The Autism Fitness Handbook

An Exercise Program to Boost Body Image, Motor Skills, Posture and Confidence in Children and Teens with Autism Spectrum Disorder

David Geslak

• Publisher: Jessica Kingsley Publishers
• Year: 2014
• Print ISBN: 9781849059985
• eBook ISBN: 9780857009630
• Topic: Education
• Subtopic: Inclusive Education

Designed to address specific areas of difficulty for children, teens and young adults with autism spectrum disorder (ASD), the 46 exercises in this comprehensive program are proven to improve body image, motor coordination, posture, muscular and cardiovascular fitness. The boost to confidence, relationships and general wellbeing resulting from this will be transformative for individuals with ASD and their families.

Used extensively in homes, schools and specialist ASD programs, the exercises require minimal equipment and can be used in a wide range of settings. Accompanied by clear instructions and explanatory cartoon illustrations, they are easy for non-specialists to follow and can be used just as effectively with groups or individuals.

Packed with helpful advice from the author, an ASD fitness specialist, as well as inspiring case studies and guidelines on adapting the exercises for different ages and abilities, this popular program contains everything needed to get minds and bodies active while having fun!

PART 1

ENGAGE

1

EXERCISE…THE GATEWAY
TO BUILDING FITNESS,
SELF-ESTEEM, AND RELATIONSHIPS

Engaging our children in exercise or any new routine can be extremely difficult, especially if they are older and entrenched in their routine. However, it doesn’t have to be—if you use their motivators, and their current interests, that can be the start you and they need. “Easier said than done,” may be what you are thinking.

For professionals, establishing a relationship and building trust are vital to any successful partnership or program. However, this is often lost in a therapeutic setting, with an emphasis put on data tracking and pluses (+) and minuses (−). When working in this community it is imperative to remember that they are children with autism, not autistic children. Put the child first and the disability second and it can change your perception and transform your teaching.

Parents—while I have spent countless hours in your homes, talking with you at conferences and listening to your concerns in the community and your needs and wants at individualized education plan (IEP) meetings, I would never claim to put myself in your shoes. I can and will continue to do everything possible with your children and to build resources to help them make exercise a part of their life. And so should any professional working with them.

A study conducted by Dr. Gerald Mahoney of Case Western Reserve University states that, “The facilitators (parent, other) having a visible effect of acceptance, enjoyment, expressiveness and warmth…are significantly related to increase in the child’s language, social competence, joint attention and self-regulation” (Mahoney and Perales 2005). This is one of the most powerful studies I have read in relation to autism.

Paraprofessionals—I was in your shoes and have experienced the bites, hair pulls, smacks, fingernail pinches, and diaper changes. There were many times where I had to deal with it and keep smiling. The children cannot always control their actions, don’t know what’s causing them, and sometimes cannot speak. But it is important to recognize they are trying to communicate with us, potentially saying, “The lights are too bright,” “I’m hungry,” “It’s too loud,” “My stomach hurts,” or even “I’m happy.”

Teachers—being a paraprofessional was the best thing for me because it led me to running a successful exercise program. When parapos spend entire days, weeks, and sometimes years with a student, they get to know them nearly as well as a family member would. During my role as fitness coordinator at a school for children with autism, the success of my exercise program was due to the parapros. We were dependent on each other, but most importantly the students were reliant on them. I would give my parapros breaks if they needed it but only if, as a team, we could handle it. So if you see a parapro who needs a breather, give it to them—three to five minutes can make all the difference for your students and your classroom.

Parents—I am sure you have often heard some of the following quotes and can fill in the missing words:

“She won’t be able to . . . . . . . . . .”

“He will never . . . . . . . . . .”

If you have a professional telling you anything like this, imagine how they are motivating and engaging your child. Trust your gut and find someone else.

I am here to tell you (and you can help me fill in the blanks):

“He can . . . . . . . . . .”

“She will be able to . . . . . . . . . .”

Professionals, these families too often hear something negative, or that something is wrong with their child. Why add to it? I guarantee you can find something positive to say at the start of your conversation with parents when you call them after school or when they pick up their child from your session.

Instead of, “He is still unable to cross the midline of his body with his hands,” it is better to begin the conversation with, “He continues to improve using dumbbells. However, he is struggling with crossing midline but I am confident he can do it. He works so hard.”

