Martial Arts Training For Kids With Autism. How To Make It
Martial Arts Training For Kids With Autism. How To Make It A Great Experience For The Child And The Instructors! Action Plan Action Due Date Completed Goals l Learn strategies and tactics for working with children with autism… – It’s not that much different from good Karate for Kids instruction! l Learn how to fund raise with AutismSpeaks.org to… – Generate members for your school – Increase public awareness for your school – Raise money for Autism research ©All materials are copyrighted by The American Taekwondo Association. No unauthorized use is permitted. Why Be Concerned About Autism? l Autism affects lots of kids… – Some studies show as many as 3% of kids ages 3-10 could be diagnosed with autism • They’re likely in your school right now – Often parents haven’t identified their kids • They may bring their kids to us because of other behavioral issues l Kids with autism can develop normally – Early intervention helps much more than late ©All materials are copyrighted by The American Taekwondo Association. No unauthorized use is permitted. Who Are Kids With Autism? l Autism (Autism Spectrum Disorder or ASD) is diagnosed by professionals – They use the American Psychiatric Association’s Diagnostic and Statistical Manual • also know as the DSM-IV (IV for revision 4) – If you think a child has autism, suggest they get their physician to evaluate l Some characteristics: – Difficulty in social interaction – Difficulty in verbal & nonverbal communication – Repetitive behaviors ©All materials are copyrighted by The American Taekwondo Association. No unauthorized use is permitted. BULLYING PREVENTION © Copyright American Taekwondo Association, No unauthorized use permitted. Who Are Kids With Autism? l High Functioning Autism – Often referred to as kids with IQ > 80 l Asperger’s Syndrome – ASD without the communication issues ©All materials are copyrighted by The American Taekwondo Association. No unauthorized use is permitted. BULLYING PREVENTION © Copyright American Taekwondo Association, No unauthorized use permitted. The following is from the Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition (DSM IV): DIAGNOSTIC CRITERIA FOR 299.00 AUTISTIC DISORDER A. A total of six (or more) items from (1), (2), and (3), with at least two from (1), and one each from (2) and (3) (1) qualitative impairment in social interaction, as manifested by at least two of the following: A) marked impairments in the use of multiple nonverbal behaviors such as eyeto-eye gaze, facial expression, body posture, and gestures to regulate social interaction B) failure to develop peer relationships appropriate to developmental level C) a lack of spontaneous seeking to share enjoyment, interests, or achievements with other people, (e.g., by a lack of showing, bringing, or pointing out objects of interest to other people) D) lack of social or emotional reciprocity ( note: in the description, it gives the following as examples: not actively participating in simple social play or games, preferring solitary activities, or involving others in activities only as tools or "mechanical" aids ) (2) qualitative impairments in communication as manifested by at least one of the following: A) delay in, or total lack of, the development of spoken language (not accompanied by an attempt to compensate through alternative modes of communication such as gesture or mime) B) in individuals with adequate speech, marked impairment in the ability to initiate or sustain a conversation with others C) stereotyped and repetitive use of language or idiosyncratic language D) lack of varied, spontaneous make-believe play or social imitative play appropriate to developmental level (3) restricted repetitive and stereotyped patterns of behavior, interests and activities, as manifested by at least two of the following: A) encompassing preoccupation with one or more stereotyped and restricted patterns of interest that is abnormal either in intensity or focus B) apparently inflexible adherence to specific, nonfunctional routines or rituals C) stereotyped and repetitive motor mannerisms (e.g hand or finger flapping or twisting, or complex whole body movements) D) persistent preoccupation with parts of objects B. Delays or abnormal functioning in at least one of the following areas, with onset prior to age 3 years: (1) social interaction (2) language as used in social communication (3) symbolic or imaginative play C. The disturbance is not better accounted for by rett's disorder or childhood disintegrative disorder Published on Autism Speaks (http://www.autismspeaks.org) Home > What is Autism > Printer-friendly What Is Autism? What Is Autism? What is Autism Spectrum Disorder? Autism spectrum disorder (ASD) and autism are both general terms for a group of complex disorders of brain development. These disorders are characterized, in varying degrees, by difficulties in social interaction, verbal and nonverbal communication and repetitive behaviors. They include autistic disorder, Rett syndrome, childhood disintegrative disorder, pervasive developmental disorder-not otherwise specified (PDDNOS) and Asperger syndrome. ASD can be associated with intellectual disability, difficulties in motor coordination and attention and physical health issues such as sleep and gastrointestinal disturbances. Some persons with ASD excel in visual skills, music, math and art. Autism appears to have its roots in very early brain development. However, the most obvious signs of autism and symptoms of autism tend to emerge between 2 and 3 years of age. Autism Speaks continues to fund research on effective methods for earlier diagnosis, as early intervention with proven behavioral therapies can improve outcomes. Increasing autism awareness is a key aspect of this work and one in which our families and volunteers play an invaluable role. Learn more … [1] How Common Is Autism? Autism statistics from the U.S. Centers for Disease Control and Prevention (CDC) identify around 1 in 88 American children as on the autism spectrum–a ten-fold increase in prevalence in 40 years. Careful research shows that this increase is only partly explained by improved diagnosis and awareness. Studies also show that autism is three to four times more common among boys than girls. An estimated 1 out of 54 boys and 1 in 252 girls are diagnosed with autism in the United States. By way of comparison, this is more children than are affected by diabetes, AIDS, cancer, cerebral palsy, cystic fibrosis, muscular dystrophy or Down syndrome, combined.