Autism Therapy: swim therapy

definition of swim therapy: Swim or aquatic therapy is physical therapy performed in water. This therapy uses water resistance rather than weights to increase strength and mobility.

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EP Magazine, by Wermer, M., published in 2008, summarized Aug 26, 2008

A combination of behavioral therapy and dolphin therapy may be helpful for children with autism.

This article describes dolphin-assisted therapy and its use for children with special needs. The article focuses on the Curacao Dolphin Therapy Center that was designed to meet the needs of children three years and older who have a mental and/or physical disability. More than 400 children with special needs visit the center each year. A lot of time during the program is spent swimming with dolphins. The programs each last two weeks and, in many cases, parents feel that their children have been transformed by the therapy.


Developmental Medicine & Child Neurology, by Williamson, C., published in 2008, summarized Jul 14, 2008

Dolphin Assisted Therapy (DAT) may not be effective, and has risks for both people and dolphins.

The Whale and Dolphin Conservation Society urges caution for the sake of people and animals when thinking about dolphin therapy. There is no proof that dolphin assisted therapy works. Also, there are risks in putting weak people who are in need of therapy in the water with dolphins, which are large, strong animals. Dolphins are wild animals, even when highly trained, and can be hard to predict. Right now there are no rules for dolphin therapists and this can also increase the risk of dolphin therapy.


Anthrozoos, by Servais, V., published in 1999, summarized Jan 15, 2007

Dolphin therapy works best when the child forms a strong bond with the dolphin therapist.

This paper describes the Autidolfijn project, which was begun in 1991 in Belgium. The Autidolfijn project was designed to see whether swimming with dolphins caused increased learning in children with autism. While swimming with dolphins did have a positive effect on children with autism, the effect was probably not because of the dolphin. Instead, the effect was seen as a result of the relationship between the dolphin therapist and the child. Positive changes were only seen when the child and the therapist had bonded well.


Journal of Physical Education, Recreation & Dance, by Prupas, A., Harvey WJ, and Benjamin J., published in 2006, summarized Jan 5, 2007

The article describes important aspects of a successful preschool-age swimming program for children with autism.

The authors developed an early-intervention aquatics program known as the Aquatic Nursery Program targeted at preschool-age children with autism and their families. They have been using this program for 10 years and have found that it improved children'??s movement skills and strengthened family bonds. The authors believe this is because many children with autism can move more easily in water than in a gymnasium. Swimming also strengthened the bond between the parents and child because they had fun together during the program. The authors note that swimming also has the advantage of providing sensory input.


iPads and video interaction has provided a means for children with autism to communicate; it may also have provided addictive behavior. Christopher Mulligan founded Groupworks West, which provides assistance when people with autism show a susceptibility to addiction to the Internet and video stimulation. He has found parents who used the technology because it helped their kids communicate, but found it also lessens their social interaction with other people. Mulligan explained one reason for increased dependence on technology, “One of the first things cut were all recreational services including summer camp. They had horseback riding, swimming – wonderful services – and cutting summer camp funding really added a lot of stress to parents. Almost all of the families I help are families where both parents are working.” The kids’ only means of stimulation and interaction are through the Internet.

Read original article: Autistic Teens and Children Struggle with Cyber Addiction


The Long Island City YMCA and Con Edison are coordinating funding and resources for Quality Services for the Autism Community (QSAC) to provide aquatic skills to people with autism. QSAC’s swim program focuses on three components: safety, personal growth, and swimming skills. Lauren Maldonado of QSAC explained, “Exercise and physical fitness are important components of a healthy lifestyle and we are very grateful to the LIC YMCA and Con Ed for this opportunity. Everyone looks forward to these weekly sessions which are not only instrumental for exercise and skills development but also for socialization.”

