'Agricultural specialisterne': rural employment revolution for those with Autism

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Applied behavior analysis (ABA) is a psychological approach that utilizes modern behavioral learning theory to modify behaviors, focusing on the observable relationship of behaviour to the environment.

Applied Behavior Analysis (ABA) is based on principles originally developed by B.F. Skinner…

…Skinner and others outlined basic principles of behavior, which include reinforcement, prompting, fading, shaping, schedules of reinforcement, etc., etc., etc. These principles comprise the pure science of behavior analysis. It’s important to understand that this is the pure science, NOT the applied science. This distinction is made when any science is studied in both pure and applied ways (i.e., physics). When the principles of the pure science of behavior analysis are used to teach (or when used in any applied setting), this practice is called “Applied Behavior Analysis” (or, earlier, behavior modification [or the experimental analysis of behavior]). This means that the principles used to describe how behavior is lawful, observable and measurable, and has an impact on the environment, have been adapted into teaching methods based on those principles.

The reason that people who don’t know this get confused about what ABA is stems from the difference between the pure and applied science. The science is one thing, made up of these principles of behavior. The applied science is another, made up of strategies based on those principles…

In 2005, Richard Simpson with co-authors, published a book which identified four evidence-based practices (that have significant and convincing empirical efficacy and support) in treating Autism Spectrum Disorders. ABA-related interventions figured prominently as evidence-based approaches. Here is some detail on three of those interventions…

…Discrete Trial Instruction
Discrete Trial Instruction (DTI) [also known as Discrete Trial Teaching (DTT)] is used when a student needs to learn a skill, but needs the information taught in small repeated steps. It can be utilized during an adult to student, one-to-one teaching situation. Data collection is also an important part of the DTI format. The data collection process supports decision-making when planning the student’s program. Data is collected on a planned schedule in order to determine specific information about skill acquisition. The data should provide the teacher with information about beginning skill levels, progress, problems, acquisition, generalization and movement to the next skill level. The steps of discrete trial instruction include gaining the child’s attention, then presenting the child with an instruction. The instruction is then followed by a prompt, if needed, to elicit the child to make a correct response. The teacher then provides reinforcement.

Pivotal Response Training
Pivotal Response Training (PRT) (previously called the Natural Language Paradigm (N.L.P.)] targets behaviors to be taught in natural environments using items that are age appropriate and reinforcing to the child. A principle area of intervention concentration is communication. Children are taught to respond to multiple cues and stimuli, improve motivation, increase self management capacity and increase self initiations. A structures session includes:

• the question, instruction, or opportunity should be clear, uninterrupted and appropriate to the tasks and the child must be attending;
• maintenance tasks are tasks the child can already perform and should be interspersed with new acquisition tasks;
• tasks should be chosen by the child;
• the instruction or question should include multiple components.
  PRT has been used extensively to improve play skills such as manipulative play and symbolic play (Simpson, 2005). For example, PRT could be used to teach a child to appropriately use a train on a train track. Language in this intervention could include making the train noise prior to intersections, identifying train colors, and making familiar verbalizations such as “all aboard” and “choo choo” sounds.

Learning Experiences: An Alternative Program for Preschoolers and Parents
Learning Experiences Alternative Program (LEAP) seeks to develop social and emotional growth, enhance language and communication abilities, increase independence in work and play activities, facilitate choice making, increase capacity to cope with transitions and improve behavior and improve overall cognition abilities. LEAP facilitates the development of functional skills, independent play and work skills, social interaction skills, language skills, and adaptive behavior. Children, ages three to five, attend LEAP pre-schools on weekdays for 15 hours a week, year-round. Student ratios are typically three students with autism to 10 typically developing children. Typically developing peers are taught social scripts such as getting your friends attention. It is through the interaction of the peers, family, and staff that children with [Autism Spectrum Disorders] receive the benefit (Simpson, 2005)…

DTT is one of the instructional methodologies frequently used in ABA-based programs. PRT is a behavioural treatment intervention based on the principles of ABA. LEAP contains aspects of behavioural analysis but is primarily a developmentally based approach.

Another form of ABA which is an evidence-based treatment for Autism Spectrum Disorders, is Early Intensive Behaviour Intervention (EIBI) (formerly known as the Lovaas method). EIBI was developed by the most well known ABA pioneer - psychology professor Dr. Ole Ivar Lovaas at the University of California, Los Angeles (UCLA)…

…Lovaas intervention utilizes systematic instruction with skills acquired through prompting and prompt fading procedures, use of positive reinforcement and extensive generalization strategies. As intervention progresses, reinforcers are replaced by social and more ‘natural’ reinforcers (i.e., verbal praise). The intervention is structured so the target (desired) behaviors initially occur through prompting, and are maintained by the reinforcement that follows them. Aggressive and/or self-stimulatory behaviors are reduced by being ignored and by teaching alternate, more socially acceptable forms of behaviour…

There are also various other ABA-related approaches (with less Autism treatment evidence behind them) that I may delve into in future posts:

• Applied Verbal Behaviour (AVB or ABA/VB);
• Verbal Behaviour Therapy (VBT);
• Precision Teaching (PT);
• Denver Model (DM);
• Early Start Denver Model (ESDM);
• Natural Environment Teaching (NET);
• Incidental Teaching;
• Milieu Language Teaching;
• Positive Behaviour Support (PBS); and
• Picture exchange communication system (PECS): a six-phase picture system based on ABA which is specially designed to overcome communication difficulties in children with Autism by encouraging the child to be the communication initiator.

