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Vision For Effective Therapeutic Programing For Children With Autism

Programming for severe autistic children should look beyond the ABA Applied Behavior Analysis. Most unruly children of these coordinated children will if they can but they can't and they won't. Pain overcomes compliance. (I.e If the train is running on your feet, nothing is more important.) These children need to feel balanced, safe, and comfortable in their body for effective skill development to occur. They need more than educational programming. Most need a therapeutic environment. Staff need the knowledge and resources not only to teach skills but to relieve discomfort and improve neurological function. Movement, rhythm disorders and complex sensory problems affect the ability to attend and learn. Most teachers are not trained enough to handle the complexities of this complex nervous system. Employees who lack proper training often confuse this difficulty with their behavior or cognitive ability. Creating a therapeutic and effective environment, demanding staff education, interdisciplinary collaboration, and changing delivery criteria and models. Speech, occupational, physical and vision therapists must work with teachers and parents to create programs specifically for the severity of autism. Parents and staff need to understand the strategy so that they can provide it throughout the day, not just during short therapy sessions that may occur several times a week.

Selected personnel, licensed and motivated accordingly, can be deployed to varied training sessions. They can then share practical support for staff and parents to implement. Hearing integration exercises, auditory integration exercises, biofeedback, interactive metronome, binaural tension or other rhythmic hearing programs, ease of communication, sacred skull, massage, reiki, aromatherapy, yoga, meditation, movement therapy, acne, reflexology and hypnotherapy may be considered. Many parents have limited resources to deal with complex issues related to their child's disability. Many children are on medicaid or similar government programs, which many therapists do not accept. Other parents are under insurance, lack of financial resources, or are in survival mode.

The School District can get someone from the ASA-Autism Society of America, to be a source of information for parents on diet, enzymes, supplements, gentle chelation procedures, and other options out there for smart and smart parents.

Developing a supportive environment will help ensure maximum utilization of resources for school districts struggling with budget issues. Programs should be located on site that can meet the children's sensory and motor needs. The ideal school has: "Quiet classrooms with natural light and ample space for sensory equipment." Swimming pools and playground equipment that help modulate proprioceptive and vestibular problems. "Distance to various parks and nature walks" Close access to community amenities that enable cost-effective and flexible community-based programs.

Administrators need to arrange time for teachers, helpers, and parents to consult with the team and implement and improve strategies for optimal growth for each student. As the team grows, the roles overlap; Sensory problems, movement problems, communication, behavioral concerns, and rhythm issues will be addressed in all areas of the curriculum throughout the day.

Teachers, helpers and parents will be more confident in their ability to deal with complex neurological, sensory and movement problems as they continue to consult and work with specialists in specific fields. Disruptions and pressures among students will diminish as they seek the support of trained and confident staff.

The paradigm shift of this magnitude demands that small shifts continue. As information on current practices is disseminated, team collaboration and team building takes place, the current program will be modified by innovations that enhance the overall function. What works for one child may have an adverse effect on another, or it may work now and stop being effective later. If employees are dissatisfied, have options, remain flexible, open to new ideas, take risks, and provide mutual support, the procedure will continue to create a flow of progress.


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