* ASD affects over 2 million individuals in the U.S. and tens of millions worldwide. Moreover, government autism statistics suggest that prevalence rates have increased 10 to 17 percent annually in recent years. There is no established explanation for this continuing increase, although improved diagnosis and environmental influences are two reasons often considered. Learn more … [2] What Causes Autism? Not long ago, the answer to this question would have been “we have no idea.” Research is now delivering the answers. First and foremost, we now know that there is no one cause of autism just as there is no one type of autism. Over the last five years, scientists have identified a number of rare gene changes, or mutations, associated with autism. A small number of these are sufficient to cause autism by themselves. Most cases of autism, however, appear to be caused by a combination of autism risk genes and environmental factors influencing early brain development. In the presence of a genetic predisposition to autism, a number of nongenetic, or “environmental,” stresses appear to further increase a child’s risk. The clearest evidence of these autism risk factors involves events before and during birth. They include advanced parental age at time of conception (both mom and dad), maternal illness during pregnancy and certain difficulties during birth, particularly those involving periods of oxygen deprivation to the baby’s brain. It is important to keep in mind that these factors, by themselves, do not cause autism. Rather, in combination with genetic risk factors, they appear to modestly increase risk. A small but growing body of research suggests that autism risk is less among children whose mothers took prenatal vitamins (containing folic acid) in the months before and after conception. Increasingly, researchers are looking at the role of the immune system in autism. Autism Speaks is working to increase awareness and investigation of these and other issues, where further research has the potential to improve the lives of those who struggle with autism. Learn more … [3] What Does It Mean to Be “On the Spectrum”? Each individual with autism is unique. Many of those on the autism spectrum have exceptional abilities in visual skills, music and academic skills. About 40 percent have average to above average intellectual abilities. Indeed, many persons on the spectrum take deserved pride in their distinctive abilities and “atypical” ways of viewing the world. Others with autism have significant disability and are unable to live independently. About 25 percent of individuals with ASD are nonverbal but can learn to communicate using other means. Autism Speaks’ mission is to improve the lives of all those on the autism spectrum. For some, this means the development and delivery of more effective treatments that can address significant challenges in communication and physical health. For others, it means increasing acceptance, respect and support. * Comparison based on the prevalence statistics of the Child & Adolescent Health Measurement Initiative [4] Resources: We are pleased to offer many resource-packed tool kits for free download (here [5] and here [6]), including the 100 Day Kit [7] for families who have a child recently diagnosed with autism. For still more information and resources please see our Video Glossary [8] and FAQs [3] and special sections on Diagnosis [9], Symptoms [10], Learn the Signs [1], Treatment [11], Your Child’s Rights [12], Asperger Syndrome [13] and PDD-NOS [14]. These resources are made possible through the generous support of our families, volunteers and other donors. Symptoms – Social Challenges l Social challenges can include – Difficulty engaging in everyday interactions – Not as responsive at early age – Delayed babbling – Difficulty playing social games – Prefer to play alone l For Instructors, this means… ©All materials are copyrighted by The American Taekwondo Association. No unauthorized use is permitted. Symptoms - Communication l Communication challenges can include – Delayed babbling, talking and learning to gesture – Difficulty combining words into meaningful sentences – Difficulty sustaining a conversation – Trouble with body language, tone or expressions l For Instructors, this means… ©All materials are copyrighted by The American Taekwondo Association. No unauthorized use is permitted. Symptoms – Repetitive Behaviors l Repetitive behaviors can include – Hand flapping, rocking, jumping and twirling – Arranging and rearranging objects – Repeating sounds or words – Wriggling fingers in front of eyes (selfstimulating) – They may want things in a fixed order or place l For Instructors, this means… ©All materials are copyrighted by The American Taekwondo Association. No unauthorized use is permitted. BULLYING PREVENTION © Copyright American Taekwondo Association, No unauthorized use permitted. Other Associated Medical Issues l Children with autism occasionally have other medical issues such as: – Identifiable genetic condition – Seizure disorders – Sleep dysfunction – Sensory processing problems – Pica ©All materials are copyrighted by The American Taekwondo Association. No unauthorized use is permitted. BULLYING PREVENTION © Copyright American Taekwondo Association, No unauthorized use permitted. Published on Autism Speaks (http://www.autismspeaks.org) Home > What is Autism > Printer-friendly Symptoms What Are the Symptoms of Autism? Autism spectrum disorders (ASD) are characterized by social-interaction difficulties, communication challenges and a tendency to engage in repetitive behaviors. However, symptoms and their severity vary widely across these three core areas. Taken together, they may result in relatively mild challenges for someone on the high functioning end of the autism spectrum. For others, symptoms may be more severe, as when repetitive behaviors and lack of spoken language interfere with everyday life. As illustrated by the graph on the left, the basic symptoms of autism are often accompanied other medical conditions and challenges. These, too, can vary widely in severity. While autism is usually a life-long condition, all children and adults benefit from interventions, or therapies, that can reduce symptoms and increase skills and abilities. Although it is best to begin intervention as soon as possible, the benefits of therapy can continue throughout life. Social Challenges Communication Difficulties Repetitive Behaviors Physical and Medical Issues