(sources: A Brief History of Applied Behavior Analysis; Evidence-Based Practices, Autism Spectrum Institute, Illinois State University; Autism Resources)

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Eric Chessen, founder of Autism Fitness, combines exercise with Applied Behaviour Analysis (ABA) in his work. Chessen believes that goal-oriented programs using the best practices for both physical fitness and optimal behavior (based on the principles of ABA and accounting for motivation and reinforcement) can yield some extraordinary outcomes for Autistic individuals.

Chessen, who has been trained in ABA methods, is passionate in his beliefs regarding the over-focus on sports is a detriment to successful fitness programs for Autistic kids. He understands that for Autistics, the major problem with trying to play sport is that they display an inability either (or all) to: interact with others appropriately/succeed physiologically/conceptualize the game or sport. He writes on his website (which includes a video demonstrating what he talks about):

ABA as a teaching methodology suits fitness and motor planning perfectly for children and young individuals with autism. We always have to develop the pre-requisite skills to any activity or program before being able to perform it independently, and with any success.

…What IS crucial is developing a reinforcing environment for movement and exercise. Small, incremental steps leading to more complex and challenging activities…

There is quite a bit more from Eric Chessen on his use of Applied Behaviour Analysis (ABA) in the ‘Teaching Exercise to children and teens with Autism’ section of his Top 8 Exercises for Autism Fitness E-Book and also in ‘Part VI) Best Methods for Teaching’ section of The Autism Fitness E-Book.

Chessen has generously detailed ideas like breaking movements down into smaller steps, pairing exercise with reinforcing activities, behaviour-specific verbal praise, prompting, and fading…

…The key to successful integration of a physical fitness program for an individual with autism is in breaking down the steps for each exercise taught; so that each component is learned and mastered (meaning it can be performed independently) prior to teaching the next step…

…New activities and movements may not be initially enjoyable, or reinforcing, for an individual with autism. Pairing the exercise or movement with a reinforcing activity (such as music, playing with a favorite toy, or the opportunity for a break), is a great strategy for developing an inherently reinforcing exercise situation…

…Fitness professionals, therapists, and parents should use verbal praise (“Great job!”) often, and attempt to make verbal praise as behavior-specific as possible (“Great job jumping up!”). This allows the athlete to identify what they did correctly, increasing the likelihood that he/she will repeat the behavior in the future. Incidentally, we all function in the same manner. When something we do has favorable consequences, we tend to repeat that behaviour…

…I am prompting my athlete through the scoop throw, and then fading the physical prompt to allow him to discover the movement on his own. Once the basic or rote skill is developed, a parent or instructor can ‘shape’ the movement, creating a less awkward or halting movement pattern. Fluidity of motion is one of those ‘know-it-when-you-see-it’ phenomenons, however it all comes down to shaping. For children with autism, developing the ability to transition from running to skipping to climbing, or any other combination of movement, is one big step…

…We want to limit verbal prompting. We don’t want too much language, do this, do that, no, don’t do it that way. We want to limit all the negative so none of the no’s, none of the “not that way,” none of the “you’re doing it incorrectly” because not only is it not reinforcing but it just plain doesn’t work… It’s not very helpful…

(sources: Motor Planning, ABA, and the Autism Athlete |; Movement Matters - Bringing Fitness into the Lives of Children with Autism Spectrum Disorder - FitCommerce.com; Movement Matters - Bringing Fitness into the Lives of Children with Autism Spectrum Disorder - FitCommerce.com; Teaching new movements to young individuals with autism |; Page not found – Momsfightingautism.com)

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While Eric Chessen clearly does not favour the sporting approach for improving fitness in Autistic children, there is no doubt that certain sports may work for some people with Autistic Spectrum Disorders.

Martial arts are a group of sports that are well known for instilling confidence and discipline, two major things that many Autistics need more of, in regular participants.

Here is a success story I found for a Karate program…

…“Autistic kids are very tactile, so they like touching things and feeling different sensations,” said [Brian … a karate instructor] “They like the pads they get to hit, they like how they’re soft.”
Autism effects each person differently, as [Brandie] says their minds are wired in a different way.
Another child in the class, 6-year-old Laithan … is high functioning. His father has noticed improvements in his behavior since joining the class in December.
“It’s taught him, it’s actually built on what he’s learning at school - the paying attention, the listening to directions - big one,” said Grant … [Laithan’s dad]. “And, that’s really what we’ve seen the most improvement in.”
[Brandie, mother of 5-year-old Will] says, for her, the greatest reward of the class is the sense of belonging.
“I want him to have a place to belong that’s something other than therapy, that’s all he ever went to,” said [Brandie]. “I wanted it for me as a mother too, to have my son do things that normal kids do. It makes us feel normal.”

