Weighted vests used as part of sensory integration therapy may not work for all children with autism spectrum disorders (ASD). This review article examined seven studies using weighted vests on children between the ages of 2-11 years old. Five of the seven studies reported some improvements in behavior of children with ASD. Weighted vests seemed to reduce stereotypic (repetitive) behaviors in some of the children. The vests increased attention or on-task time for some children. However, these were small studies and could not measure behaviors reliably. Therefore, the use of weighted vests in sensory integration therapy, in general, may not lead to consistent benefits for children with ASD.
Autism Therapy: weighted vest
definition of weighted vest: Vest that contains heavy weighted objects. Weighted vests may be worn by people with autism as part of sensory integration therapy.
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- J Autism Dev Disord, by Stephenson, J., and Carter M., published in 2009, summarized May 28, 2009
Applied behavior analysis (ABA) therapy may be more helpful than weighted vests in keeping children with autism calm and in their seats.
Sensory therapies are one common occupational therapy approach to the treatment of autism. The study was designed to see if the use of weighted vests during a group activity would increase the amount of time that three school-aged children with autism would stay in their seats. The children were all diagnosed as having autism by three different people using different diagnostic tools. The deep pressure of the weighted vests did not help the children in this study remain calm, focused, and in their seats. The authors call for more research to see if these sensory integration therapies are able to help children in the classroom.
- Canadian Journal of Occupational Therapy, by Hodgetts, S., and Hodgetts W., published in 2007, summarized Apr 11, 2008
Occupational therapists should look at the child with autism closely in order to make sure that the child is responding to the type of sensory integration therapy that is being used.
Most occupational therapists suggest that children with autism receive sensory integration therapy. Sensory integration therapy can include massage therapy, weighted vests, pressure arm wrappings, and many other things. This paper reviews the scientific studies on sensory integration therapy for autism. The authors found that it was hard for studies to be certain that the sensory integration therapy caused the changes in the child. They also note that autism can vary so much from child to child that it is hard to compare between children. Because of these problems with studies, the use of sensory integration therapy is not really based on scientific data.
Does Your Child with Autism Suffer from Anxiety?
Jan 19, 2012Kathie Harrington, a speech and language pathologist and mom of a son with autism, has written an article on dealing with anxiety. She points out that anxiety in a person with autism may affect sensory, physical, imagined, and communication areas in the person’s life. She explains, “They are anxious when they know and they are anxious when they don't know. They are anxious when they see something is close and they are anxious when something is not close enough…. They are anxious when, and when, and when... .” Some techniques she recommends include routine, relaxation, weighted clothing, music, flashlight, View Master, bean bag chair, and reading.
Read original article: How to Ease Anxiety in a Person with Autism/ASD
Taking Your Child with Autism to the Dentist
Apr 8, 2011Drill noises, sharp objects, smells, strange lights – all of these can bother a neurotypical child at the dentist – a child with autism may suffer from serious sensory challenges. The Indiana Resource Center for Autism (IRCA) has put together some information on going to the dentist and the Autism Support Network as reprinted it. First you should talk with the dental office about any issues your child has; find out if they deal with children on the spectrum. If your child is unfamiliar with brushing, consider working with an occupational therapist, using pictures to show how to brush, and a timer to indicate how long to brush. Other things to consider are having the exam chair already lowered, letting your child wear a weighted vest, or use headphones and music to drown out the unfamiliar sounds. The most important thing is communication with your child and the dentist about expectations.
Read original article: Taking your Son/Daughter With Autism Spectrum Disorder to the Dentist
Two Idaho Mothers use The Labyrinth Method to Provide Autism Information to Other Parents
Jan 1, 2009Two mothers in Idaho who felt they were missing key pieces of information when their children where diagnosed with autism set out to create a support group to fill the need. Alicia Velasquez and Shelly Gilman were determined to provide support and respite to parents of children with autism. They started a grass-roots movement to find a place that would hold a library that would lend books on autism as well as resources like weighted vests. In the meantime, they use a local office space to provide classes for parents and for children. The children receive intervention in the areas of self-expression, adaptive independence, play skills, socialization, communication, while the parents can share their experiences with others. Velasquez calls this form of parent education and assistance The Labyrinth Method.