that may Accompany Autism Social Challenges Typically developing infants are social by nature. They gaze at faces, turn toward voices, grasp a finger and even smile by 2 to 3 months of age. By contrast, most children who develop autism have difficulty engaging in the give-and-take of everyday human interactions. By 8 to 10 months of age, many infants who go on to develop autism are showing some symptoms such as failure to respond to their names, reduced interest in people and delayed babbling. By toddlerhood, many children with autism have difficulty playing social games, don’t imitate the actions of others and prefer to play alone. They may fail to seek comfort or respond to parents' displays of anger or affection in typical ways. [1] Research suggests that children with autism are attached to their parents. However the way they express this attachment can be unusual. To parents, it may seem as if their child is disconnected. Both children and adults with autism also tend to have difficulty interpreting what others are thinking and feeling. Subtle social cures such as a smile, wave or grimace may convey little meaning. To a person who misses these social cues, a statement like “Come here!” may mean the same thing, regardless of whether the speaker is smiling and extending her arms for a hug or frowning and planting her fists on her hips. Without the ability to interpret gestures and facial expressions, the social world can seem bewildering. Many persons with autism have similar difficulty seeing things from another person's perspective. Most five year olds understand that other people have different thoughts, feelings and goals than they have. A person with autism may lack such understanding. This, in turn, can interfere with the ability to predict or understand another person’s actions. It is common – but not universal – for those with autism to have difficulty regulating emotions. This can take the form of seemingly “immature” behavior such as crying or having outbursts in inappropriate situations. It can also lead to disruptive and physically aggressive behavior. The tendency to “lose control” may be particularly pronounced in unfamiliar, overwhelming or frustrating situations. Frustration can also result in self-injurious behaviors such as head banging, hair pulling or self-biting. back to top [2] Communication Difficulties By age three, most children have passed predictable milestones on the path to learning language. One of the earliest is babbling. By the first birthday, most typically developing toddlers say a word or two, turn and look when they hear their names, point to objects they want or want to show to someone (not all cultures use pointing in this way). When offered something distasteful, they can make clear – by sound or expression – that the answer is “no.” By contrast, young children with autism tend to be delayed in babbling and speaking and learning to use gestures. Some infants who later develop autism coo and babble during the first few months of life before losing these communicative behaviors. Others experience significant language delays and don’t begin to speak until much later. With therapy, however, most people with autism do learn to use spoken language and all can learn to communicate. Many nonverbal or nearly nonverbal children and adults learn to use communication systems such as pictures (image at left), sign language, electronic word processors or even speechgenerating devices. When language begins to develop, the person with autism may use speech in unusual ways. Some have difficulty combining words into meaningful sentences. They may speak only single words or repeat the same phrase over and over. Some go through a stage where they repeat what they hear verbatim (echolalia). [3] Some mildly affected children exhibit only slight delays in language or even develop precocious language and unusually large vocabularies – yet have difficulty sustaining a conversation. Some children and adults with autism tend to carry on monologues on a favorite subject, giving others little chance to comment. In other words, the ordinary “give and take” of conversation proves difficult. Some children with ASD with superior language skills tend to speak like little professors, failing to pick up on the “kid-speak” that’s common among their peers. Another common difficulty is the inability to understand body language, tone of voice and expressions that aren’t meant to be taken literally. For example, even an adult with autism might interpret a sarcastic “Oh, that's just great!” as meaning it really is great. Conversely, someone affected by autism may not exhibit typical body language. Facial expressions, movements and gestures may not match what they are saying. Their tone of voice may fail to reflect their feelings. Some use a high-pitched sing-song or a flat, robot-like voice. This can make it difficult for others know what they want and need. This failed communication, in turn, can lead to frustration and inappropriate behavior (such as screaming or grabbing) on the part of the person with autism. Fortunately, there are proven methods for helping children and adults with autism learn better ways to express their needs. As the person with autism learns to communicate what he or she wants, challenging behaviors often subside. (See section on Treatments [4].) back to top [2] Repetitive Behaviors Unusual repetitive behaviors and/or a tendency to engage in a restricted range of activities are another core symptom of autism. Common repetitive behaviors include hand-flapping, rocking, jumping and twirling, arranging and rearranging objects, and repeating sounds, words, or phrases. Sometimes the repetitive behavior is self-stimulating, such as wiggling fingers in front of the eyes. The tendency to engage in a restricted range of activities can be seen in the way that many children with autism play with toys. Some spend hours lining up toys in a specific way instead of using them for pretend play. Similarly, some adults are preoccupied with having household or other objects in a fixed order or place. It can prove extremely upsetting if someone or something disrupts the order. Along these lines many children and adults with autism need and demand extreme consistency in their environment and daily routine. Slight changes can be extremely stressful and lead to outbursts Repetitive behaviors can take the form of intense preoccupations, or obsessions. These extreme interests can prove all the more unusual for their content (e.g. fans, vacuum