(source: http://www.wlbz2.com/news/article/156084/9/Karate-class-helps-autistic-students-learn-to-%20socialize)

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Indeed, the anecdotal reports of the success of martial arts in kids with Autism Spectrum Disorders resulted in a formal study. This was conducted at the University of Wisconsin-La Crosse (UW-L) in 2010…

…[John Greany, UW-L assistant professor of physical therapy] and two graduate students conducted an 11-week study of six high-functioning children with autism spectrum disorders.
…The research, which was recently completed, showed improvements in the children including:

• About half improved in social skills based on standardized tests and parents’ perception. “In essence, the kids come out of their shells, and this was statistically significant,” Greany said. The children were more assertive and cooperative.
• Fewer negative behaviors such as fighting. They felt more positive about themselves.
• Better balance. The average time for a one-leg stand went from 9 to 19 seconds.
• Half of the subjects had better eye contact, and two-thirds improved on their play skills.

“These kids experienced progress, the type of progress often taken for granted by other kids,” Greany said.
Greany said he noticed a change in the behavior of his 7-year-old son, Thomas, one of the children in the study.
He said his son improved his balance, motor skills, coordination, attention and running.
Sheryl … said she noticed a difference in her 7-year-old son, Sterling, during the study.
“There was a calmness in him, and his overall strength improved,” [she] said. “Before the study, he never wanted to stop and play at the playground. But then he wanted to go to the playground all time and started hanging from the monkey bars.”
Chris … noticed her 5-year-old son, Carson, improved his balance.
“He used to drag his right toe, and he’s not doing it as much,” He said. “We also are working on his fine motor skills.”
Kim … a UW-L physical therapy graduate student, said she noticed the children in the study seemed more focused and paid attention more in the martial arts sessions.
“I noticed the kids’ listening skills and respect for the instructor really grew with the sessions,” said Katelyn … a UW-L physical therapy graduate student from La Crosse.
…“It’s the consistency and structure with our martial arts approach,” [Fred Nicklaus, owner of the Nicklaus Martial Arts America Studio] said. “We help them with the ability to concentrate and focus their attention in a very structured environment.”
He said martial arts helps these children communicate and talk more, and they are more willing to try new things, he said.
“Their self-confidence and self-esteem grow with martial arts,” Nicklaus said…

(source: UW-L study: Martial arts benefit autistic kids)

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Another factor in favour of martial arts as a tool for physical activity for Autistic children is the fact that they can learn to defend themselves. People with Autism Spectrum Disorders are often targets for bullying and learning a martial art should hold them in good stead should the need arise to fight back…

Charlie … is the father of nine-year-old Lenny. Lenny was diagnosed with with classic regressive autism at the age of two, but today his dad quotes a neuropsychologist as saying "“Lenny does not have any symptoms of autism.”
Charlie shares this wonderful story of Lenny’s success in taekwondo:

"…Mom … had without consulting Dad (me) signed our son up for taekwondo lessons and I was being informed of the unilateral decision after the fact and over my objections. Our son was the smallest kid in his first grade class and had been picked on by a bigger boy. Mom’s intuition told her that he needed to be able to protect himself just in case some future bully ever became physical. My Dad’s intuition, which is directly connected to the thickness of my wallet, said we couldn’t afford it. Mom’s intuition told her, “We couldn’t afford NOT to.”

…The instructor, Robert, was wonderful. In no time, Lenny was lined up with the other children and was doing his best to keep up with their kicks and jabs. What I really liked about Robert is that he expected a certain amount of respect from the children and corrected them when necessary but didn’t go overboard with it. I loved hearing my boy address an adult as “sir.” The kids also had time to socialize and play a game of “bring home the bacon.” Lenny had a ball and was hooked immediately. Soon, I was driving my son to lessons four times a week with images of him being the next Bruce Lee.

Better focus, more confidence, physical fitness, more disciplined, better manners, better grades, and a much happier child are just some of the benefits we have seen from taekwondo. I especially like the profoundly positive role model the teenage black-belt ‘high achievers’ set for the younger children.

And yes, my son has learned to defend himself. Last year, he was in a large bounce house when some uninvited bigger kids showed up and starting picking on the little ones. Lenny attempted to get an adult, as Robert taught, but found his way blocked and one bully pushed him. One well placed round-house kick is all it took. Mom’s intuition had indeed been right on the money (no pun intended)…

(source: Autism and Success at Taekwondo - Autism and Martial Arts - Autism Success)

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To properly include Autistic children into martial arts classes ideally requires training of the instructors. In Britain, Sandra Beale-Ellis has pioneered an instructor training program to enable instructors and coaches within the martial arts to extend their scope to include students with Asperger’s Syndrome, High Functioning Autism and students with special needs in their martial arts classes. Sandra is the National Director of Operations and Lead Equality and Quality Manager of the United Kingdom’s National Association of Karate and Martial Art Schools (NAKMAS)…

A pioneer of martial arts coaching for [special needs children] has recently discovered she, herself, has Asperger Syndrome.