Many children like to dress up in costume for Halloween, but with children with autism and other special needs, sensory issues can make traditional costumes uncomfortable. Aviva Weiss, a pediatric occupational therapist (OT), began designing weighted vests for her daughter - the weight can provide a secure "hug" and calmness. Her company, Fun and Function, decided to move from basic weighted clothing items to costumes - for Halloween and to encourage imaginative play. Her weighted vests fit children ages 3-8 and include fireman, policeman, and fairy princess. They include hidden pockets where weights can be placed.
Please comment on weighted vest or other autism therapy topics.
Synonyms for weighted vest include: weighted clothing, weighted vests
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Responding to weighted vest
Aug 25, 2011 by AnonymousMy young adult son hiked the entire Appalachian trail a few years ago--form Ga to Maine--over 7 months --carrying a 40 plus pound back pack. He was calm, relaxed and maintained a positive mood as the hike continued. He was able to stop his Ablilfy meds while hiking and lost 40 pounds of excess weight. He self reports that he gained spiritual insight, confidence, and trust in his fellow humans. His comment was that he only met two people he didn't like--out of the hundreds he encountered. Based on Joe's experience, I believe hiking is a wonderful non-competitive activity for some high functining young adults on the spectrum. The weight bearing and steady movement in generally quiet and natural settings agreed with Joe. He had never hiked and never pitched a tent--but with the support of an experienced hiking partner, he made his way over 2,000 miles of hard mountainous terrain--an amazing accomplishment for anyone--and a phenomenal one for Joe.
Responding to weighted vest
Mar 1, 2011 by AnonymousWhen my boy was in preschool we found a "cool" vest that was made out of a heavy fabric. We attached things to it to give it the heavy weight. (He needed it very heavy!) We used clips to attached a water bottle on one side and a little electronic toy he liked on the other side.
When he didn't have the weighted vest and was having a really hard time, I found that putting pressure on both shoulders was very calming for him. For example, when I picked him up from preschool, if he was "flappy", I would say hello while pressing down about 5 lbs worth of pressure on each shoulder. That's a lot of weight for little shoulders, but wow, his face lit up! It was what he needed. =)
Travelling with Special Needs Children
Dec 10, 2008 by AnonymousTEN TIPS TO EASE HOLIDAY TRAVELS WITH SPECIAL NEEDS CHILDREN:
Pediatric Therapist Aviva Weiss Tells How to Prepare for Good Times Together
Philadelphia, PA, December 8, 2008 - The chaos of packing, airport crowds and security, lengthy car rides and yes, even overexposure to family and friends is enough to erode any holiday traveler's festive spirit. Add traveling with children into the equation, especially when special needs are involved, and some parents might wish they could just stay home. But a few preparations, says Fun and Function LLC founder Aviva Weiss, can go a long way toward ensuring a good time for everyone.
Traveling disrupts routines and familiarity with the surrounding environment and can be difficult for children with special needs notes Weiss, a certified pediatric occupational therapist. A mother of four, including a daughter with sensory processing disorder, she says parents of special needs children can pave the way toward less stressful trips by observing these ten guidelines:
1. Prepare the child in advance as much as possible. Practice for the trip for a period leading up to the actual travels. Talk about the upcoming experience to help your child overcome anxiety. Act out or role play anticipated events in advance, from taking off shoes for airport security to applauding after a toast.
2. Redirect anxious energy into constructive activity. To take the edge off the potential anxiety of seeing many less familiar faces all at once, make the event a fun and educational by creating a special activity. Create a small photo album featuring people who will be at the event, and help your child play "Family Bingo," checking off each person he or she greets or sees across the room. Or, create a pictogram of your itinerary or agenda and help your child follow along.
3. Encourage creative expression. For those able to write or draw, a pocket journal or sketchbook for illustrating what they're experiencing can provide another useful outlet. Children who are more observers than participants may appreciate assignments such as taking pictures with a digital camera.
4. Don't expect perfection. Whenever you travel with children, it's best to "expect the unexpected," or at least leave room for something to pop up to divert you from your agenda.
5. Secure an extra set of hands. Try traveling with a friend, family member or caregiver to help keep things in order when you're on the move, provide manpower for carrying belongings and an extra set of eyes, and even make bathroom breaks with multiple children an easier task.
