Autism and therapies
“Your child is autistic.” As a parent, you are now on a journey of mixed emotions as you enter into a foreign world which can be both confusing and intimidating. A world of proven and unproven therapeutic direction, documentation, paperwork, studies and a language washed in acronyms.
As an autistic person who has raised twins on the autism spectrum, I understand how difficult and lonely it can be while searching for the best direction for your child as you maneuver the systems.
Where to begin? The more you learn, the more knowledgeable you will become to guide and advocate for your child but always allow yourself time to step back and process the information taking into account to refocus on the child and who they are. Autism rarely stands alone for any ASD person as co-existing factors and health issues play deeply on the perspective, interactions, quirks and behaviors that are apparent in each ASD person. Any one therapy rarely takes into account the co-existing struggles such as; sensory processing disorder (SPD), generalize anxiety disorder (GAD), sensory dysregulation/integration, attention deficit hyperactivity disorder (ADHD) and many other co-existing conditions. Most of these do not include the physical health problems such as epilepsy, gastrointestinal issues and sleep disorders. These factors and others are many times ignored in therapies yet they are just as important in evaluating the person as a whole. Not having the message transmitted that you need to empty your bowels or your mind cannot stop processing information so you can sleep will have detrimental consequences for the person’s health and well-being.
Most autistic people will have additional conditions, differences and challenges. Some are medical issues as describe above but other times, the anxiety and social challenges can be attributed to experiencing social and environmental factors. Societal expectations do not generally allow room for what is misunderstood and perceived as being different within the social standards thus creating or escalating pre-existing mental and physical health problems.
The prominent areas that are focused on in implementing therapy for an ASD person are social, communication and behavioral. Early intervention is key to success since all human brains are better able to be programmed and reprogrammed as we learn new skills and experience the environment we live in. Understanding the ASD person’s strengths and struggles will better allow for the implementing of multiple therapies that are individually directed to not only target where the ASD person is struggling but to also use their strengths to direct the outcome. The different styles of learning must play a factor into choosing a therapeutic direction since not everyone learns the same. People generally fit into one or more of these categories; visual (Spatial), aural (Auditory-Musical), verbal (Linguistic), physical (Kinesthetic), logical (Mathematical), Social (Interpersonal) or solitary (Intrapersonal).
“Thinking outside of the box” style therapies will look at personal areas that will allow the ASD person to express themselves can also be a direction that although unproven and again with only individual success, may be the direction that unlocks the potential of the ASD person being focused on. Equine therapies, music therapies, dance/floor movement, skate therapy, touch therapy, animal therapy, all connect the mind to the body through movement or target distinctive senses. For most ASD persons, the body is but a vessel that carries who we are, the mind. The hypo or hyper sensations that bombard our bodies can be very confusing to calculate and understand when you have limited awareness of your body and where you are in space. (Proprioception) Many children thrive when their focused is placed on one area of their body or senses individually. Take away unnecessary stimuli and focus on one area such as hearing or sight then slowly move to other senses. Humans have over thirty-one senses although we generally only recognize five. Environmental factors that most people may not experience as a bombardment on their senses may be intercepted and experienced by the ASD person’s receptors and create a reaction. Typically, even when people are affected by fluctuations in experiences such as, air pressure, time, equilibrium, hunger, pain; just to name a few, they understand what is going on and can justify their reaction to these experiences. For the ASD person, the sensations are multiplied in their effects on the body and mind and since there is generally a disassociation between the body and mind, this can be very confusing and lead to a behavioral reaction.
It’s important to remember that autistic people are people with personalities and unique individual needs that should be recognized and acknowledged. The therapeutic processes do not always allow for these personalities to remain intact and can create further stress on the ASD person if not implemented with the whole person in mind.
The prominent areas to focus on when looking into to creating a therapeutic direction for an ASD person are the areas of social, communication and life skills but always taking into account the coexisting issues of each individual. The behaviors are a voice to guide the course for therapies since the behaviors are there for a reason. To use a course of therapy that only addresses the DSM guidelines of what autism is would not fully recognize the areas that would be the most helpful and assist the ASD person to advance their potential. See the ASD person as a whole not just autistic and the trial and error in seeking a blend of therapies for the person will be better geared towards individual success.
Family, caregivers and professionals that allow the ASD person to express who they are and guide them to know they matter, are the roots to success in any therapy.
“Your child is autistic but they are still a child.”