…[Sandra Beale-Ellis] is also 10 months into a Doctorate in Education specialising in issues impacting on the pedagogy of students with autism within sport and physical activity via Sheffield Hallam University.

Sandra’s knowledge and commitment has been supplemented by her own experience of Asperger Syndrome from her husband Joe … who has the condition himself. Joe is chair of NAKMAS and has been a keen advocate of Sandra’s pioneering efforts to include young people with Asperger Syndrome and high functioning autism into martial arts learning.

Sandra said: "I have taken a keen interest over the past ten years in understanding autistic spectrum conditions including Asperger Syndrome and applying that understanding to something I am passionate about - teaching martial arts…

(source: Autism and Success at Taekwondo - Autism and Martial Arts - Autism Success)

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Mixed Martial Arts 4 Autism is a Worcester, Massachusetts-based program specifically designed for children with Autism Spectrum Disorders. The difference between MMA and the other martial arts is that it allows the use of both striking and grappling techniques, both standing and on the ground, including boxing, wrestling, Brazilian jiu-jitsu, muay Thai, kickboxing, taekwondo, karate, judo and other styles. For the Autistic person, who is very much an individual who likes to do things his own way, it may allow scope to choose a style which gels especially well with him…

…Combining fitness, martial arts and life skills makes the class both a fun and fulfilling experience for the children. Classes are run by Todd…

“MMA 4 Autism has been a great experience for my son” says Kris … owner of X Core Fitness “Coach Todd has an outstanding program and really connects with the kids”…

Here is a clip on the program: Mixed Martial Arts for Autism - YouTube

(source: Join X Core Fitness at the Worcester DCU Center for a fundraiser for Mixed Martial Arts For Autism | The Australian Eye)

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Phoenix Martial Arts for Children with Autism is another program with a similar idea to the one in the above post. This one is based within the New York Metropolitan Area, in New Hyde Park, NY. Again, the Autistic specialisation for the program, means that there is a focus not just on the martial arts but on becoming a better functioning person/transferring things learnt into the wider world…

…Company Overview
Phoenix Martial Arts for children with Autism is a program designed to help your child with his/her fine- gross motor skills, focus, self esteem, leadership, just to name a few.

…Mission
To help children be the best they can be, so they are pround of who they are. They know that they are different, and we at Phoenix will show that its the difference in people that change the world…

(source: Phoenix Martial Arts for Children with Autism - Martial Arts, Medical & Health - New Hyde Park, NY - Info | Facebook)

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While an Autism-specific program to martial arts would be ideal, for most it is not an option. There is plenty though that is likely to be gained by learning to succeed among neurotypicals (that is non-Autistic people). Here is an example of the delight and pride mother feels when she sees improvement from her son in a mainstream setting - this time the martial art is Taekwondo…

My seven-year-old son with autism used to get confused when it came to sequencing. That was 3 years ago; he now is a pro at it… Yes, Taekwondo has done wonders for his ability to learn sequencing. It also helps with focus, attention, respect, community, self-defense, and self-esteem. So if you’re not familiar with the practice of Taekwondo and why it helps kids on the spectrum with sequencing, let me explain how.

When students of Taekwondo earn their belt colors/testing, they must master the Taekwondo forms/patterns called Taegeuk for that belt level. There are eight Taegeuk (forms) in the World Taekwondo Federation (WTF) that students learn and perform at testing for a color belt. This shows that the student can display their proficiency in individual techniques and the ability to perform techniques in a logical sequence. The Taegeuk patterns are all intended to simulate multiple attacks coming at the student from all sides. Each Taegeuk has 18 techniques/steps to master. The Taegeuk patterns become progressively more complex, and introduce more advanced techniques the higher you go. By the time the student reaches black belt, they will have learned 8 Taegeuk forms, and must demonstrate a mastery of each in sequence for their black belt test. This is the goal of my seven-year-old with autism.

When my son began taking Taekwondo classes at age 5, I thought that perhaps this was an outlet for him to expend energy, learn to focus and pay attention to his master, and perhaps boost his self-esteem. Now keep in mind this studio is for neuro-typical kids and adults. My son is expected to behave, focus and attend just like all the other kids. The first few months were challenging and I thought that maybe we’ll be lucky if he gets to the next level after white belt (first belt), which is yellow belt. When I witnessed a yellow belt class practicing the first Taegeuk form and saw the 18 techniques taught in sequence, I thought that would put my son over the edge and would be the end of Taekwondo for him. Nope! Again, my son continues to amaze me with his perseverance, tenacity and just plain stubbornness.

He not only learned all 18 techniques in the proper sequence, he overcame his fears and did his first board breaking.

…miraculously, his fear of the loud sound the board breaking makes was vanquished. Every belt test after that, he looked forward to board breaks with excitement and performed them without anxiety. Talk about a self-esteem booster!