6. Manage expectations for you and your hosts. A pending visit from a special needs child may produce stress for the host as well as the child and the parent. Prepare everyone by communicating your child's needs in advance and asking for some general ground rules for inside the home, as a gesture toward making the visit as pleasant and peaceful as possible.
7. Bring along some "friends." Pack a bag of objects that are fun and familiar. Sensory gadgets/fidgets, noise reduction headphones, weighted vests, or favorite belongings from home will help filter out outside stimuli and provide a comforting connection to "home."
8. Minimize changes to eating habits. Try to keep your child's diet consistent to prevent constipation, indigestion, allergic reactions or other adverse developments. Feed your child something satisfying to comfort them before a long trip, and take along favorite utensils as a connection to more familiar situations. Don't expect your child to sit for an entire meal. Rather, prepare a spot where he or she can rest, play or calm down while the meal continues.
9. RX for safer travels. Ready a medicine kit with prescriptions, medical information and OTC products to confront fevers, allergies, cuts and other issues that may surface when you travel out of your home.
10. Preserve the moment but reserve time for breaks. The ingredients of posing for pictures - people huddled close together, bright flashes, noise and the need to stay still - can lead to overstimulation. Don't oblige your child to participate in all the photos, and be sure to take breaks in between.
"Traveling with a special needs child - or any child, for that matter - needn't be a stressful event," Weiss says. "In fact, it can be a great experience, offering lessons and fond memories for all. The keys are to prepare everyone in advance, include a few fun and familiar items and activities, and above all remember that it takes time and patience to learn how to manage change."
About Aviva Weiss and Fun and Function LLC
Aviva Weiss is founder of Fun and Function LLC, a Merion Station, Pa.-based provider of engaging, durable and functional play and therapy products at affordable prices, including an exclusive line of scooters and portable writing kits. A mother of a child with sensory processing disorder, she is also a certified pediatric occupational therapist with expertise in creating inclusive environments where all children can thrive together, and is currently working with developmental pediatrician Dr. Wendy Ross to guide children's museums toward improving experiences for children with special needs and their families. She previously worked at Children's Hospital of Philadelphia and St. Christopher's Hospital, and earned her B.S. in Psychology from Touro College and her Masters in Occupational Therapy from The Richard Stockton College, graduating summa cum laude from both programs.
Weiss launched Fun and Function in 2005 when she first identified her daughter's challenges and was frustrated by the lack of kid-friendly styling and high prices of existing special-needs products. She began designing products that elicit the potential of all children, help them feel good and achieve their best. Today, the company offers hundreds of innovative products marked by affordability and durability, scoring points with parents, pediatric therapists and educators. For more information or a free catalog, visit www.funandfunction.com or call 1-800-231-6329.
Job well done
Dec 9, 2008 by dankohnI really wish I had more time to write. I’m sure everyone understands that this time of year, things are completely cuckoo-bananas.
Anyway, I left off right before Thomas’ conference, which went very well. We brought both of the kids along which seems to be the thing to do at Thomas’ school. Everyone brings their kids along for every little meeting and get-together. We felt like outcasts for not bringing at least Thomas to the first Open House.
In addition to our family of four and Thomas’ teacher, the resource teacher also attended Thomas’ conference. She made a point of explaining to us that Thomas’ progress is being charted along with his classmates, and for many of his goals she wrote that his class is still learning that particular concept, so he is neither behind nor excelling, but progressing as expected. Thomas’ teacher only had very good things to say about Thomas and I can tell that everyone really enjoys working with him, which is so wonderful. I know what I go through on a daily basis with Thomas and I always hope sincerely that he is not behaving the same at school. It appears as though he does work hard and try harder at school than he does at home.
