Autism Therapy: running

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Behavioral Brain Research, by Nag, N., Moriuchi JM, Peitzman CGK, Ward BC, Kolodny NH, and Berger_Sweeney JE, published in 2009, summarized Feb 9, 2009

An enriched environment may help young children to overcome some of the symptoms of autism.

Scientists have created a mouse model of Rett syndrome (a genetic form of autism). This mouse study looked to see if mice with Rett syndrome/autism are helped by being in fancy large cages with shavings, tunnels, climbing ladders, and a running wheel, all of which were changed weekly (enriched environment). The authors found that the fancy cages improved behavior and brain structure in normal mice and mice with autism. The brains of mice in the fancy cages were larger and had more neuronal connections and more brain growth factors when compared to the brains of mice in the normal cages. The mice in the fancy cages also moved more than the mice in the plain cages.


Central Coast Autism Spectrum Center in San Luis Obispo, running on a shoestring, is able to offer support to 10-15 area families. Currently they offer early intervention in the form of ABA, speech therapy, social skills, with the goal of mainstreaming the kids. In addition, the center is the only one in the country to offer training and education to professionals in the field of autism. While funds are always needed, the center has demonstrated that as small as they are, they can still make a difference.

Read original article: For SLO County Families Dealing with Autism, There is Help


Lance Goetsch, a senior with autism, is on the track and field team at Thousand Oaks High School. As a youngster, he had trouble communicating and received speech, language, and sensory integration therapies, which helped him improve. Because he has always loved to run, a friend suggested that Lance try cross country running. The idea of belonging to a team appealed to him and his parents. His presence on the field has been an education for him, his coach, and his teammates. Lance has learned social interaction, trust, and certain rules that are involved in the sport. After high school, he plans on attending a community college to study computer technology or computer repair.

Read original article: Lance the Lancer: Thousand Oaks Senior Was Born to Run


The Adaptive Riding Institute (ARI) has a simple mission when it comes to helping children with autism and other special needs: health, happiness, and healing through horses. ARI has provided therapeutic horseback riding in Oregon since the late 1980s. Riders find that their balance and muscle tone is improved when they are on horseback; the horse’s gait mimics the human walking motion. Parents report that their children also have increased communication and social skills. Volunteers are what keep ARI running, they “take turns helping with everything from hoisting the riders up to cleaning up the by-products.

Read original article: Riding Provides Therapy for Children with Disabilities


Denise Gucwa's School of Dance is the first dance studio in Pennsylvania to offer Autism Movement Therapy (AMT). AMT is a combination of movement, music, and sensory integration to increase communication between both sides of the brain. Parents and siblings are encouraged to participate in the classes, which were started because of a desire for additional physical activities for kids with autism. Classes begin with swaying and bending and move on to a “loco motor segment that sends students skipping and running in varied patterns across the floor before returning to sit in a circle in the center.” The center work gives each child a chance to lead the group in a movement or sound. Joanne Lara, AMT founder, certified Gucwa and others via her intensive workshops that provide instruction in positive behavioral support, autism, and a movement/dance class with children with autism.

Read original article: School Offers Unique Class to Stimulate Kids with Autism



Please comment on this autism topic.

Children with autism and horses

Jan 17, 2012 by Anonymous

PREFACE:

My experience working with children diagnosed with Autism has been a little like knocking on the door to their place of business. 

Option #1

Sometimes, no one answers the door and even if the hours of operation are posted, they are not always observed.

Option #2

If the door is answered, you rare sometimes invited in, but once inside you realize it is a waiting room where messages are exchanged.  There is no direct contact.  This can cause delays, miscommunication and confusion.  Patience and timing are critical.

Option #3

With enough effort and understanding you are sometimes (and hopefully) invited into the main office and speak to the boss directly.  In this setting, skills understanding and effort are still required but are less demanding and more productive.

This is the most rewarding and productive of the three options.

The equine program developed at the Westwind Rodeo Academy has facilitated the opportunity to enter the office and speak to the boss directly.  (Remember - they are not YOUR boss, but the boss of the company you need to do business with.)

I personally believe it has been a key ingredient in several instances, in moving forward and grasping the potential for the Education system to assist and direct students diagnosed with Autism in their academic efforts and opportunities.

FOLLOWING : Is a cursory description of a multi-faceted program that will hopefully provide a glimpse into these concepts.

CAUTION:  The thoughts information and data provided here are solely my responsibility and have not been endorsed, accredited, approved or even spell-checked by the Westwind School Division, the Westwind Rodeo Academy or any other authority.