We are 2 1/2 years into our son’s Taekwondo journey to black belt. Last week he tested for second degree red belt and passed his 7th Taegeuk form with flying colors. To date, he has learned seven forms with 18 techniques within each one! His board breaking technique was jump back spinning kick. Yes, a sequence again! And he mastered it so well, he broke the board on his first attempt. I can’t be more proud of his accomplishments in earning his Taekwondo belts. Next May (6 months) he will hopefully be ready for his black belt test. My son, the black belt. Oh, and he will have overcome his autism disability to obtain it. I’m already celebrating!

(source: Sequencing, Taekwondo and Autism Healing Autism & ADHD)

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A dedicated Autism-specific Taekwondo program is located in Glastonbury, Connecticut. Taekwondo for Autism is the name of this recently created program. Interestingly, like with Eric Chessen’s fitness programs, the classes combine the traditional instruction (for the Sport of Taekwando in this case) with elements of behavioral analysis. Also the fact that Autistics are visual learners is catered for in the instruction (somewhat similar to some of my earlier posts on the way that Interactive Whiteboards are being used to great success in classrooms)…

…Being part of a team is very important.

“They see that they’re wearing the same uniforms and doing the same activities, and they feel a part of something bigger,” he said. “It’s really neat to see that.”

He recalled the first day of class, early in 2009. “The kids put on their uniforms and sat straight and proud. They had never been part of a team before.”

At this time, Mr. Chasse has two classes dedicated to youngsters with autism. Some are mainstreamed in their schools; others are placed in special classes or in special schools.
“First, we do an evaluation of their gross motor skills and how good they are at taking direction,” Mrs. Chasse said. “Sometimes we start with one-on-one instruction. We teach them to follow directions, or to imitate someone if need be.”

She said that since most children with autism are visual learners, the classes are very visual. “If we tell them to stand on one foot and balance, we put an object on the floor for them to focus on rather than telling them to focus on a spot on the floor. Visual cues are important.” A special clock on the wall measures the 45-minute class by expanding a red disk from a tiny slit to a circle.

Positive reinforcement includes stripes on their belts, stickers and colored squares on a chart, along with a lot of verbal cues from the instructors.

“It’s a very different kind of setting, very disciplined and very organized with a sense of people helping each other,” Mr. Chasse said. "We apply the principles from the other classes to the autistic kids. “We spoon-feed them if necessary. Patience is the main ingredient.”

That said, autistic students learn the same skills as the other children.

“We practice skills in the special class that kids need for the regular class, like lining up and listening,” he said…

(source: http://www.hansootkd.com/resources/gl_article_(jan2011).pdf)

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Below is another story of great accomplishment in Taekwondo from a child with an Autism Spectrum Disorder. Note the way that the patience of the teacher is being recognised as a key to her success, as well as the way adaptations are made to keep her focused and bring out her best out of her in the training sessions. Also the way that interacting with someone with special needs can inspire others (like the instructor in this case) and bring the best out of them…

…[8-year-old] Sonya, who on Sunday earned her black belt, is autistic. She’s been training … since she was 2 years old.

Her parents and her instructors have been learning about autism while Sonya has mastered taekwondo. It might seem counterintuitive: an autistic child and a training that requires the utmost discipline and patience. But ever since her parents, David and Olivia … first brought her to martial arts master Dan … Sonya has been defying the odds.

Sonya is one of [Dan’s] youngest students to earn a black belt.

…The martial arts have “given her direction,” Olivia … said. “We’re so proud. It opens up so much for her.”

The test itself reflects the progress Sonya has made: she meditated for eight hours and fasted for a day, and she is demonstrating her mastery of taekwondo, sparring with instructors and breaking boards with her bare hands.

…[David and Olivia] started bringing Sonya to the DoJang before they knew she was autistic. Her older brothers … were enrolled in classes. Training got off to a rough start: Sonya ran around in circles a lot…

But they stuck with it. In a way, the three of them have learned together how to help Sonya. Some days, she’ll still protest before practice begins or struggle with following the instruction, but the trio has learned triggers – she responds to colors as code words, for example – to keep Sonya focused.

“You do have your highs and your lows. It’s like a chess game. You have to think three steps ahead of the child to get them to do what you want them to do,” [her father] said. “It’s a train, and you have to get it back on the track.”

[Her mother and father] credit Sonya’s teacher’s patience for her success. And although he’s clearly taught her well – 2 to 4 percent of students receive a black belt, [Dan] said – the 8-year-old has taught him something, too.

“I always believed I could do it with her. I just didn’t know how long it was going to take to reach her,” said [Dan], who has trained for 35 years and earned a gold medal at the U.S. Taekwondo championships. “It was an experience for me. She taught me how to deal with people in different ways. Everyone doesn’t come out like a cookie factory.”

Since taking on Sonya as a student, [Dan] said he’s added eight other special needs students at The DoJang, where about 80 students are in training. Sonya is a ‘born leader,’ he added, and she has been instrumental in assisting her classmates.