cleaners or toilets) or depth of knowledge (e.g. knowing and repeating astonishingly detailed information about Thomas the Tank Engine or astronomy). Older children and adults with autism may develop tremendous interest in numbers, symbols, dates or science topics. back to top [2] Associated Medical Conditions Thanks to donor support, Autism Speaks continues to fund research into the causes and treatment of the medical conditions associated with ASD. You can explore these studies here [5]. This research is reflected in the comprehensive care model at the heart of our Autism Treatment Network [3](ATN) clinics. To find out if there is an ATN clinic close to you, click here [6]. For in depth information on medical conditions, please see our website’s related pages: “Treatments for Associated Medical Conditions” and “What Treatments are Available for Speech, Language and Motor Impairments [7],” in addition to the information below. Genetic Disorders Some children with autism have an identifiable genetic condition that affects brain development. These genetic disorders include Fragile X syndrome, Angelman syndrome, tuberous sclerosis and chromosome 15 duplication syndrome and other single-gene and chromosomal disorders. While further study is needed, single gene disorders appear to affect 15 to 20 percent of those with ASD. Some of these syndromes have characteristic features or family histories, the presence of which may prompt your doctor to refer to a geneticist or neurologist for further testing. The results can help guide treatment, awareness of associated medical issues and life planning. Gastrointestinal (GI) Disorders GI distress is common among persons with autism, and affects up to 85 percent of children with ASD. These conditions range in severity from a tendency for chronic constipation or diarrhea to inflammatory bowel disease. Pain caused by GI issues can prompt behavioral changes such as increased self soothing (rocking, head banging, etc) or outbursts of aggression or self-injury. Conversely, appropriate treatment can improve behavior and quality of life. Please see our treatment section on “Gastrointestinal Disorders.” It includes discussion of popular dietary interventions. Thanks to donor support, Autism Speaks continues to fund research into causes and treatments [8]. Seizure Disorders Seizure disorders, including epilepsy, occur in as many as 39 percent of those with autism. It is more common in people with autism who also have intellectual disability than those without. Someone with autism may experience more than one type of seizure. The easiest to recognize is the grand mal, or tonic-clonic, seizure. Others include “petit mal” seizures (when a person temporarily appears “absent”) and subclinical seizures, which may be apparent only with electroencephalogram (EEG) testing. Seizures associated with autism tend to start in either early childhood or adolescence. But they may occur at any time. If you are concerned that you or your child may be having seizures, it is important to raise the issue with your doctor for possible referral to a neurologist for further evaluation. Sleep Dysfunction Sleep problems are common among children and adolescents with autism and may likewise affect many adults. For more information and helpful guidance, see our ATN Sleep Strategies Tool Kit [9] (available for free download). Sensory Processing Problems Many persons with autism have unusual responses to sensory input. They have difficulty processing and integrating sensory information, or stimuli, such as sights, sounds smells, tastes and/or movement. They may experience seemingly ordinary stimuli as painful, unpleasant or confusing. (Explore our donor-funded research on causes and treatments here [10].) Some of those with autism are hypersensitive to sounds or touch, a condition also known as sensory defensiveness. Others are under-responsive, or hyposensitive. An example of hypersensitivity would be the inability to tolerate wearing clothing, being touched or being in a room with normal lighting. Hyposensitivity can include failure to respond when one’s name is called. Many sensory processing problems can be addressed with occupational therapy and/or sensory integration therapy. (More information on these therapies, here [7].) Pica Pica is a tendency to eat things that are not food. Eating non-food items is a normal part of development between the ages of 18 and 24 months. However, some children and adults with autism and other developmental disabilities continue to eat items such as dirt, clay, chalk or paint chips. For this reason, it is important to test for elevated blood levels of lead in those who persistently mouth fingers or objects that might be contaminated with this common environmental toxin. For more information and resources, please see our Video Glossary [11] and FAQs [12] and special sections on Diagnosis [13], Learn the Signs [14], Treatment [4], Your Child’s Rights [15], Asperger Syndrome [16] and PDD-NOS [17]. We also offer a number of resource-packed tool kits for free download (here [18] and here [19]). They include our 100 Day Kit [20] for families who have a child recently diagnosed with autism. These resources are made possible through the generous support of our families, volunteers and other donors. back to top Tags: What is Autism [21] autism [22] autism spectrum disorder [23] Autism Treatment Network [24] communication [25] Epilepsy [26] Gastrointestinal [27] GI disorder [28] Language Treatments l Physicians will determine treatments based on symptoms across the autism spectrum ©All materials are copyrighted by The American Taekwondo Association. No unauthorized use is permitted. BULLYING PREVENTION © Copyright American Taekwondo Association, No unauthorized use permitted. Published on Autism Speaks (http://www.autismspeaks.org) Home > What is Autism > Printer-friendly How Is Autism Treated? Image Courtesy UNC Medical Center Each child or adult with autism in unique and, so, each autism intervention plan should be tailored to address specific needs. Intervention can involve behavioral treatments, medicines or both. Many persons with autism have additional medical conditions such as sleep disturbance, seizures and gastrointestinal (GI) distress. Addressing these conditions can improve attention, learning and related behaviors. (Learn more about Treatment of Autism’s Core Symptoms [1] and Treatment of Associated Medical Conditions [2].) Early intensive behavioral intervention involves a child's entire