However, it is important to remember, as a professional or a parent, that you may have to change your expectations of “when” or “how” it will happen.

When working with Kevin, who is non-verbal, wore orthotics on his legs, and headphones covering his ears, I tried to get him to jump his feet together and then apart. I used nearly every visual support and strategy I could think of. After months of trying he was still unable to do it. I would build different exercises into his routine that he could successfully perform, and I tried not to focus on the one thing he couldn’t do. Just as I was beginning to lose faith in my own abilities, six months later, he jumped his feet apart and together!

I do not know exactly why it “clicked” that day but it is a day I will never forget. As professionals we have to adapt our routines, lesson plans, expectations, and sometimes our education in order to help our children. We need to think outside the box and, most importantly, to keep the passion we had on the very first day we worked with an individual with autism. In doing so, we must be flexible, and this will not only help to engage the children in exercise, but forever transform their lives.

In order to engage our children in exercise, it is important to understand the elements involved. Staying consistent with procedures and routine is not only vital to many of our children, but significant in building your confidence in teaching exercise.

Here are eight elements that should be practiced daily to help them engage and increase their chances of making exercise part of their daily routine.

1. Structure and routine

When beginning to establish an exercise routine, structure is crucial. Many research studies are done on children with autism to understand what can be done to minimize their maladaptive behaviors and allow them to lead a typical lifestyle. Structure is a critical component to success for our children and should be generalized across multiple settings (e.g. classroom, gym class, speech therapy, occupational therapy, home).

If you attempt to put children with autism into an unstructured environment, you can expect an unstructured response. Even after establishing structure, however, you may encounter maladaptive behaviors from the children when first implementing an exercise program. Keep moving forward and follow the remaining steps!

Maladaptive behaviors in children with autism are often caused by entering a novel environment. Children with autism may not have participated in the services that you or your organization provides. The structure may be something to which they are not accustomed; however, the value it provides is priceless. If parents are uneducated about the importance of providing a structured environment, this is your opportunity to educate them. Continue to change the lives of these children, because even if they can’t tell you, they are thankful for your efforts.

I will show you a structure that has been successful with some of my Champions, although that doesn’t mean it will work with your child. Even more importantly, you can use a structure that your child already excels with. Don’t reinvent the wheel just because it was listed in this book. You then could experience maladaptive behaviors, and exercise may be seen by them as a negative—exactly what you don’t want.

2. A picture is worth a thousand words

Some children with autism may not entirely comprehend your verbal instructions. They may understand only a few words in a sentence that you say. For example, if you said, “Johnny, lift your right knee over the hurdle and then your left,” the child may have only understood the words “Johnny,” or “left,” or “Johnny…right…left.” You can see how this scenario may become confusing or frustrating for the child.

Visual supports, specifically the Visual Exercise System, or any photo showing a person or character performing the action will help the child to succeed in the program. The use of visuals will not hinder a child’s development and understanding of the activity or skill they are being asked to perform. If you are working with a new child or teaching a new concept, visual supports can make a world of difference to how the child performs tasks and behaviors accurately and sufficiently.

I have developed the Visual Exercise System to challenge the children, not the parents or teachers. Available in hardcopy and an iPad version, it breaks down exercises so they can comprehend exercise both visually and cognitively. Ultimately it can lead your children to the opportunity to independently exercise.

If you are working with a child who does not usually need visual supports, then it may not be necessary to use them. However, you should always have visual supports in place and ready if needed. Think of a “to-do” list. If you show the child your expectations, they may be more inclined to finish the activities when these are presented visually and the child can physically cross the tasks off.

Visual supports can include:

•picture schedules

•station cards—describing the activity or exercise

•countdown boards

•first-then boards

•whiteboards

•timers (stopwatch, sand timer).

3. Be their role model

Whether you are teaching an exercise to a child or to a senior citizen, it is helpful to have them watch you as you model the activity or exercise. While a visual support card can be seen as replacing this process, it doesn’t. Modeling the activity shows the children that you want to be involved, instead of just pointing to a picture and telling them to do an exercise. That’s not fun or motivating....

Table of contents

• Cover
• Half Title
• Of Related Author
• Title Page
• Copyright
• Disclaimer
• Dedication
• Contents
• Foreword by Stephen M. Shore
• Introduction
• Part 1: Engage
• Part 2: Educate
• Part 3: Empower
• Part 4: Exercise
• References
• Also available