**[Dan], his fellow instructors and Sonya’s classmates have become like an extended family, [her mother] said. They go through ‘the highs and the lows’ together.

They all found satisfaction in her accomplishment.**

…“When we first found out she was autistic, they said it was going to get worse before it got better. It was really hard,” she said. “But we kept going. Never give up – that’s what I’ve always said to her. Just because you have special needs doesn’t mean you can’t be as good as anybody else.”

(source: Taekwondo black belt an accomplishment for autistic girl, 8 - Tuesday, Dec. 14, 2010 | 1:55 a.m. - Las Vegas Sun)

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The story below focuses on trying to expose young Autistic people to different physical activities. Part of the issue, of course, is that the parents may be hesitant to try new things with their children, as Autistic kids can react with stress-induced meltdowns in an environment new to them and which they cannot control. Also a new environment may not always be special needs-friendly. By having a try in a non-threatening setting, for a short time, it can be seen as to where a kid’s interests lie …

At a track meet the other day, 13-year-old Mason … looked like any other competitor.

“He’s as coachable as any kid we’ve ever had,” said coach and teacher Tom … "Great attitude. Makes you smile every day.
“We don’t treat him any different, and he doesn’t expect us to.”

But Mason is different. At age 5, he was diagnosed with Asperger’s syndrome, an autism spectrum disorder.

Parents Mark and Lisa … say Mason has benefited from sports in a variety of ways, from easing his acceptance by peers to teaching that success comes from hard work. They hope that by telling their story, other children with autism and their parents might be encouraged to explore athletics.

That’s also the goal of Heath and Fitness for Autism Weekend, a first-of-its-kind event sponsored by Families with [Autism Spectrum Disorders], a local non-profit organization for families affected by autism. Nine free clinics Saturday and Sunday in Greater Cincinnati and Northern Kentucky will offer young people an introduction to activities such as yoga, cheerleading, taekwondo and wrestling.

…“It’s always bothered me that kids with autism were not more involved in sports,” said Doug … organizer of the weekend clinics.

He’s a therapist trained in applied behavior analysis, one of a number of therapies used to improve the lives of children with autism. He believes athletic activities complement those therapies, and he’s not alone.

(source: Autism Spectrum Disorder: Treatments: Athletics 4 Autism: Yoga, Cheerleading, Taekwondo and Wrestling)

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Aside from Eric Chessen, founder of Autism Fitness, there are various other fitness professionals applying Applied Behavioural Analysis (ABA) methods to their special needs classes.

Lisa Chin’s FirefliesNY is one example: see FirefliesNY

Chin’s classes focus on applying ABA methods to Taekwondo in order to properly teach children with Autism Spectrum Disorders. As Chin mentions below, Martial Arts also offer kids the opportunity to release the stresses of their days…

…Tae kwon do has been found helpful in improving the children’s range of motion and control of movement, as well as their social skills, said Chin…

“They learn to kick, turn, wait their turn, stand still and work with other children,” she said. “It’s a great outlet.”

There are also benefits for kids like Arren and Ryan, who have limited communication skills, Chin said. Pent-up frustrations or anxieties can be released by punching objects such as a hand-held double shield.

Chin said she saw the effectiveness of the sport while working full time as a teacher. Two years ago, she decided to start FirefliesNY, a program that combines tae kwon do with movement, balance, stretching and breathing exercises, all done to music.

John and Carol … said their son’s coordination, balance and confidence have all improved since he started lessons 18 months ago.

“Arren can now follow directions better,” Carol … said.

“And,” John … added, “it has helped him learn to participate in a class. When he moved from one-on-one sessions to a class with other kids, at first he was really jealous. Now, he’s gotten used to functioning in a regular class. It was a really good step for him.”

Suzanne … said her son Ryan’s eye contact and focus have improved.

“It’s extremely hard to find things for children on the spectrum to do,” Suzanne said. "I wanted him to have his own hobby. But it’s hard to find someone like Lisa who is experienced with children on the spectrum and knows how to handle them.

“A child having a bad day, a child having a meltdown - a normal karate instructor might not understand.”

(source: http://articles.nydailynews.com/2008-05-20/local/17897027_1_social-skills-spectrum-instructor)

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Another benefit of regular physical activity and martial arts like Taekwondo is that of living what is often considered to be a healthy lifestyle based on self-improvement. Aside from the Endorphin benefits of regular exercise, finding a meaning and a purpose in one’s life can really turn the corner for a person with Autism Spectrum Disorder (like the guy in the quoted passage below):

…The purpose of life is self improvement. I have come to truly believe this. The recent birth of my sister’s daughter has shown me that if you are not being born, you are dying. While we are improving ourselves, we are living while we are dying. If we are not improving ourselves, we are dying without purpose. Improvement can come in many ways. Through the martial arts, through nutrition and exercise, through a college education, through raising a family, through reading a good book or even a simple article. (By reading this article, you have improved. The extent to which you have improved is not important. What is important is that you have gained knowledge (or knowledge of an opinion) you did not possess before.)