family, working closely with a team of professionals. In some early intervention programs, therapists come into the home to deliver services. This can include parent training with the parent leading therapy sessions under the supervision of the therapist. Other programs deliver therapy in a specialized center, classroom or preschool. (Learn more about Early Intervention [3].) Typically, different interventions and supports become appropriate as a child develops and acquires social and learning skills. As children with autism enter school, for example, they may benefit from targeted social skills training and specialized approaches to teaching. Adolescents with autism can benefit from transition services that promote a successful maturation into independence and employment opportunities of adulthood. (Learn more about Transition in our Transition Tool Kit [4].) What Early Intervention Therapies Are Currently Available? Objective scientific studies have confirmed the benefits of two methods of comprehensive behavioral early intervention. They are the Lovaas Model based on Applied Behavior Analysis [5] (ABA) and the Early Start Denver Model [6]. Parents and therapists also report success with other commonly used behavioral therapies, including Floortime [7], Pivotal Response Therapy [8] and Verbal Behavior Therapy [9]. For still more information, also see the “Treatment and Therapies [10]” chapter of our 100 Day Kit [10]. Treatment Options for Toddlers and Preschool Children Scientific studies have demonstrated that early intensive behavioral intervention improves learning, communication and social skills in young children with autism. While the outcomes of early intervention vary, all children benefit. Researchers have developed a number of effective early intervention models. They vary in details, but all good early intervention programs share certain features. They include: √ The child receives structured, therapeutic activities for at least 25 hours per week. √ Highly trained therapists and/or teachers deliver the intervention. Well-trained paraprofessionals may assist with the intervention under the supervision of an experienced professional with expertise in autism therapy. √ The therapy is guided by specific and well-defined learning objectives, and the child’s progress in meeting these objectives is regularly evaluated and recorded. √ The intervention focuses on the core areas affected by autism. These include social skills, language and communication, imitation, play skills, daily living and motor skills. √ The program provides the child with opportunities to interact with typically developing peers. √ The program actively engages parents in the intervention, both in decision making and the delivery of treatment. √ The therapists make clear their respect for the unique needs, values and perspectives of the child and his or her family. √ The program involves a multidisciplinary team that includes, as needed, a physician, speechlanguage pathologist and occupational therapist. Do Children or Adults Diagnosed with Autism Ever Move Off "the Spectrum"? Growing evidence suggests that a small minority of persons with autism progress to the point where they no longer meet the criteria for a diagnosis of autism spectrum disorder (ASD). Various theories exist as to why this happens. They include the possibility of an initial misdiagnosis, the possibility that some children mature out of certain forms of autism and the possibility that successful treatment can, in some instances, produce outcomes that no longer meet the criteria for an autism diagnosis. You may also hear about children diagnosed with autism who reach “best outcome” status. This means they have scored within normal ranges on tests for IQ, language, adaptive functioning, school placement and personality, but still have mild symptoms on some personality and diagnostic tests. Some children who no longer meet the criteria for a diagnosis of autism spectrum disorder are later diagnosed with attention deficit and hyperactivity disorder (ADHD), anxiety disorder or a relatively high-functioning form of autism such as Asperger Syndrome. Currently, we don’t know what percentage of persons with autism will progress to the point where they “lose their diagnosis.” We likewise need further research to determine what genetic, physiological or developmental factors might predict who will achieve such outcomes. We do know that significant improvement in autism symptoms is most often reported in connection with intensive early intervention—though at present, we cannot predict which children will have such responses to therapy. We also know that many people with autism go on to live independent and fulfilling lives, and that all deserve the opportunity to work productively, develop meaningful and fulfilling relationships and enjoy life. With better interventions and supports available, those affected by autism are having better outcomes in all spheres of life. For more information and resources, please see our Video Glossary [11] and FAQs [12] and special sections on Symptoms [13], Diagnosis [14], Learn the Signs [15], Your Child’s Rights [16], Asperger Syndrome [17] and PDD-NOS [18]. We also offer a number of resource-packed tool kits for free download from our Family Services Tool Kits page [19] and our Autism Treatment Network Tools You Can Use page [20]). Our 100 Day Kit [21] is for families who have a child recently diagnosed with autism. These resources are made possible through the generous support of our families, volunteers and other donors, as well as through grants administered by the National Institutes of Health. Tags: What is Autism [22] Adolescents [23] Intervention [27] Treatment [28] Adults [24] autism [25] Autism Speaks [26] Early [ Canada | Middle East | En Español | Privacy | Terms of Service | State Fundraising Notices | Contact Us | Site Map | RSS ] © 2005 - 2012 Autism Speaks Inc. Autism Speaks and Autism Speaks It's Time to Listen & Design are trademarks owned by Autism Speaks Inc. All rights reserved. Source URL: http://www.autismspeaks.org/what-autism/treatment Links: [1] http://www.autismspeaks.org/what-autism/treatment/treatment-core-symptoms-autism [2] http://www.autismspeaks.org/what-autism/treatment/treatment-biological-medical-conditions-associated-autism [3] http://www.autismspeaks.org/family-services/tool-kits/100-day-kit/early-intervention [4] http://www.autismspeaks.org/family-services/tool-kits/transition-tool-kit [5] http://www.autismspeaks.org/what-autism/treatment/applied-behavior-analysis-aba [6] http://www.autismspeaks.org/what-autism/treatment/early-start-denver-model-esdm [7] http://www.autismspeaks.org/what-autism/treatment/floortime-dir [8] http://www.autismspeaks.org/what-autism/treatment/pivotal-response-therapy-prt [9] http://www.autismspeaks.org/what-autism/treatment/verbal-behavior-therapy [10] http://www.autismspeaks.org/family-services/tool-kits/100-day-kit/treatments-therapies [11] http://www.autismspeaks.org/what-autism/video-glossary What Does A Parent Go Through? l Parents may have to work with: – Physician & other professional support such as • • • • • Child psychologist Specialized developmental doctors Occupational therapists ABA habilitators Other therapists and caregivers – State or other support services – _________________________ l It’s a lot of work! ©All materials are copyrighted by The American Taekwondo Association. No unauthorized use is permitted. Implications for Instructors l Curriculum – Most students with autism should be able to work with kids in a regular classroom • Curriculum should be designed for kids, not adults • They may not need to memorize or perform as much curriculum as typical kids • In some cases they may be better suited to a Tiny Tiger class – More severe special needs may also be better suited with private lessons • In addition or instead of regular class • Identifying more severe: – Kids who don’t pay attention as well in a regular class – They are disruptive to the regular class ©All materials are copyrighted by The American Taekwondo Association. No unauthorized use is permitted. BULLYING PREVENTION © Copyright American Taekwondo Association, No unauthorized use permitted. Instructor Specialty: Children with Autism Tactics and Techniques Children with Autism Typical Karate Kids Implications for Instructors l Instruction – Tactics and Techniques • Personal Victory: A child with Autism seems to others as if they have a discipline challenge and most times are punished for what they doing wrong. These children benefit from praise as much, or if not more than most children. Find what they do great and build off of that • Use Tiny Tiger approaches: such as following along; repeating verbally the names of the movements; mirror teaching; fun, simple verbal uses of movement ie: power punch, double block instead of double outer forearm block • Visual Tools: such as blocker pads, noodles, xray paper ©All materials are copyrighted by The American Taekwondo Association. No unauthorized use is permitted. Implications for Instructors l Instruction – Tactics and Techniques • Don’t over correct: Children with Autism can be temperamental and get frustrated very easily – Use praise instead of criticism – If the child’s temper tends to escalate, make sure a parent or a caregiver is available in case the child needs to be removed from class ©All materials are copyrighted by The American Taekwondo Association. No unauthorized use is permitted. Implications for Instructors l Facility – No changes need to be made to your school – When at an external facility • Watch out for possible distractions • Use a spot on floor or a designated place to stand • ______________? ©All materials are copyrighted by The American Taekwondo Association. No unauthorized use is permitted. BULLYING PREVENTION © Copyright American Taekwondo Association, No unauthorized use permitted. Implications for Instructors l Parents – Educate all the parents: Parents of the typical kids may be confused about what’s happening on the floor • They need to understand that you and your instructors are trained to work with children with all different types of special needs and will help all students achieve their goals based on their level of ability • Personal Victory: they need to know that a child that can barely learn 4 parts to a side kick and learns it well is just important as a child that can learn to kick straight up in the air with a side kick ©All materials are copyrighted by The American Taekwondo Association. No unauthorized use is permitted. Implications for Instructors l Parents (continued) – Educate all the parents: Parents of the typical kids may be confused about what’s happening on the floor • The children can learn from and benefit from each other. Having posters of ATA working with Autism, making statements about working with individual groups with autism or other special needs, posting of children listed in the top ten for special abilities are all ways to educate your normal body of students that you specialize in working with children and students with all types of special abilities ©All materials are copyrighted by The American Taekwondo Association. No unauthorized use is permitted. Implications for Instructors l Sales – There is no significant difference between sales or commitments between kids with autism and other students – Private lessons • Charge real fees for private lessons • You can charge for a package or higher monthly fee for private lessons ©All materials are copyrighted by The American Taekwondo Association. No unauthorized use is permitted. BULLYING PREVENTION © Copyright American Taekwondo Association, No unauthorized use permitted. Implications for Instructors l Marketing – Internal Marketing • Referral systems will work better if parents know we work with kids with special needs – External Marketing • AutismSpeaks.org ©All materials are copyrighted by The American Taekwondo Association. No unauthorized use is permitted. BULLYING PREVENTION © Copyright American Taekwondo Association, No unauthorized use permitted. ATA Martial Arts and Autism Speaks – Promoting Honor and Respect for Autism Team Coordinator Guide Welcome to ATA Martial Arts and Autism Speaks – Promoting Honor and Respect for Autism! We appreciate your commitment and effort to this program. This coordinator guide has been created especially for your event to help guide you through this exciting process. This campaign begins March 15 and will conclude in May. 1. Register your team online at www.autismspeaks.org/ata and set up your team page 2. Set a fundraising goal and “people” goal for your team; Make sure your team members have registered themselves online too 3. Send custom (or Create your Own) emails to recruit participants for the campaign, request donations and send updates 4. Distribute and post promotional materials (posters, fundraising brochures) in your centers and local neighborhood 5. Make sure you have donation envelopes to collect money 6. Encourage your team members and