2009 by Anonymous

We are a special school for children on the autism spectrum and typical developing siblings. Our arts based educational and sensory curriculum and mixed age classrooms provide a way for all children to actively participate within a supportive atmosphere. In this tranquil setting each child feels a sense of belonging, friendship, and the opportunity to experience the magic of childhood.

*Philosophy & Curriculum:

We offer a holistic approach in which the connection between school, home, service providers, and community becomes collaboration where each member is connected with a natural ease. Jordan Lake School of the Arts offers an individual curriculum for all students in a retreat like setting. Having a five students to one teacher ratio, and small class size we can provide attention to each child. Multi-age classrooms offer a stress free environment to learn in both roles as guide and apprentice. While children on the spectrum benefit from observing peers and having a structured means of learning social skills, typical developing siblings grow from experiential education and the support of friends who truly understand and share similar experiences. Different is normal here. At JLSA, we all understand and are respectful and supportive of one another. We have local artists participating in workshops as well as rotating their artwork in our space. Our art shows offer an opportunity for families to socialize without anxiety, and students to experience large group functions in the company of compassionate people while meeting inspiring members of the community. Our amenities include an enormous tropical greenhouse, courtyard, and outdoor class space, as well as a home like educational setting.

Parents and grandparents are welcome and encouraged to participate in the day. Workshops and afternoons with community speakers are great opportunities for families to share in experiences together at school and we all benefit from the communication and shared experiences that flow from school to home. Parents are also invited to join us for nature hikes and gardening, and to bring their talents and teach us about their specialty. We hope adults will take painting or yoga classes offered in the building, or enjoy hiking trails and the lake, assured that your children are being compassionately cared for and well educated.

www.jordanlakesa.com

919-672-4281

 


Martial Arts Therapy

Mar 4, 2009 by Anonymous

Lisa Chin is the owner/founder of Fireflies in NY City - it is a martial arts therapy center for children with special needs.


Yummy Food or Yucky Food

Sep 11, 2008 by Anonymous

One Person's Yummy Food Is Another Person's Yucky Food

Vegetables and protein (fish, poultry, meats, and beans) are the most common food aversions. Some children even reject fruits. The diet becomes extremely restricted to bland, white foods, including sweets, breads, pasta, crackers, pretzels, chips, and macaroni and cheese. These foods are glycemic and raise blood glucose, quickly increasing the demand for insulin production. Zinc is part of the insulin molecule and is depleted, resulting in abnormal taste and taste perception. What develops is an aversion to the flavors in natural foods and increased cravings for highly sweetened foods and those foods containing MSG. (MSG affects the brain's perception of flavor.) The diet becomes more narrow, and nutritional status declines, resulting in more limited food choices. The white diet and vegetable aversion is common among children in Western cultures due to the high exposure to processed and sweet foods. For children with sensory and developmental issues, the aversions are much more pervasive and serious.

There are three potential contributors that lead to the limited appetite, cravings, and food aversions:

  1. The formation of opiate-like peptides from gluten and milk products, resulting in cravings for the foods that are the sources.
  2. Zinc deficiency or deficiencies in zinc metabolism and function. Zinc is responsible for sensory development and function, including taste and taste perception.
  3. The presence of toxic metals that can interfere with sensory development and function.

The negative effect of this combination can result in faulty messages from the sensory receptors to the brain and dysfunctional interpretation of those messages by the brain. Perception is the "truth" for that person. This is why begging, bribing, and punishing do not and will not work.

The solution is multifaceted. Correction of nutritional deficiencies and elimination of toxic metals are mandatory and involve appropriate therapeutic supplementation based on findings. Foods that cause reactions and/or opiate-like peptides need to be eliminated as healthy, safe foods are introduced and accepted.

How to Go from Yucky to Yummy-The Trojan Horse Technique

For those with texture issues, it is important to adapt the diet to the child's oral and food developmental stage. If textures are a sensory issue, no matter how tasty the food, it will not be consumed. By providing the food in a sensory-pleasing form, the child benefits nutritionally and begins to find mealtime more pleasant and rewarding. Purees are generally helpful. They are better tolerated and can open the door for getting more types of foods into the diet. Many family dishes, including soups, casseroles, or the meat and vegetable main dish, can also be served pureed for the child who has sensory texture issues. In this way, the whole family is enjoying the same meal.