The other purpose of life is to help others improve. (This especially applies to the more spiritual among you.) All parents of children with disabilities do this on a daily basis. Some more than others. They are doing what they were put on this earth to do. By helping each other improve, we ultimately improve ourselves.

At the time you read this, I will be a blue belt. When you see me keynote in July, I am hoping to be a green belt. The martial arts has added a tremendous sense of balance to my life, giving me the occasional (and very much needed) break from advocacy. Between these two things, I find a sense of belonging, peace, happiness and (most of all) purpose I have never known before.

(source: http://www.thomasamckean.com/gallery/albums/writings/Martial_Arts.pdf)

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Quoted below is a passage taken from a great detailed article on the advantages of Taekwondo for children with Autism Spectrum Disorders. The article focuses as well on the The Monroe County YMCA’s Adapted Martial Arts program in Bloomington, Indiana. About four fifths of kids in the program have an Autism Spectrum Disorder with the rest of the kids having some other disability.

A unique feature of the program is that each and every student is assigned a class assistant or helper who works with the child during the 45-minute class. The helpers are volunteers - instructors and students from a local martial arts school…

…The Monroe County YMCA’s Adapted Martial Arts class has been a huge success in presenting individuals with disabilities and their families a chance to experience age-appropriate physical activity. For the child with autism, this program offers a unique form of physical education and provides a potential stepping stone for meaningful social integration as skills improve. This program has also educated and enriched the lives of the volunteer helpers, instructors, and other family members by offering an avenue for interaction and shared experiences with children with autism. Instructors desiring more information on the Monroe County YMCA’s Adapted Martial Arts program may contact the lead author who is also the owner and chief instructor of Monroe County Martial Arts in Bloomington, IN.

(source: Tae Kwon Do for children with autism spectrum disorder - page 4 | Palaestra)

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One advantage that martial arts might have over other sports for kids with Autism Spectrum Disorders is that martial arts places less importance on competitive results, and more importance on the trying and personal progress…

…This is the story of Mrs. Barbie Lauver, Master Leland Brandon, 6DB, and Master Nominee Mr. Travis Dillow, 6DB, three motivated educators whose combined efforts are dramatically improving the lives of autistic children and their families in Nevada.
…Ms. Lauver and Mr. Dillow, owner of ATA Martial Arts / Karate for Kids in Henderson, were introduced at a meeting of For Kids Now, a regional charity that provides funding for children’s causes, by board member Master Brandon, owner of ATA Martial Arts / Karate for Kids in Las Vegas. Master Brandon and Mr. Dillow have worked tirelessly and are well-known in the Las Vegas Valley for their volunteerism, community service, school outreach, and other charitable endeavors. Four years ago, when Ms. Lauver was preparing to open The Achievement Academy, Master Brandon helped her staff meet the state’s restraint training requirements. Her son John Matthew, who has High Functioning Autism, began training at Master Brandon’s studio and showing remarkable progress controlling several symptoms; his self-esteem, coordination, and behavior improved, his outlook and personality opened up, and with them, his whole future.
“When I took John matthew for his first exposure to the studio, he actually cried in the office. The first couple of weeks after I signed him up, he just trembled he was so afraid to walk in the door. But they knew exactly what to do, the ‘baby steps’ he needed to take in order to walk out in front of people and do the Taekwondo moves,” says Ms. Lauver, referring to the social anxiety her son is gradually overcoming. “I found immediately that the instructors totally ‘get’ autism, and that was exciting!”

…He makes a sound point: there are critical similarities in the educational approaches taken by the faculty of The Achievement Academy and by Master Brandon, Mr. Dillow, indeed by all instructors in the [American Taekwondo Federation (ATA)], which might contribute to the successes observed so far. For example, the ATA concept of “personal victory,” that every step in the right direction - even sincere trying - is a ‘win’, allows instructors to modify or reinforce behaviors with the praise-correct-praise model and condition the student’s self-image for incremental learning. A second example is that both academic and martial arts curriculums are taught and challenged at the “ability” level: training is not a race; the pace of progress depends on the individual. (This is a key difference between martial arts and other organized sports.)…

(source: American Taekwondo Association | Martial Arts, Karate, Tae Kwon Do, Tae-Kwon-Do)

[Visionary7903]

Another point is that martial arts, like Taekwondo, are especially comprehensive ‘treatment’ of Autism. With people these days being so busy (even moreso parents of Autistic children) the convenience of treatments rates highly in whether they will keep going with them long term. Martial arts offers so much for the Autistic child: fitness for other activities, discipline, self esteem, defending oneself, releasing pent up frustration, social skills, and a whole philosophy for a healthy lifestyle as he/she grows up…