communicate with them regularly to answer any questions and check on their progress 7. The purpose is to raise awareness and highlight the benefits of Taekwondo for individuals with autism and to raise money for the mission 8. Incentives for reaching certain milestones include: Individuals = lapel pins Centers = plaques with corresponding rope $10 Registration (online) – T-‐shirt $1,000 Raised = Orange $100 Raised = Orange $2,500 Raised = Green $500 Raised = Blue $5,000 Raised = Blue $750 Raised = Red $7,500 Raised = Red $1,000 Raised = Black $10,000 Raised = Black Team Building Tips Set goals Hold an internal kickoff –tell about the campaign, how one can get involved, share any stories, distribute brochures Challenge team members to a friendly competition in terms of donations raised Involve family members, friends and coworkers Fundraising Ideas Raffles – You can raffle just about anything (50/50, a day off, donated gift certificates, uniform or equipment, a free lunch, etc.) for any length of time (one week, one month, etc.) Potluck lunch or dinner – Ask some parents to bring a dish for a potluck meal and charge each person who attends $5 Bake sales, Book sales, Garage sales Car wash If you have any questions or suggestions, just call your local Autism Speaks representative. To make donations visit www.autismspeaks.org/ata For more information about ATA visit www.ataonline.com For more information about Autism Speaks visit www.autismspeaks.org ATA Martial Arts and Autism Speaks – Promoting Honor and Respect for Autism To make a donation visit www.autismspeaks.org/ata $1,000 Raised.......................................... Orange $2,500 Raised.......................................... Green $5,000 Raised.......................................... Blue $7,500 Raised........................................... Red $10,000 Raised........................................ Black Center milestones = plaques with corresponding rope $10 Registration (online) – T-shirt $100 Raised.............................................. Orange $250 Raised.............................................. Green $500 Raised.............................................. Blue $750 Raised............................................... Red $1,000 Raised.......................................... Black Individual milestones = lapel pins Incentives for reaching fundraising milestones include: “My child was diagnosed with autism when he was two and I started him at ATA Martial Arts when he was three. This has been the best thing I have ever done for my child. He has learned physical skills like coordination and balance - and mental skills like focus and self-discipline. The most amazing thing, however, is the leadership program. Even at three years old he learned how to stand up and speak to others and how to be in front of people without being afraid. This is priceless for any parent of a child with autism.” - Master Greg Moody Join Autism Speaks and the American Taekwondo Association (ATA) in our partnership ATA Martial Arts and Autism Speaks – Promoting Honor and Respect for Autism. Together we will raise funds to further our mission of funding global research, providing family services, increasing awareness and giving a voice for all those who struggle with autism spectrum disorders. To join a team or donate please visit www.autismspeaks.org/ata. The proceeds from this initiative will be put towards funding the mission of Autism Speaks. visit www.autismspeaks.org For more information about Autism Speaks visit www.ataonline.com For more information about ATA • Increased self-esteem • Improved coordination and focus • Improved social skills and behavior • Consistent routines and workouts • Discipline • Respect • Personal achievements Together, Autism Speaks and ATA want to reach out and provide support to those families and individuals by encouraging participation in Songahm Taekwondo. The benefits individuals with autism have received by participating in taekwondo are: Any loss of speech or babbling or social skills at any age No two-word meaningful phrases (without imitating or repeating) by 24 months No words by 16 months No back-and-forth gestures, such as pointing, showing, reaching or waving by 12 months No babbling by 12 months No back-and-forth of sharing sounds, smiles, or other facial expressions by nine months or thereafter No big smiles or other warm, joyful expressions by six months or thereafter If your baby shows any of these signs, please ask your pediatrician or family practitioner for an immediate evaluation: Early detections for autism Promoting Honor and Respect for Autism ATA Martial Arts and Autism Speaks – It is estimated that 3 million individuals in the U.S. are affected by autism. Our mission is to help increase awareness of autism, fund global medical research for causes, prevention and treatments and advocate for the needs of those affected by autism. Autism Speaks is the nation’s leading autism science and advocacy organization. Autism is the fastest growing developmental disorder and our goal at Autism Speaks is to change the future for all who struggle with autism spectrum disorders. Autism is the fastest growing serious developmental disability and affects approximately 1% of the world’s population. More children will be diagnosed this year with autism than with childhood cancer, juvenile diabetes and AIDS combined. Autism Speaks and American Taekwondo Association Three fundamentals of Songahm Taekwondo are increasing attention, self-control, and self-discipline. In a great number of individuals with autism, these core attributes have shown to be effective in achieving personal advancements while overcoming developmental obstacles. Because physical American Taekwondo Association (ATA) is the largest single-style martial arts organization in North America with a network of independently owned and operated licensed locations around the world. Internationally headquartered in Little Rock, Arkansas, the ATA has more than 300,000 members worldwide. Songahm Taekwondo, which is the curriculum taught at ATA schools, promotes discipline, honor, self-control, respect, courtesy, perseverance and loyalty. Songahm Taekwondo is taught at the ability level of the student and focuses on personal development of the mind and body. The pace of progress depends on the individual. • Ask friends to help you reach your fundraising goal • Ask your employer for a “wear your jeans to work” day in return for a donation • Ask co-workers to donate their coffee money for a