Autism Therapy: touch

definition of touch: Touch is the physical action of contact with the body, whether it is another person, an article of clothing, or a physical object. Some children with autism do not like to be touched. Other children like to touch pictures or letters in order to communicate. Still other children find a tight hug or weighted vest to be soothing.

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When “Simon Says” Doesn’t Work: Alternatives to Imitation for Facilitating Early Speech Development
American Journal of Speech-Language Pathology, by DeThorne, LS, Johnson CJ, Walder L., and Mahurin_Smith J., published in 2009, summarized Jul 20, 2009

Augmentative and alternative communication (AAC) and other methods may help children with autism learn to speak.

Some children with autism do not imitate the sounds of others. For these children, several speech therapy methods may help them learn to speak. AAC is often the first strategy to help them learn enough communication to be able to have some social interactions. There are five other methods that may also help these children: 1) avoid pressuring children to speak, and use puppets and play as encouragement instead; 2) imitate the child and they may start imitating others; 3) use exaggerated sounds and speak slowly; 4) use visual feedback and touch to help teach skills; and 5) add exercises for mouth movements that are specific to speech.


Paliperidone in an Adult Patient with Asperger Syndrome: Case Report
Pharmacopsychiatry, by Roser, P., Haubleiter IS, Juckel G., and Brune M., published in 2009, summarized Jul 9, 2009

Treatment with paliperidone helped an adult with Asperger Syndrome who had severe behavioral problems and autism symptoms.

The case report said 25-year-old man had severe anxiety, delusions (not in touch with reality), irritability, and other problems. He also had poor communication and social skills. He was admitted to a hospital because of his severe symptoms, and was diagnosed with Asperger Syndrome. He received 6 mg daily of paliperidone, which is related to risperidone. The drug therapy reduced his symptoms. He also had better social skills. After 4 months of treatment, he improved so much that he moved out of his parent's house to live in an apartment of his own. He had few side effects from the paliperidone treatment.


Comparing Number Lines and Touch Points to Teach Addition Facts to Students with Autism
Focus on Autism and Other Developmental Disabilities, by Cihak, DF, and Foust JL, published in 2008, summarized Nov 5, 2008

The touch point method may be helpful for some children with autism who are learning to add numbers.

This study was designed to see if the use of touch point skills is a good way to teach math to children with autism. Touch point was very helpful in teaching addition to the three elementary students in the study. Two of the three children were also able to use the number line to add numbers. The study did not look to see if the ability to add lasted after touch point was faded out. The authors hope that a better knowledge of addition will translate into better math skills in general, telling time, using money, buying things, banking, and problem-solving.


A Sensory Integration Therapy Program on Sensory Problems for Children with Autism
Perceptual and Motor Skills, by Fazlioglu, Y., and Baran G., published in 2008, summarized Aug 11, 2008

Sensory integration therapy may play an important role in autism therapy programs.

Sensory problems include problems with touch and balance. Some studies have shown that sensory integration therapy may result in fewer temper tantrums and increased activity. Sensory integration therapy may also help improve motor and play skills. This study was designed to create a sensory integration therapy program for children with autism. The authors found that sensory problems of the children with autism improved after sensory integration therapy.


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Aquatic Therapy is one of the Oldest Types of Physical Therapy

Aug 9, 2011

Since the times of ancient Egyptians and Hippocrates (over 2,400 years ago), there has been much to recommend aquatic therapy (or swim therapy). This form of physical therapy takes place in water and is a low impact activity. Recent research with children with autism has shown “substantial increases in attention, muscle strength and balance, as well as the ability to tolerate touch and to initiate and maintain eye contact.” Another study followed kids with autism who used swim therapy for over 10 years and found they had increased movement, family interaction, and were better able to handle sensory issues. Lisa Koo, OTR/L at Bergen Pediatric Therapy Center explains water therapy is unique because of buoyancy, water pressure, reduced force on joints, and increased body awareness.

Read original article: Aquatic Therapy


More Tablet Apps are Available for Children with Autism

Jul 27, 2011

This article highlights the number of new apps being developed for tablets in order to help kids with autism communicate. Ted Conley has developed TapSpeak apps to help his son with autism generate images and sounds on his iPad. Hewlett-Packard (HP) recently set up a site, Hacking Autism, to encourage independent developers to create apps that work on tablets other than the iPad. The appeal of a tablet is functional – all a child needs is his finger to touch the screen. For older kids, the appeal is also aesthetic – they do not feel conspicuous carrying around large picture notebooks.