…“Some of our kids [at the academy] now have the coordination to ride bikes with friends in the neighborhood, when they couldn’t before [Taekwondo training],” says Ms. Lauver. “The kids love the training, and they love the sense of belonging to a successful group. Unlike other sports, in ATA children with autism are not sidelined, never the last one picked, never yelled at by teammates for costing the game. Parents are sometimes hesitant to let their kids practice karate, but soon they see the benefits and love it too.”
…“One parent (of an autistic child) told me that ATA training gave her family ‘the best bang for the buck’ out of all the therapies they tried,” says Ms. Lauver. “Another told me it (enrolling their autistic child in ATA) was the best thing they ever did, seeing the fastest advancement in the least amount of time. I know why: the occupational therapy, the sensory, the social - it truly is a ‘one stop’ place for all the needs of our kids.”
“Martial arts training is probably the last thing an autistic child’s parent would think of, but the results we’re seeing are just incredible, so it’s up to us (ATA instructors) to help educate them so we can help those kids,” Mr. Dillow says. “Obviously there is the potential to enroll new members, but the real focus is on changing lives. It’s what ATA does best.”
“I don’t think there’s anything more rewarding than seeing a child with special abilities achieve goals through the ATA,” says Mr. Dillow…

(source: American Taekwondo Association | Martial Arts, Karate, Tae Kwon Do, Tae-Kwon-Do)

[Visionary7903]

Some of my earlier posts talked about Specialisterne, the Danish company seeking to harness the strengths of people with Autism Spectrum Disorders in employment:

…“Yes, they are a happy and loyal group, no one ever talks badly about anyone else. It’s nice to work with people who are honest, without filters…”

Indeed people with Autism may be quite naive and far from street smart. This makes them potential victims of (mental and) physical bullying. Regular training of Taekwondo or other Martial Arts can keep them focused on being more savvy and prepared for any issues from others should they come along…

…[Taekwondo] does so much for young people, boys and girls. I do believe too, that it has been wonderful for my son’s self control, his emotions, his Aspergers and low muscle tone. It has improved his confidence, flexibility, strength, reflexes, determination, courage and overall body awareness.
…*Luckily for us, our two instructors are extremely passionate about the children protecting themselves. The Self Defensive classes teach kids to be street wise, savvy, reliable and responsible. One night as they were discussing possible scenarios, my son was grabbed from behind and dragged along the floor by one of his instructors. His mouth was covered and he was helpless. All of the attending parents, got a massive wake-up call. My son, reacted in a very typical way. He was frozen with fear. It was so fast, he didn’t know what to do and he didn’t try to respond. There wasn’t enough time. His instructor said,
“now you know the feeling…next time you fight to get away!” *
It was such a *powerful demonstration and one I am particularly thankful for…

(sources: Better, faster… and no office politics: the company with the autistic specialists - Features - Health & Families - The Independent; American Taekwondo Association | Martial Arts, Karate, Tae Kwon Do, Tae-Kwon-Do)

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Here is a great story on a program out of Gaithersburg, Maryland, that has a ‘No Limits’ program oriented for special needs kids (including kids on the Autistic Spectrum). Things like lots of love and hugs are part and parcel of the program, things that might be in short abundance in the often hectic, up-and-down lives of Autistic children and their families…

The first time that Sandra … brought her 7-year-old autistic son Aydn to Gaithersburg for karate class, his enthusiasm and engagement in the lessons surprised them both.

As she watched him go through drills with the five other autistic children at CIMA martial arts studio, she laughed to think she assumed Aydn wouldn’t take to it so quickly. He had had hesitations, too.
“He said, “I don’t want to; it’s too dangerous.” Now he doesn’t want to go home,” said [Sandra]

…[Centro Internacional de Martial Arts (CIMA)] masters Javier … and Frank … drove the lesson not with the blood and discipline of their harsh martial arts upbringings …**but with an abundance of hugs and high-fives.**The program — called ‘No Limits’ – is really about confidence, self-esteem and setting a tone of trust.
“It’s a general need, the contact, the love, the caring,” [Frank] explained after the hour-long session.
“Sometimes, you get a little…,” began [Javier], gesturing as if his eyes were welled up with tears." … coming out because you remember that this kid didn’t move at first, didn’t laugh, and then one class he starts to laugh and run and everybody is like “Whoa.” Everybody. It’s something incredible, it’s something you feel good."…

(source: Martial arts program helps autistic children kick it up)

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Finding a passion in life, something you really enjoy, can really make living far more worthwhile. Autistic children are no different. It is so important that they are exposed to different things, because they are then more likely to find that one sport that truly makes them smile …

…On Saturday, Jill … watched the action and marveled at the progress of her son Aaron … 17 …
She tried to get him interested in baseball, she tried in-line skating. But it has been through martial arts that Aaron has come into his own, she said. Feats she had thought too far-fetched are now the everyday–kicks executed atop a balance beam, drills on a speed punching bag. In November, he earned his orange belt.
“Just to be able to see him do an activity that other kids do, I just grin from ear to ear,” [Jill] said.
If she could, she would bring her son to CIMA [in Gaithersburg, Maryland] several times a week.
“It’s a function of how much he smiles. Because for a while, he wasn’t smiling. Now he smiles all the time,” she said as she watched her son with a wide smile of her own. “He just loves it.”

(source: Martial arts program helps autistic children kick it up)