Read original article: New L.I.C. Swim Program Helps Those with Autism


The Sarasota Manatee Association for Riding Therapy (SMART), which offers equine therapy to kids with autism and other special needs has moved to a larger space. The 15 horses have room to roam on 23 acres that includes two barns, a house, pond, swimming pool, and riding fields. At SMART, kids and adults are assisted onto their horses and then perform certain exercises. For example, riders might put their hands on their hips or grab a ring off a hook. All exercises are designed to help with strength, balance, and motion. One special trail is used for sensory work; horseback riders brush by chimes and ride by lovely smelling herbs. Plans for expansion include fishing in the pond, gardening therapy, and physical therapy space.

Read original article: Sarasota Manatee Association for Riding Therapy Holds Open House to Show Off New Digs


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



Please comment on this autism topic.

Responding to aquatic

Sep 4, 2011 by Anonymous

I have been a private swim instructor, specializing in teaching children with disabilities for over 10 years in Los Angeles. Most of my swimmers are children, ages 2- 12, who are on the Autism spectrum. When these children are in the water, they all have shown a sense of comfort, mind and body relaxation. With certain cues, such as the word "focus," I am able to receive quick eye contact and immediate response to my action requested by them. Positive reinforcement and encouraging words, whether the task was perform correctly or not, increases their consistency of performance in the water. Their sense of body movement in the water becomes hightened because they have control over the water and therefore they feel the need and comfort to be in the water and be active.


Responding to sports

Feb 22, 2010 by Anonymous

I have had my child enrolled in gymnastics as a form of physical therapy. I have lots of experience teaching swim lessons, and I use "aquatic therapy" as a means of therapy for her sensory problems and speech and social skills.


A magical vacation...