Harlan (Lanny) Smith B.S.W., Family School Liaison Counselor

e-mail lannysmith56@gmail.com

The Program

More than just a riding program, the Westwind Rodeo Academy in Cardston Alberta provides a unique program centered on relationships that is based on a triad as part of a larger group of nine.  Each child that attends the program is matched with a specific horse and equine specialist EQ (horse handler) that is chosen for their skills and experience working with children with special needs as well as their command of horse knowledge and competence.  

The group of 9 is formed with 3 groups of 3 to allow for broader experience, interactive activities and comparative experiences and an ambience in the session.  The selection of which 3 students will attend together is carefully considered and may include children with a variety of challenges not limited to Autism.  The sessions are repeated for 6 consecutive weeks and may be repeated up to 4 times a year, space allows and need requires, although each section is provided as a stand alone intervention.

One of the most inspiring experiences is when children fully embrace the horse and the relationship when they take the opportunity to lay down on the horses back without saddle (sometimes with a bareback pad or blanket, but not always), and spend quiet time, just embracing the horse while the child is at rest.  This can include conversation with the EQ as originated by the child and is largely a listening activity for the EQ, or just a silent time.  This activity is sometimes suggested by the child and sometimes by the EQ and may occur at anytime during the session.  It is can be used to de-escalate the child or address stress or emotional discomfort.  It is also used as a modest celebration or reinforcement in the relationship.

Actual riding occurs during these sessions but is not the object or the goal.  Many sessions pass without the child being on horseback as the situation dictates.   Each session is focused on the child's orientation to the world around them as far as they can express through words, body language, choices or actions, their needs and concerns as well as interests and inclinations.  Although safety is an over riding principal, convenience to the horse or EQ is secondary to the child's expressed or perceived preference.  

We have witnessed EQ's trotting beside the horse as ridden by the child who has expressed a desire to have the horse move at faster than a walk.

(Again, safety is paramount which necessitates one or more EQs running beside the horse. In this case, the child's skills and aptitude to remain safely on the horse is previously determined.  We also consider the horses history and attitude and performance on that particular day as part of the decision making process.)  

This can be physically demanding and inconvenient for the EQ but a major contributor to the child's experience and benefit.  The results the child experiences, the more effort required by the EQ to facilitate without imposing or tainting the child's experience.

The other component of this system is the support of a Mental Health Practitioner and supervision by the Facility Director.  This completes the formal team.  Decisions about activities, concepts and specific goals are managed by the Facility Director and Bahavior Specialist and the EQ's in consultation.

We have also encouraged with some success, the attendance to at least one of the sessions in each section by a significant family member as well as the students classroom teacher and possible other support personnel.  These individuals are given direction about the concepts of non-interference and non-projecting on the child's experience while acknowledging the elements the child is embracing.  They meet the horse, the EQ and observe the activities.  We often take pictures or video and encourage this experience to be talked about at home and in the classroom.

Of course this is a snapshot of the experience in condensed form and there are many details and intricacies that cannot be explained or properly presented in this format.  Overall, the development of this process has been  most rewarding and inspiring and worth the investment of time, money and effort.  It requires many elements working in concert to achieve this model.  We are fortunate that these things have come together thus far.

Questions or comments leading to discussion and education are appreciated.