day • Have a pot-luck and for a $5 donation receive a plate of food • Have a raffle • Visit our website www.autismspeaks. org/ata for other ideas, and to make fundraising easy online Tips for raising money: education can be challenging to children with autism, exercise opportunities are often limited. Martial arts, however, can provide a way for individuals with autism to participate in specifically designed workouts and classes while helping to strengthen their physical condition and social activities. In coordination with Autism Speaks, ATA is also actively raising funds for autism research. Summary l Learned some things about identifying kids with autism – Social & communication challenges, repetitive behaviors l Implications for us – – – – Curriculum Instruction Sales Marketing • Using the AutismSpeaks.org program l Have a great time with these great kids! ©All materials are copyrighted by The American Taekwondo Association. No unauthorized use is permitted. What To Do Next… ©All materials are copyrighted by The American Taekwondo Association. No unauthorized use is permitted. BULLYING PREVENTION © Copyright American Taekwondo Association, No unauthorized use permitted. Notes: Teaching Kids with Autism © Copyright American Taekwondo Association, no unauthorized use permitted From AutismSpeaks.org fact sheet About Autism Speaks Autism Speaks was founded in February 2005 by Bob and Suzanne Wright, grandparents of a child with autism. Since then, Autism Speaks has grown into the nation's largest autism science and advocacy organization. Our Mission At Autism Speaks, our goal is to change the future for all who struggle with autism spectrum disorders. We are dedicated to funding global biomedical research into the causes, prevention, treatments, and cure for autism; to raising public awareness about autism and its effects on individuals, families, and society; and to bringing hope to all who deal with the hardships of this disorder. We are committed to raising the funds necessary to support these goals. Autism Speaks aims to bring the autism community together as one strong voice to urge the government and private sector to listen to our concerns and take action to address this urgent global health crisis. It is our firm belief that, working together, we will find the missing pieces of the puzzle. Family Services 100-Day Kit for Newly Diagnosed Families -this free kit provides helpful, personalized information which includes local resources, support groups, where and how to find services, local conferences and recreational activities (also available in Spanish). School Community Toolkit -- available online to assist members of the school community in understanding and supporting students with autism. Asperger Syndrome and High Functioning Autism Tool Kit -- a tool kit to assist families in getting the critical information they need in the first 100 days after an Asperger Syndrome or High Functioning Autism diagnosis. Transition Toolkit -- The Autism Speaks Transition Tool Kit was created to serve as a guide to assist families on the journey from adolescence to adulthood. . Awareness As a result of the award-winning Autism Speaks 'Odds' campaign in partnership with the Ad Council, there has been a 43 percentage point increase in public awareness of ASDs. In December 2007, the United Nations declared April 2nd World Autism Awareness Day. Science Autism Speaks is dedicated to facilitating global research into the causes, treatments and an eventual cure for autism by: Promoting cross-disciplinary cooperation Funding research Organizing research summit meetings Establishing standards for data collection and management to benefit the scientific community Since its inception in 2005, Autism Speaks has made enormous strides, committing over $142.5 million to research through 2014 and developing innovative new resources for families. Advocacy Nationwide, few private insurance companies or other employee benefit plans cover autism therapies. In fact, most insurance companies designate autism as a diagnostic exclusion, meaning that no autismspecific services are covered. Autism Votes, an initiative of Autism Speaks, is working to change state insurance laws to require private health insurance policies to cover the diagnosis and treatment of autism spectrum disorders. Sign up to receive updates at www.autismvotes.org. To learn more about Autism Speaks, please visit www.autismspeaks.org Autism Speaks Family Services offers resources, tool kits, and support to help families and others manage the day-to-day challenges of living with autism. RESOURCES The Resource Guide is a nationwide database that contains over 45,000 resources and provides individuals and families with local resources that service a variety of needs from early intervention through adult care. It is one of the largest databases of autism resources and service providers in the U.S., searchable by state or by zip code, resources are organized in over 70 categories. All resources are available online, at no charge at www.AutismSpeaks.org/family-services. OUTREACH Family Services Outreach projects spotlight important topics to promote awareness and information to the autism community. Community Connections, a monthly e-mail newsletter, offers practical tips on dealing with everyday situations, and up-to date information from experts and families who share their success stories. TOOL KITS 100 Day Kit, available in English and Spanish, provides information for families whose child has recently been diagnosed with autism. Asperger Syndrome/High-Functioning Autism Tool Kit is also available. School Community Tool Kit provides information and resources for general education and administrative school staff to support a positive school experience for children with autism. Family Support Tool Kits help teach family members and friends more about autism and its effects on families, and provide resources and support to enable them to lead happy and successful lives with their loved ones with autism. Transition Tool Kit serves as a guide to assist families on the journey from adolescence to adulthood. GIVING BACK TO THE COMMUNITY Family Services Community Grants serve to build the field of services for individuals with autism and expand the capacity to effectively serve the autism community. Other grant programs provide camper scholarships and support for financially disadvantaged families during natural disasters and other catastrophic events.
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