Children with autism who are very picky eaters may also have poor eating motor skills like chewing and swallowing.
Some children with autism may not have enough calories and vitamins and minerals if they are very picky about what they eat. Behavioral therapy, based on ABA therapy, may help children eat a broader range of foods. This case study described a 3 year-old boy who was eating only liquid food (PediaSure) given by a bulb syringe. He was not eating enough calories every day to grow. He would get upset when more food or other foods were given to him. He would not swallow food and sometimes gagged. The behavioral therapy plan involved slowly giving him new foods in this order: 1) less than a teaspoon per bite of 16 pureed foods; 2) slowly making the bite size larger; and 3) slowly increasing texture. The authors said that each child may have different problems, and the therapist may help figure out which part of eating the child may need help with.
Autism Therapy: motor skills
No Factsheets to Display
- Behavioral Interventions, by Sharp, WG, and Jaquess DL, published in 2009, summarized Nov 26, 2009
- Epilepsy Behavior, by Mantis, JG, Fritz CL, Marsh J., Heinrichs SC, and Seyfried TN, published in 2009, summarized Aug 17, 2009
Reduced calorie diets may improve behaviors in mice with symptoms like Rett syndrome.
These authors did a research study with mice that have a genetic condition that is like Rett syndrome in humans. The authors compared three diets fed to adult mice: 1) a low calorie ketogenic (high fat, low carbohydrate) diet; 2) a low calorie normal diet (normal amounts of fat and carbohydrates); and 3) a normal diet. Mice fed a low calorie diet (either ketogenic or normal) showed better behavior. The mice were more curious, explored more, and had better balance and motor skills. They also showed less anxiety than the normal diet mice. Other studies reported that a low calorie ketogenic diet led to improved behaviors in mice and in some girls with Rett syndrome. Those studies did not test a low calorie normal diet. Therefore, the authors of this article think that low calories may be more important for improved behaviors than the ketogenic diet. The authors said parents should be careful about starting a reduced calorie diet for girls with Rett syndrome. Girls with Rett syndrome tend to be smaller than normal girls and may have special dietary needs. They suggest that parents check with their child's doctor before trying any diet changes.
- Journal of Autism and Developmental Disorders, by Panerai, S., Zingale M., Trubia G., Finocchiaro M., Zuccarello R., Ferri R., and Elia M., published in 2009, summarized Aug 4, 2009
The TEACCH program may be a useful approach in different settings (home, school, and residential) to help children with autism learn skills.
This study compared the treatment and education of children with autism using the TEACCH program versus an inclusive nonspecific program. Boys with autism and severe mental retardation were enrolled in one of 3 different programs over a 3 year period. Thirteen boys were enrolled in the natural-setting (NS-TEACCH; home and mainstream school) program, 11 boys in the residential (R-TEACCH) program, and 10 boys in the inclusive education-nonspecific (INSP) approach. Boys in either one of the TEACCH programs (NS or R) improved from baseline in 11 or more skills (for example, perception, fine motor, gross motor). Boys in the INSP showed improvement in perception only. Therefore, the TEACCH programs may be more helpful for children with autism than the nonspecific inclusive education program.
- Augmentative and Alternative Communication, by Mirenda, P., published in 2008, summarized Jun 15, 2009
Therapies for motor (movement) skills, language, and reading development may help children with autism learn to communicate.
Augmentative and alternative communication (AAC) therapies tend to focus on very basic communication skills. There is growing evidence that additional therapies may help improve the effectiveness of AAC. The author believes that motor , language , and reading are important skills in communication. The author suggests that therapists and parents to add these additional interventions to AAC therapies to help children with autism learn to communicate.
Sacramento State applied behavior analysis (ABA) students collaborated with Utah State and the Federal University of Sao Carlos to present the largest autism conference ever held in Brazil. Faculty member Caio Miguel facilitated State's psychology ABA graduate students as they planned the research program. Miguel, trained in Brazil, believes in the importance of ABA research and training, and was tasked with updating State’s program. ABA students at State work one-on-one with kids with autism in areas including speech, motor skills, and feeding skills.
Read original article: Psychology Program at Center Stage in Brazil
Laura Fehr is a music therapist who has opened her own practice in North Dakota to work with children with autism and other special needs. Fehr, who uses music to work on non-music skills, such as social interaction and communication, says, “Music therapy works because music is processed everywhere in the brain.” She believes that every person has music in them; “everyone knows some sort of music.” Before Fehr begins a music therapy program, she assesses a child’s social skills, motor skills, cognitive skills, and communication abilities. She then sets client-specific goals and reassesses every three months.
Read original article: Music Therapy Graduate Brings Her Services to Bismarck
The Margaret Clark Aquatic Center in Brownsville Texas has supplied adaptive swimming classes for children with autism for about ten years. Participants range in age from first grade through 21 or 22 years of age, so the instructors are able to watch the kids grow and change. The classes not only teach basic swimming strokes, but include some racing competition, social skills, life skills as children must dress themselves after swimming, and motor skills. One great consequence of the classes has been to see high schoolers join their school swim team.
Read original article: Water Therapy for Children with Autism
A young adult with autism has found that making walking sticks not only helps those who need the support, but they help him earn a living. Leonard Williams of Wyoming is able to focus and use fine motor skills as he peels the sticks, shapes them, and paints them. Leonard was diagnosed 20 years ago when there were not a lot of early intervention or therapy options. His mom took on the duties of presenting life skills to him. Throughout the years, he’s had various passions, but the walking sticks came about as a 4-H project and his school’s suggestion that he learn a skill to help him in the job place. He currently accepts sticks and branches from neighbors and has started a small business; he sold his walking sticks at craft fairs. His mom thought at first that the business would be mostly online; however, it turns out that there is a community interest in what he does. “It seems everywhere they go, Leonard is waving and greeting people who know him by name.”
Read original article: Walking Sticks Provide Support for Autistic Man
Please comment on motor skills or other autism therapy topics.
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Please comment on this autism topic.
concerned friend
Oct 1, 2007 by AnonymousIs it possible that a child that has already been screened for autism could be wrongly diagnosed? My very good friend has a 4 year old boy who is highly intelligent (reads, knows books by memory, etc.) but has low social, language, and motor skills (compared to his peers). He was not able to potty train until he was given a visual guide from one of his teachers (images on the steps to go to the bathroom). He is also set on his routines (i.e. mom has to sing the same song and always use the same bib so that he eats the only kind of cereal he'll eat), and tends to sing very loud in social settings. He shows no interest in playing pretend and is not stimulated by children a little older than he. He receives language therapy and his parents know they need to help him with social interaction, but no other type of treatment.
Are these symptoms "normal" for a child who is highly intelligent? Should he be re-screened or should parents trust the diagnosis given to them by their school system?
Education
Sep 24, 2006 by AnonymousSpecial Education Rights and Responsibilities
In the meantime, here is Special Education Rights and Responsibilities, better known as the Special Ed bible. This is the ninth edition, revised April 2003. It is written by the Community Alliamce for Special Education (CASE) and Protection and Advocacy, Inc. (PAI). And here is the January 2005 insert (http://www.pai-ca.org/Pubs/504001Ins.pdf ).
The guide is available in other languages at their website (http://www.pai-ca.org/pubs/401601.htm ). They also appreciate donations to help them produce the work.
Mel Levine
Mel Levine has great books that can help in understanding the different ways that a school age brain works. Two good books are "A Mind at a Time" and "The Myth of Laziness."
Montessori
A Montessori education can be good for fine motor skills and just wonderful overall.
Retrieved from "http://www.pwsnotes.org/Education"