Drinking buddies

Aug 31, 2009 by Anonymous

Well, I was worried about the wrong kid.
How long did we wring our hands and experience gut-wrenching anguish over Thomas’ surely difficult and confusing transition to all-day, eat-lunch-at-school first grade? On the first day of school, he kissed me goodbye and walked in the building. Okay, so long! See you later! Hayley, on the other hand, was rather upset, sobbing loudly. I have a bit of a dilemma on my hands that I have to drop Hayley off at the Kindergarten entrance and Thomas gets dropped off at the First Grade entrance. So on the first day, it was pouring outside (naturally) so we had to walk into the hall. I left Hayley, who wasn’t listening to me and when I told her that I’d be right back after I found out where Thomas needed to go. I walked about ten feet away when I heard her crying. One of the aides who knows Thomas offered to take him to his class so that I could stay with Hayley, which I did, until it was time for me to leave her. She was crying – loudly and a lot.
Jonathan and I were completely confused by this behavior. Hayley had been in that classroom once every week for the past school year! However, Jonathan made the sensible point that I had been with her the whole time she was there. This was the first time I left her there. Okay, that makes sense. Anyway, Hayley stopped crying shortly after I left and ended up having an okay day. Since it rained for the first three days of school this year, Jonathan was able to pick up the kids with me which was nice for him and the kids. Thomas was very excited to see Jonathan after his first day of school. We immediately noticed that Thomas had forgotten his lunch box and home folder so we had to go back in for them. His teacher said that he did a fine job and the social worker said that the few times she poked her head in the room, he was doing great. So Thomas is off to a surprisingly smooth start. Of course, I remember last year when there was a “honeymoon period” right at the beginning of the year and then things went downhill a bit. I might be remembering a couple years ago when Thomas was in preschool. I don’t know. I just hope we keep grooving like this.
Thomas is doing fine eating lunch at school, although he rarely finishes. I guess he eats like Jonathan – slooooooowly. Most days, he brings his bag home with leftovers. He always asks for a snack when he gets home which is not that weird – most kids have after-school snacks. But I hope he’s getting enough time to eat. Rather, it’s probably that he doesn’t stay focused and eat when it’s time to do so. He might be socializing with the two girls he sits next to. Anyway, he likes recess and he likes eating lunch at school. We’ve managed to put other edible (to Thomas’ standards) items in his lunch box so that we don’t have make pizza every night to put in the lunch box the next day. He eats chicken nuggets and chicken sandwiches too. We put a juice pouch or chocolate milk in there along with maybe a granola bar and fruit snacks. The fruit snacks are always finished when we get his lunch bag back. It’s usually the nuggets, pizza or sandwich that is half-eaten.
Part of the program in first grade is learning to read, so we have to read with Thomas for twenty minutes every night. I have modified this program to reading one book at night. Making Thomas try to do anything he doesn’t enjoy for twenty minutes is frustrating for him and us. He’s able to recognize words when prompted, so he’s got a good foundation. I just wonder when he’s going to start trying to sound out words on his own. He makes the word sounds but doesn’t put them together. And then there’s Hayley, who’s prone to know-it-all-ism, hanging over my shoulder, shouting, “Mommy! I know that word!” It’s hard getting her to keep quiet while I’m trying to get Thomas to read. I’ll have to put her in her room while we’re trying to read from now on.
It’s hard, too, to try and get everything ready for school on nights when I work. I try to get lunches made and homework done before I go to work at 5 p.m. But I suspect I’m preaching to the choir of my readers here…I don’t even work full-time, so I have little room to complain about trying to keep everything running smoothly. Things are going well for me at work, though. They really seem to like me and I won Employee Of The Month while we were in Florida and they want me to start training new people as a “Neighborhood Expert” which I am not officially yet as I have to attend some sort of “expert camp” or retreat or something before. At least it’s nice to be appreciated.
One funny story and then I’m off to collect Hayley from school: The last time the kids were at the cottage, they went out for ice cream. Hayley and Grandma ordered the same flavor, so Mary said that they were “ice cream buddies.” Fast-forward to this past Friday when Hayley and Thomas both chose to have grape Kool-Aid for dinner. Hayley looked at her cup and his and declared, “Thomas! Look! We’re drinking buddies!” Jonathan and I laughed until there were tears in our eyes.