Aug 20, 2009 by Anonymous

Okay. Here goes.
We had a wonderful vacation. I can only say that now, a few days later, after I’ve been given time to ponder and reflect. I wrote a blog on the airplane home, but after reading it now a few days later, I think it was a little harsh so I’m doing a re-write. I liken it to childbirth. After the baby is out and you’re thrilled to be a parent, you don’t really remember the agony of it all. You even start thinking about when you’ll have another one.
To be honest, most of the trip was exhausting to us. We learned a lot, which is a good thing. We’ll do things a bit differently next time, whenever that turns out to be. We think the kids had a great time; at least they’re saying that they did now. They were not very well-behaved for a large portion of the vacation. In fact, Donald Duck himself had to break up a fight between Thomas and Hayley at Chef Mickey’s at the Contemporary Resort. We were suitably mortified, I can assure you. We were, needless to say, disappointed in the kids and their behavior. We had hoped that they would be magically wonderful, since every Disney employee we ran into wished us a “magical” day. Even when I called the front desk for extra towels, I was wished a “magical” evening. I should have asked for “magical” towels.
There were two main pieces of advice that we received prior to our vacation that we should not have taken as gospel truth. The first was that autistic children can improve dramatically (magically!) while at Disney World. I really thought that this would happen for Thomas, since he is one of those kids who requires more stimulation than other kids. And Disney World is sensory overload extraordinaire. I’ll just say that Thomas has never acted more autistic in his life. I was quite disappointed. I’m not saying that I thought we’d spend ten days (too long, by the way, but more on that later) in Disney World and come home with a cured boy, but I at least thought that he might be better while on vacation. He was worse. And his badness rubbed off on his sister. Hayley copped an attitude most of the time which I’m sure has nothing to do with the fact that every Disney employee who crossed her path called her “princess.” I was called princess a couple times, but I know I’m not a princess. Trust me, I know. For Hayley, the jury in her brain is still out.
The second thing that we were told to do over and over again by everybody we talked to was to take a break in the middle of the day. Go back to the room, go swimming, take a nap, have a snack, re-charge the old batteries and then go back to the parks in the evening, fresh as daisies. Here’s what happened to us: We got on the bus to go back to the hotel, and during the bus ride the kids fell asleep. We made the trek back to the hotel room where the kids, having rested quite enough on the bus, would be bouncing off the walls just as Jonathan and I wanted to curl up and take a nap. Ha! So we maybe would take them swimming or watch cartoons for a while and then head out again. So this way, the kids were great for the rest of the day but Jonathan and I were completely frazzled and every little thing the kids did wrong set us off. The grown-ups were the cranky ones by day’s end. So some of the best days we had were ones where we went all day long, taking for our “break” a sit-down meal for lunch.
Despite our “go all day long” routine, I managed to pack on twelve pounds! Yes, despite walking around in the hot and humid Florida sun, sometimes toting a child on my back, I managed to gain several pounds over the course of the ten days. I can sum it up in two words: brownie sundaes. We did the basic Disney Dining plan which included one snack, one “quick-service” (fast food) meal and one sit-down table-service meal per person per day. Both the quick-service and the sit-down meal included a dessert for adults. Well, what are you supposed to do but order the dessert and scarf it down? We’d already paid for it! Next time, we think we’ll skip the dining plan, although it was very nice not to have to budget for food which can be a very inexact science. The food was all paid for before we left so that any extra money we brought could be used for incidentals and suchlike. We actually spent very little cash because we didn’t have to pay for food while we were there.
Again, in hindsight, it was a wonderful vacation but not without its ups and downs. We thought the kids would be better than they were. At the end of the trip, we decided that the kids were still a little too young to truly appreciate what they were enjoying. I don’t mean that we expected them to sit us down, look us in the eyes and say, “Mom, Dad, we know just how great an undertaking this has been for you, we understand the cost involved and we truly appreciate everything you’re doing for us. We will always treasure this time with you in our memories.” I don’t think I’ve even said that to my own parents now, who took us all to Disney World when I was in eighth grade. I can say that I have a huge appreciation for them having done it, and I understand what kind of planning and budgeting went into it.
Also, as I hinted at before, ten days was just straight-up too long. Next time, we’ll stay for maybe a week and get better accommodations. The All-Star Movies Resort was fine, but it was clear that it was Disney’s version of the nosebleed section given its proximity to the parks and the clientele. It was rather noisy and we dealt with rude people a lot. Really, at Disney in general, it’s every family for themselves, and those who realize this sooner rather than later will have a better time in general. Jonathan and I, being pushovers, care about other people’s feelings and were shocked at some of the rudeness we witnessed.
So next time – this hypothetical “next time” – we’d stay for shorter in a better hotel, rent a car so that we weren’t constantly at the mercy of the Disney Bus System and ditch the dining plan so that we could eat (less) outside the World and probably spend less. Everything at Disney is so expensive! I read that Disney will ride a money horse until it drops and boy, was that ever true! Plus, if you do the Dining Plan, Disney’s got you – all your money and you’re never leaving the parks until they shuffle you onto the bus to the airport and drop-kick your luggage to its final destination, and they don’t really care where that might happen to be. Our bags did show up, but somewhat smashed.
So that was our trip. If you have any questions, let me know. Now, we gear up for school! Hayley had her kindergarten assessment with Mrs. H. yesterday and she did a swell job! Pre-school really paid off in that respect. After her little interview, we went and visited Thomas’ new classroom and saw his teacher again. After seeing his teacher and class again, Thomas is much more…okay…with going to first grade. Plus, I told him that I’d make him cold pizza to eat for lunch. So that was great! I feel like he’ll be okay now and that he understands he’ll be at school all day and eat lunch with his friends. He’ll get a recess which will really help him out and Mrs. H. said that he will have sensory breaks in her classroom a couple of times per day or as needed. Thomas was pleased to hear that. When we were in his new classroom, he noticed many similarities between his kindergarten room and the first grade room which made him very happy. There was a chart on the wall for the weather, lots of numbers to count the days and the old “green-yellow-red light” cards on the wall to track everyone’s behavior.
As we walked home from school, I asked him again how he felt about it. I said, “So how do you feel about first grade now? Do you think you’ll like it?” He replied, “I think it’ll be great!” I really, REALLY hope he means it! School starts next Wednesday.
I can’t wait, for my own sake. It’s been one hell of a rough summer.


Swimming Therapy

Aug 20, 2009 by Anonymous

This section has been created for comments and experience regarding swimming lessons and/or providers for kids with autism.



Please comment on swim therapy or other autism therapy topics.

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  • Synonyms for swim therapy include: aquatic, aquatic therapy, hydro therapy, swim, swimming, water therapy
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