Many of the recipes in this book have been selected to expand nutritional intake, especially using the Trojan Horse Technique-hiding a small amount of the new food (especially vegetables and proteins) within a very well tolerated and acceptable food. Each child differs and, therefore, it is important to identify what foods will work as "carriers" to get the new foods in.

Purees can be made from cooked fresh or frozen vegetables and/or purchased baby foods. If your child is offended by being served baby food, simply keep it well hidden. Create interesting new names for the foods and see that others in the family join in consuming them. The secret to success in introducing these new foods is to combine a small amount with the food the child already likes. For many children, this is the only way new foods can be introduced.

Start with 1 tablespoon (15 g) or less-and then increase when tolerated. Hide the cooked vegetable purees anywhere you can, selecting colors that are not obvious when added to the carrier food. The carrier food needs to be one that the child enjoys. It may even be a food that is being slowly eliminated. Include pureed fruits to improve the taste. Here are some examples of places to hide foods (and even supplements):

  • Spaghetti Sauce. Blend the pureed vegetables thoroughly with at least three times as much spaghetti sauce; then hand-mix the new blend in with the rest of the sauce. Carrots, beets, sweet potatoes, turnips, squash, green beans, and peas are easy to hide in spaghetti sauce. Watch the amount of green if it is a food color that your child rejects.
  • Muffins, Cakes, and Brownies. Well·pureed foods are easy to hide in these batters, including pureed chicken and turkey. A chicken/vegetable/fruit muffin becomes a healthy meal!
  • Pancakes. Not only can pureed vegetables and fruits hide well in the batter, but they are also a good hiding place for supplements such as protein powders, calcium, magnesium, and zinc.
  • Peanut Butter. If a child likes peanut butter, it is an excellent medium for adding small amounts of protein and nutritional supplements.
  • Meatballs. If these are well liked, especially with spaghetti sauce, the job becomes a whole lot easier. Well-pureed vegetables and fruits are an excellent thickener/filler for meatballs. Make many and freeze them, and then bring them out for snacks.
  • Juices, especially those with a strong flavor, such as pineapple juice, grape juice, nectars, apple cider, and orange juice.
  • Smoothies, Fruit Purées, and Applesauce. These offer an unlimited opportunity for expanding nutrition and an excellent way to hide supplements. Protein powders can be included to expand protein intake, especially for those with texture issues who avoid meat, beans, and other sources of protein. Always start with the fruit your child favors and then expand.
  • Let chocolate be your friend. There are sources of GFCF chocolate chips, sauces, powders, and so forth. Check the product search section of the GFCF Diet site (www.gfcfdiet.com/directory.htm).
  • Add unflavored gelatin to cooked purees to lend more substance and improve digestion.

The above is an excerpt from the book The Kid-Friendly ADHD & Autism Cookbook: The Ultimate Guide to the Gluten-Free, Casein-Free Diet
by Pamela J. Compart, M.D. and Dana Laake, R.D.H., M.S., L.D.N.
Published by Fair Winds Press; November 2006;$24.95US/$32.50CAN; 978-1-59233-223-6
Copyright © 2008 Pamela J. Compart, M.D. and Dana Laake, R.D.H., M.S., L.D.N

Author Bio
Pamela J. Compart, M.D., is a developmental pediatrician in Columbia, Maryland. She combines traditional and complementary medicine approaches to the treatment of ADHD, autism, and other behavioral and developmental disorders. She is also the director of HeartLight Healing Arts, a multidisciplinary integrated holistic health care practice, providing services for children, adults, and families.

Dana Godbout Laake, R.D.H., M.S., L.D.N., is a licensed nutritionist in Kensington, Maryland. Within her practice, Dana Laake Nutrition, she provides preventive and therapeutic medical nutrition services. Her practice includes nutritional evaluation and treatment of the full spectrum of health issues affecting adults and children with special needs.



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