Summertime blues

Jun 30, 2009 by dankohn

Summer drags on, but I have just realized that school will start again in less than two months with absolutely no improvement in Thomas’ attitude about starting first grade. As I’ve said before, Hayley is more than prepared, so we at least can concentrate our efforts on Thomas’ transition. I’m going to try to help out in both Hayley and Thomas’ classrooms this coming year so that at least he will have that constant. I’ll only be able to help out for half of the day, I am assuming, because I’m not sure that the first grade teacher will be as agreeable to having Hayley along as Mrs. H. was. Who knows…maybe she’ll be okay with it, but even so, that would be a long day for Hayley and a long day for me. I’m hoping to help out with Hayley one morning per week and Thomas’ classroom another morning of the week.
I have a lot of other personal things on the radar screen that have to happen before school starts, though. My sister’s bachelorette party and shower will be July 31 and August 2, respectively, and I’m hosting the bachelorette party at my house. I’m not sure where Jonathan, the kids and the dog will be that night, but it won’t be here. I’m pretty confident that those things will fall into place fairly easily. What I’m really biting my nails about over here is the trip to Disney. It’s looming very large on the horizon and I’m wondering if I can really pull this whole thing off. I tend to be forgetful about packing lists (which I’ve already started making and revising – like I completely forgot about pajamas for anyone, for instance) but I’d rather remember them now than at 30,000 feet. Does anyone else have this problem? Does anyone else spend the first few hours of a trip away from home trying to remember what you’ve forgotten? I just know I’ll be a wreck during the days leading up to this vacation. And it’s ten whole days long – plenty of opportunity to forget stuff. Can I actually do this right? Can I actually take my family on a vacation across the country involving airports, transportation and unfamiliar areas? I nearly left for my honeymoon without a single pair of shoes to wear – except the shoes I wore with my wedding dress. Imagine trouncing around Disney in a pair of white satin Cole-Haan pumps with big bows on the toes. I did look like Minnie Mouse, sort of, the morning after the wedding when I realized that we’d have to make a stop at home for sensible walking shoes. But it’s that kind of thing that always makes me sweat. One good thing is that I never forget anything that’s absolutely vital like medicines.
When we went to Peoria this past weekend for that wedding, I realized that I sent Thomas along to Grandma’s house with only one pair of socks – the ones he was wearing. That wasn’t a big deal and Grandma just washed them when they started walking around by themselves, but still. I tend to forget things and it’s terrifying me. When it was time to get dressed for the wedding on Saturday, I had a horrible moment when I thought that I had forgotten to pack Jonathan’s suit pants. He would have had to wear his plaid casual shorts with a shirt and tie. Anyway, the kids had fun at Grandma’s and Hayley wanted to stay an extra night, but Thomas wanted to come home and we couldn’t impose on Grandma any longer than was necessary. We did have a nice weekend away although we were somewhat unimpressed with downtown Peoria. It was great to see my family, though. We always have a great time at family weddings. My family always asks us in these situations when we feel it’s best not to travel with the kids, “Where are your kids?” They ask in a manner like we’ve obviously forgotten them somewhere and should alert the authorities at once. I usually have some flippant response like, “Oh, they’re home with the dog.” Hilarity ensues.
Thomas has a neurologist appointment coming up on July 14, but I may have to change it because I usually work on Tuesdays and his appointment is at 3 p.m. Given how many minutes behind the neurologist is usually running, I would never make it for a 5 p.m. shift. Maybe I can switch it to a morning appointment. I’m not sure that I have a lot to discuss with her this time. I’ve given up bothering the doctor with complaints about how Thomas doesn’t stay in his bed all night. I’m convinced that it’s all behavioral because Hayley does it now too. I don’t think it has anything at all to do with autism. Life at home with the kids has been very trying lately, mostly because they fight all the time and the weather has still been not very conducive to getting out and having fun away from home. We were able to go swimming a few days last week, but that was it. Just getting away from the house for some diversion every day is a great thing, but it doesn’t seem like we have many good (inexpensive) options. They still love swimming, so that’s great. But even the park seems to bore them more and more these days. While we enjoyed swimming during the very hot weather last week, the weather has turned cooler again and rather cloudy with rain threatening every day. Tomorrow (as every Wednesday) is our shopping day which usually makes me break out in hives. It’s always a toss-up. They’re either good or they aren’t. Either way, we have to get more food into this house every week! But they fight in the grocery store too and I find myself having to exercise extreme restraint to not put them in a time-out in the glider chairs in the baby section. Sigh.
I’ve been trying to get the kids to keep practicing reading and writing, and I think I might pull the “homework” card on them. I might say that we have to finish homework soon – for school in the fall, so that they’re ready. I’m almost certain Thomas is not going to fall for it. Hayley loves to draw and write still, but it has always been such a struggle to get Thomas to try writing and reading. We’ll have to come up with some sort of reward system, I guess.
Like Disney World isn’t reward enough!


Happy tears and tooth fears

Feb 20, 2009 by Anonymous

So much has been happening lately that it’s been hard to find time to write.  The GFCF diet will have to be put on hold for now, at least.  The good news – an improvement that could help us avoid that kind of major dietary inconvenience indefinitely – is that the Strattera seems to be working really well for Thomas.  He’s been more attentive, making more eye-contact and telling me loads about things that have happened at school.  Last Thursday, Thomas told me that there were three “stations” in gym class:  a running station, a hopping station and a beach ball station.  I asked him which one was his favorite and he said that he like the beach balls the best.  I said, “Beach balls?  That must have been a little crazy, with beach balls flying all over they gym.”  Thomas said, “No.  Mr. M. put up a little blue fence around the beach ball station.”  All I could say was “Wow!”  He’s never given me so much information about school before.  Granted, gym does seem to be his favorite subject. 