Nancy Getty
Ontario, Canada
“Your child is autistic.” As a parent, you are now on a journey of mixed emotions as you enter into a foreign world which can be both confusing and intimidating. A world of proven and unproven therapeutic direction, documentation, paperwork, studies and a language washed in acronyms.
As an autistic person who has raised twins on the autism spectrum, I understand how difficult and lonely it can be while searching for the best direction for your child as you maneuver the systems.
Where to begin? The more you learn, the more knowledgeable you will become to guide and advocate for your child but always allow yourself time to step back and process the information taking into account to refocus on the child and who they are. Autism rarely stands alone for any ASD person as co-existing factors and health issues play deeply on the perspective, interactions, quirks and behaviors that are apparent in each ASD person. Any one therapy rarely takes into account the co-existing struggles such as; sensory processing disorder (SPD), generalize anxiety disorder (GAD), sensory dysregulation/integration, attention deficit hyperactivity disorder (ADHD) and many other co-existing conditions. Most of these do not include the physical health problems such as epilepsy, gastrointestinal issues and sleep disorders. These factors and others are many times ignored in therapies yet they are just as important in evaluating the person as a whole. Not having the message transmitted that you need to empty your bowels or your mind cannot stop processing information so you can sleep will have detrimental consequences for the person’s health and well-being.
Most autistic people will have additional conditions, differences and challenges. Some are medical issues as describe above but other times, the anxiety and social challenges can be attributed to experiencing social and environmental factors. Societal expectations do not generally allow room for what is misunderstood and perceived as being different within the social standards thus creating or escalating pre-existing mental and physical health problems.
The prominent areas that are focused on in implementing therapy for an ASD person are social, communication and behavioral. Early intervention is key to success since all human brains are better able to be programmed and reprogrammed as we learn new skills and experience the environment we live in. Understanding the ASD person’s strengths and struggles will better allow for the implementing of multiple therapies that are individually directed to not only target where the ASD person is struggling but to also use their strengths to direct the outcome. The different styles of learning must play a factor into choosing a therapeutic direction since not everyone learns the same. People generally fit into one or more of these categories; visual (Spatial), aural (Auditory-Musical), verbal (Linguistic), physical (Kinesthetic), logical (Mathematical), Social (Interpersonal) or solitary (Intrapersonal).
“Thinking outside of the box” style therapies will look at personal areas that will allow the ASD person to express themselves can also be a direction that although unproven and again with only individual success, may be the direction that unlocks the potential of the ASD person being focused on. Equine therapies, music therapies, dance/floor movement, skate therapy, touch therapy, animal therapy, all connect the mind to the body through movement or target distinctive senses. For most ASD persons, the body is but a vessel that carries who we are, the mind. The hypo or hyper sensations that bombard our bodies can be very confusing to calculate and understand when you have limited awareness of your body and where you are in space. (Proprioception) Many children thrive when their focused is placed on one area of their body or senses individually. Take away unnecessary stimuli and focus on one area such as hearing or sight then slowly move to other senses. Humans have over thirty-one senses although we generally only recognize five. Environmental factors that most people may not experience as a bombardment on their senses may be intercepted and experienced by the ASD person’s receptors and create a reaction. Typically, even when people are affected by fluctuations in experiences such as, air pressure, time, equilibrium, hunger, pain; just to name a few, they understand what is going on and can justify their reaction to these experiences. For the ASD person, the sensations are multiplied in their effects on the body and mind and since there is generally a disassociation between the body and mind, this can be very confusing and lead to a behavioral reaction.
It’s important to remember that autistic people are people with personalities and unique individual needs that should be recognized and acknowledged. The therapeutic processes do not always allow for these personalities to remain intact and can create further stress on the ASD person if not implemented with the whole person in mind.
The prominent areas to focus on when looking into to creating a therapeutic direction for an ASD person are the areas of social, communication and life skills but always taking into account the coexisting issues of each individual. The behaviors are a voice to guide the course for therapies since the behaviors are there for a reason. To use a course of therapy that only addresses the DSM guidelines of what autism is would not fully recognize the areas that would be the most helpful and assist the ASD person to advance their potential. See the ASD person as a whole not just autistic and the trial and error in seeking a blend of therapies for the person will be better geared towards individual success.
Family, caregivers and professionals that allow the ASD person to express who they are and guide them to know they matter, are the roots to success in any therapy.
“Your child is autistic but they are still a child.”
Nancy Getty
Ontario, Canada