I’ve turned over a few new…leafs or leaves? Anyway, I implemented some changes around our house as I’ve realized that I do way too much for the kids. I look around and realize that Thomas is nearly six years old now and there’s no way I should be putting his shoes on for him every morning, getting his coat on and zipped, and so on. I held a “Zipping Seminar” for the kids about a week ago. An hour or so before dinner, I helped the kids put their coats on and then taught them how to zip them up. It only took a couple of minutes for Hayley to master the concept and implement it, and it took Thomas only a little bit longer. I was very proud of both of them and they are now both zipping their jackets like pros. The problem I have with Thomas doing any self-help or personal hygiene chores by himself is that he takes FOREVER. Yesterday morning, I thought that I had been abducted by aliens because it seemed like we started getting ready to go to school around 8:05 a.m. but by the time I got the kids in the car it was 8:26 a.m. and the first bell had already rung. Yikes. There’s about twenty minutes of time in there that passed by so quickly I didn’t even realize it. I got Thomas in the building just in time, but because of this, I now see that getting on coats, shoes, hats, mittens and scarves, and sometimes boots is a half-hour procedure at least if I let the kids do it themselves, which I must do. Thomas has a difficult time staying on-task and needs many verbal cues to do what he is supposed to do. I know that he is just waiting for me to get frustrated and pressed for time so that I do it for him, but Jonathan and I have both explained to the kids that we wouldn’t be very good parents if we did everything for them all the time. We say that it is our job to teach them how to take care of themselves because one day, we won’t be around to do things for them. That statement opens up a whole other can of worms usually, but we’re very honest with them about life and death. They know that everybody dies sometime and usually, nobody knows when that will be. Luckily, the kids don’t lie awake nights wondering if their number’s going to be up soon. We told them not to worry about it and they seem not to. Especially with Thomas, however, we really need him to understand how important it is for him to learn to take care of himself. Hayley has a drive to do things for herself and usually will get dressed by unassisted if I ask her to.
In addition to getting dressed and getting ready for school, I’ve begun to insist on the kids washing themselves properly in the tub and brushing teeth (and in Hayley’s case, hair) by themselves. I sit in the bathroom with them and talk them through it, but I’ve really begun to see that I’m not doing Thomas any favors by treating him like a baby. Sigh. Those days are definitely over as he’s about to turn six. And Hayley’s four-going-on-fourteen. We’ll see how it goes, but I’m really trying to push independence.
Tomorrow is Thomas’ school Holiday Sing at the local high school. I’m very excited to see how he does. He participated in something similar when he was in preschool, but it was on a much smaller scale. I have no idea what they’re going to sing (non-denominational songs about snow and candy canes, most likely) but I’m eager to see how he does. I wonder if the much bigger high school stage (I assume it’s bigger; I’ve never seen it) will intimidate him, or if the bright lights will distract him. Mostly, I think that Hayley will be shouting to him from the audience. Which reminds me, I have to charge up the video camera tonight.
Thomas did much better in school when I was there last Tuesday. We had a long talk about how his teacher is there to help him, but I’m there to help the teacher. This apparently sunk in because he was not at all clingy last week, completed his work and only relied on the teacher and the aide for help. Today he was also purposefully ignorant of my presence, but it was a difficult day for all of the kids, for some reason. Thomas would NOT stop talking. Before the teacher read “The Gingerbread Man” to the kids, she put the weighted vest on Thomas and this really helped him settle down. She usually pairs the kids up and reads a few pages. Then she asks the kids to discuss the story so far with their partners. Thomas was Hayley’s partner today and he was so adorable. Every time the teacher stopped and asked a question, Thomas would turn to Hayley and repeat it. She would answer it pretty accurately, too. After the story, the weighted vest was removed and Thomas resumed his motor-mouth. He wasn’t bad, he was just talking when he should have been listening. Many of the kids were out of sorts today, so there must have been something in the air.
Thomas said something very sweet today. The social worker came in for Thomas and another little boy today, which she does every Tuesday. Thomas, who is not always eager to leave the classroom, got right up, took her hand and said, “Wow! You look so beautiful today!” Of course, the social worker blushed and thanked Thomas, saying that he had made her day. I think that she’s expecting, and at that difficult time when people don’t know if it’s extra weight or a baby bump, so his kind words worked wonders on her. He comes up with those zingers every now and then and melts the hearts of whomever he’s talking to.
Hayley, on the other hand, has zingers of her own. We got all of our Christmas shopping done this past weekend, thanks to my mother-in-law taking the kids from Friday after school to Sunday afternoon. We met at our regular rendezvous point on Friday and I put the kids and their bag into her car. We were standing outside Hayley’s open car door, just talking for a minute when Hayley said, “Look, Grandma! I’m wearing a freakin’ hat!” Grandma laughed herself sick while I stood there with a “this is clearly my fault” look on my face that also made her laugh. It was hard not to giggle at Hayley, who could tell that she had said something extremely entertaining and has been using the phrase “freakin’ hat” ever since. Job well done.