            One unfortunate side effect of Strattera is having difficulty sleeping and Thomas seemed to not sleep at all for three nights running last week.  I made an alternately frantic and comatose call to the neurologist who decided to add another half Clonidine around 3 or 4 p.m. to help ease Thomas into the evening.  Jonathan and I were really skeptical about that.  I kept wondering how much Clonidine his little body could take, for one thing.  For another thing, I wondered if the Clonidine patch would be a better solution.  The neuro still wants to use the pills and surprisingly, it did seem to help.  The problem was that Thomas would get up around 1 or 2 a.m. and get into our bed which is his usual routine.  The bad thing was that he’d get into bed with us and not go to sleep.  He’d flop around like a suffocating fish, kicking us and waking us up.  We’d send him back to his bed and hear his TV click on.  Then Hayley would get up and come into our room.  She said that Thomas came into her room and woke her up - I guess to play with him.  So there was that one awful Sunday night where nobody got any sleep and it affected everyone negatively.  Thomas didn’t think anything of it, but the rest of us were dead on our feet all day.  With the extra half-pill in the afternoon now, he still comes into our room at some point but he sleeps peacefully at least.  Hayley has been sleeping very well, in her bed all night until she sees Jonathan get up for work and then she comes in for a snuggle.  Since the Strattera dose seems to be working well for now, we’re not going to increase it.  Thomas hasn’t had any tics, so that’s great.  It’s what we were afraid of.  Luckily, the one that he developed while on Focalin went away as soon as we stopped the medication.  I’ve heard that they can develop tics that never go away, even if the medicine is discontinued.

            Thomas’ IEP meeting was on lucky Friday, February 13.  It was a great meeting; very positive and everyone, as per usual, just LOVES my boy.  Thomas has so far this year met or very nearly met all of the goals his service team set for him last May.  His meeting last year was at the end of the school year, so he still has a couple of months to meet his goals and there’s no reason to suppose that he won’t.  Thomas’ teacher, whom shall now be called “Mrs. H.” because I’m getting tired of calling her “The Teacher,” actually cried twice during the meeting, thus making me cry.  The last time I cried at an IEP for Thomas was what I like to call “The Worst Day of My Life,” the meeting when autism was brought up.  Thomas has come such a long way since then that now I can look forward to crying tears of joy.  And watching his teachers do the same, I guess.  Mrs. H. has become very fond of and attached to Thomas.  He manages to endear himself so to all of his therapists and teachers.  I understand why Mrs. H. was so emotionally moved; she is educated in early childhood development and therefore recognizes immediately when Thomas makes a breakthrough or reaches an educational milestone.  She sees it for the huge leap that it is.  At the beginning of most days, Mrs. H. has the kids draw a picture and then encourages them to write a few words about it.  Most of the time, Thomas scribbles and makes up some story about it but won’t write.  The Monday before his IEP, he drew a picture of an orange “race car,” colored it in and started writing that it was “An orange race car, going very fast.”  I mean, this thing really looked like a car!  It had wheels and everything!  Mrs. H. told me that when I saw it, I would cry, but I didn’t.  (That is, until she did in the meeting.)  I was excited; I said, “Wow, that’s cool!”  I think I just don’t understand the gravity of such things the way that Mrs. H. and the OT understand them.  Either way, Jonathan and I are very touched by the tender and loving way teachers speak about Thomas.  I found myself having to reassure Mrs. H. that she would see us plenty next year, because she’ll have Hayley and Thomas will be in first grade and I see no reason why I can’t volunteer in Hayley’s kindergarten classes too.  She felt better after that.  But Thomas is showing pre-reading skills; better than many of his classmates in some cases, continues to improve his writing and recognizing letter sounds and shocks us all from time to time with his amazing memory.