Read original article: Using Touch Screens and Apps to Treat Autism


Church Reaches Out to Families with Autism

Jun 9, 2011

Trinity Episcopal Church in Virginia started All God’s Children as a worship service geared to children with autism and other developmental delays. This monthly Saturday evening service builds on currently available church programs. The basics of All God's Children are built on special education programs that incorporate items for kids to touch and see. The service also focuses on picture boards to help teach scripture and follow along with the service. Three of the songs that the congregation sings have picture boards to accompany them. The service in addition to singing, contains a Bible reading and short sermon. There is an optional Communion with gluten-free wafers. Families of the children are relieved to be able to attend service as a family without having to leave if the child acts out.

Read original article: Acceptance, Comfort at Heart of Services


Neurotypical Kids Get an Idea of Sensory Issues that Affect Their Peers with Autism

Apr 14, 2011

Some neurotypical 6th graders in Iowa had the opportunity to see, feel, and touch how their peers with autism deal with sensory issues. The school library was the scene of five sensory areas for the students to visit: sight, touch, taste, sound, and smell. For example, there was a jar filled with crushed garlic to simulate overpowering smell. In another area, kids listened to loud music with headphones while trying to carry on a conversation. “I didn’t realize how bad it is,” Leslie Pettie, 12, said,” when it was explained to her that many kids with autism feel the overload all day every day. These students have peers with autism and this exercise has helped them to be more understanding and more communicative with their fellow students.

Read original article: Sensory Simulation Helps Sixth Graders Understand, Experience Autism


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Please comment on this autism topic.

Responding to sensory activities

Jun 15, 2011 by Anonymous

I found that working with this population the individuals have shown a liking for the following activities:


Make your own play dough it is save to eat  but it will not taste very well.


the need the following:


kool- aide mix multiple flavors (small packet size)


1 cup of flour (sifted)


1/2 cup salt


3 teaspoons of cooking oil


1 cup boiling water ( Per Kool aide packet)


 


Mix the salt, flour oil n kool aid in a bowl


add boiling water, mix with spoon for about 1 minute


then knead with hand it will be warm so check before letting kids touch.


 


Responding to mirror neurons

Feb 9, 2010 by Anonymous

It is my opinion that mirror neurons are the basis of our internal connection with each other.  Deep inside, without the interference of the ego, is a network of vibrations that allow us to "feel" exactly what the other person is feeling.  The person must be closely related to the subject.  

Example is when one walks into a room and the entire mood of the room changes.  That  person influenced the vibrations of the room simply with his mirror neurons.  His feelings were transferred to the others through the subliminal vibrations we can't feel with our five senses.  

This explains the phenomenon commonly called "contact high".  When an individual is under the influence of marijuana, he will influence the mood, the feelings, and other related emotions of  the group as a whole because whatever is firing inside him is also firing inside the others in the group.

This can explain why autistic children can tap a part of their brain that we can't.  But at the same time he must hold onto a tree in order to accept that it is real.  He has lost touch with this reality because he has no mirror neurons in which to relate.  He cannot find that vibration with others that we all take for granted.

The cure for this anomaly would be to find ways to help mirror neurons develop in autistic children.  This network, although taken away at birth, should be examined and ways sought in which we can enhance this development.  

When we pray for a person we are connecting that person with God through our mirror neurons.  We can literally change the mind of one who is suffering from a disease simply by connecting him with God and dispelling the myth that he is sick.


The Effect of Early Intervention in the Progress of Autistic Child with Mental Retardation

Nov 18, 2009 by Anonymous

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 therapies:  When 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 treatments:  When 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                                                                          


Picture-Based Communications on the iPhone/iPod

Jul 21, 2009 by Anonymous

Hi there,

My name is Dan, and my wife Carey and I are parents to a four-year-old boy (with autism) and a two-year-old girl (neurotypical). Both of our kids are adorable and keep us laughing!

Our son is verbal, though his expressive language is weak and he struggles with sensory processing, particularly in new environments. We were turned on to picture-based communication aids by the Connecticut Birth to Three system -- laminated strips of pictures, notebooks, magnet boards, etc. 

These tools worked. They helped Evan a good deal. Unfortunately, though, they weren't the most "workable" solution. Carrying around notebooks and boards is inconvenient. We'd lose the symbols, or not have the right one on hand when needed. 

So, we invented an application for the iPhone and iPod Touch that lets caregivers customize and present visual schedules, social stories, timers and choices -- all right there in the palm of your hand. It's called iPrompts -- check it out at http://www.iprompts.com. We've gotten some incredible feedback about it. Hope it helps!

 

- Dan


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