            My job search continues, and I feel I’m very close to landing that perfect foodservice job I’ve been wanting.  I have a second interview at a restaurant tomorrow and I papered all eateries within a five mile radius yesterday afternoon with applications and a winning smile.  I’m hoping to be able to wait tables two or three nights during the work week and two shifts of various hours on the weekends.  There are so many good reasons for me to find a part-time evening and weekend out-of-the-house job, the more I ponder it.  One big reason (cash is numero uno, of course, but…) is that the kids will begin to see their father as more of a caregiver.  One thing that happens frequently and always fries my cookies is that I’ll be deeply engrossed in some chore or activity like running on the treadmill, folding laundry or even taking a shower.  Jonathan will be sitting on the couch in the living room, watching TV.  Hayley will come in and ask for a snack.  My immediate question is, “What’s Daddy doing?”  She tells me so I send her to ask Daddy to get her the snack.  Fifteen seconds later, she’s back and she says, “Daddy wants to know if it’s okay if I have a snack.”  See, Hayley went and asked Jonathan if she could HAVE a snack, she didn’t tell him that I asked HIM to get HER the snack.  “Yes!  For the love of God, child, you may have a snack!”  Now I’m getting irritated.  Fifteen seconds later, Jonathan comes into the room.  “Did you say it was okay for Hayley to have a snack?”  He thinks she’s trying to pull a fast one.  By then, I’m so frustrated that I start raving like a madwoman and nobody understands why.  So maybe – maybe – if I’m completely out of the house, Jonathan can decide for himself if the children are worthy of our pantry full of snack foods.  And the kids won’t even be able to consider asking me in the first place.

            As I said, the money will be great.  If I can make a couple hundred a week, we’re going to go ahead a book a trip to Disney World in August, I think.  We have some money coming to us that we didn’t even know we were supposed to get (it was really our money anyway; the county assessor was just “borrowing” it from us until we noticed, it seems) and that coupled with the extra income I hope to earn will make it possible for us to finally take our children to see The Mouse.  We’ve been dreaming of it ever since we went to Disney World for our honeymoon and saw happy families riding the teacups and Flying Dumbos.  “Wow, won’t it be great to take our hypothetical children here some day,” we’d say to each other.  Actually, I can remember several times while we were there that I thought it would be nice if we had a kid or two with us for this show or that ride.  It appears to be within reach.  I know, it’ll be hotter than hell in Florida in August (ninety-two degrees is the average daily high), but we don’t want to take the kids out of school to go.  We have two immediate family weddings in November, one of them over Thanksgiving weekend, we don’t want to go over Christmas and miss that with our families and I wouldn’t touch Spring Break with a ten-foot pole.  So that leaves summer vacation, and we’ll need more time to save dough than a vacation in June would give us.  That’s our decision.  Now I just need to get hired and make a dazzling impression.  Shouldn’t be too hard.

            Jonathan took the kids to the Monster Truck Jam last weekend on Valentine’s Day, also our eleventh wedding anniversary.  Hayley pretty much hated it; it was way too loud for her (Jonathan remembered to bring earplugs, but even so, it was too loud) but Thomas loved it.  His favorite part was the motorcycle tricks.  So Thomas would go again, but we’ll have to find some Mommy-and-Hayley activity the next time the Monster Trucks are in town. 

            The last bit of drama I’m going to share this evening is that Thomas has reached a physiological milestone:  he has two loose teeth.  The bottom two in the middle, the two that popped through right on schedule on his six-month birthday, are preparing to leave on a high-note.  Thomas wants nothing to do with this whole process.  We’ve mentioned it to him before, always with negative results so we’ve been kind of hoping that we had a little more time.  Nothing doing, says Mother Nature.  He spent most of today whining and complaining and actually crying at times.  At one point, he asked me for some tape so that he could “fix” the ones that were loose.  We tried everything we could think of to put him at ease.  I drew him pictures like I used to in the old days.  It only upset him more because I drew smiley faces on the kids who had lost teeth and he said that they should have had sad faces.  I tried showing him Sophie the Dog’s puppy teeth which I saved (no idea, don’t ask), but he wanted to put them back in her mouth.  At dance class, one of Hayley’s friends was missing both of her bottom middle teeth and she gleefully obliged when we asked to have a look, but Thomas didn’t really care.  He is threatening that when one finally falls out, he’s going to “cram it back in.”  Those are his words, not mine.  He actually said “cram.”  Losing teeth is fine for everyone else, but Thomas is completely against it.  For one thing, he knows that the new teeth are called “adult teeth” and he wants to never be grown-up.  We’ve started calling them “big-boy teeth,” but he doesn’t really want to be a big boy, either.  Of course, all of this represents change, which Thomas is firmly dead-set against in all forms.  Unfortunately, nothing can be done to stop baby teeth falling out, so we’re going to have to weather the storm.

            Although very resistant to change, Thomas did show a great deal of enthusiasm for flying in an airplane to go to Walt Disney World.  Go figure.



Please comment on running or other autism therapy topics.

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