Vision For Effective Therapeutic Programing For Children With Autism

Programing for severely autistic children needs to look beyond ABA-Applied Behavioral Analysis. Most of these highly disorganized out of sync kids would if they could but they can’t so they won’t. Pain overrides compliance. (I.e. If a train is running over your foot, nothing else matters.) These kids need to feel balanced, safe, and comfortable in their bodies for effective skill development to occur. They need more than educational programming. Most require a therapeutic environment. Staffers need to have the knowledge and the resources not just to teach skills but to relieve discomfort and improve neurological function. Movement, rhythm disturbances and complex sensory issues affect the ability to attend and learn. Most teachers are not adequately trained to deal with these complex neurological and central nervous system differences. Staffers who lacked appropriate training often confused these difficulties with behavior or cognitive ability. Creation of therapeutic and effective environments, demands staff education, collaboration between disciplines, and change of criteria and delivery models. Experts in the fields of speech, occupational, physical, and vision therapy must work with teachers and parents to create a program specific for severe autism. The parents and staffers must be privy to strategies so they may provide them throughout the day, not just during short therapy sessions that might occur a few times a week.

Selected personnel, appropriately licensed and motivated, could be sent to alterantive training sessions. They could then share practical supports to be implemented by staffers and parents. Therapeutic listening, auditory integration training, biofeedback, interactive metronomes, binaural beats or other rhythmic entrainment programs, facilitated communication, sacral cranial, massage, reiki, aromatherapy, yoga, meditation, movement therapies, acupressure, reflexology and hypnotherapy might be considered. Many parents have limited resources to address the complex issues related to the disability of their child. Many children are on medicaid or similar government programs, which many therapists do not accept. Other parents are under-insured, lack financial resources, or are in survival mode.

School Districts could enlist someone from the ASA-Autism Society of America, to serve as an information source for parents concerning diet, enzymes, supplements, gentle chelation procedures, and other options out there for the savvy and informed parent.

Development of supportive environments would help to ensure maximum use of resources for school districts struggling with budget issues. Programs should be placed at sites that can best meet the sensory and motor needs of the children. Schools ideally should have: ” Quiet classrooms with natural light and adequate space for sensory equipment.” Pools and playground equipment that help modulate proprioceptive and vestibular difficulties. ” Proximity to a variety of parks and nature walks ” Close access to community facilities allowing for cost-effective and flexible community based programs.

Administrators need to arrange time for teachers, assistants, and parents to consult with the team and implement and refine strategies for continued optimum growth of each student. As teams develop, roles would overlap; sensory problems, movement difficulties, communication, behavioral concerns, and rhythm issues would be addressed in all areas of the curriculum throughout the day.

Teachers, assistants and parents would be more confident in their ability to deal with ongoing complex neurological, sensory and movement difficulties as they continued to consult and collaborate with experts in specific disciplines. Turbulence and stress in students would decrease as they took refuge in the support of a highly trained and confident staff.

A paradigm shift of this magnitude demands that little shifts continue to occur. As information about current practices is disseminated, collaboration increases and team building occurs, current programs would be modified by innovations that improve overall function. What works for one child may have disastrous effects on another, or it may work now and cease to be effective later. If staffers refuse to be complacent, have options, remain flexible, are open to new ideas, take risks, and provide mutual support, procedures will continue to create a flow of progress.

I have served as a teacher of individuals with autism for many years. What they have taught me was to be sure of nothing, and open myself to the extraordinary. It has been and continues to be a remarkable ride.

5 Effective Special Education Methodologies For Children With Autism

Do you have a child with autism, pervasive developmental disorder, or Aspergers Syndrome? Have you been searching for specific methodologies that could benefit your child’s education? This article will discuss 5 that are proven to help children with autism learn.

Curricula that are used to teach children are required by law to be research based which means that they are proven to work to teach children. The problem is that many school districts are sticking to antiquated curricula and methodologies, rather than looking for research based ones.

Below is a list of 7 that you can ask for to benefit your child’s education:

1. Applied Behavioral Analysis has been researched since 1987 and is proven to help children with disabilities learn. ABA is intense 1-1 from 25-40 hours per week. Children are taught skills in a simple step by step manner such as teaching colors one at a time. ABA is extremely expensive; between $35,000 and $50,000 per year. For maximum benefit the child should start as close to age 3 as possible and continue for at least 4 years. Many states are beginning to cover autism treatment, so check and see if your state is one of them.

2. Reading should be taught using a multisensory reading instruction that is Orton-Gillingham based. Make sure that any teacher that teaches your child has received the appropriate amount of training. Also make sure that they are giving your child direct instruction, for the amount of time that the reading system prescribes. Many school districts may use a good multisensory reading program, but do not train the teachers, and do not give the child direct instruction for the prescribed amount.

A few names of multi sensory reading programs are: the Barton Reading and Spelling System, Lindamood Bell system, and the Wilson reading program.

3. Social Skills can be taught by using the SOS system (Social Skills in School) by Dunn. Also Building Social relationships by Bellim, or Social Skills interactive software. A new method for teaching children how to develop relationships is called the Relationship Development Intervention.

4. For Central Auditory Processing disorder there are several effective methods available; Fast ForWord, Earrobics, and Berard Auditory Integration Training (called Berard AIT). Also make sure that the method used is used for the correct amount of time, or progress may be minimal.

5. For children with sensory integration disorder there is a program called the Alert Program: How Does Your Engine Run? Occupational therapy is also used for children with sensory integration dysfunction (SID-which most children with autism have). If your child is receiving occupational therapy for SID, make sure that the schools OT has the correct training, to deal with sensory integration issues. Ask for proof that they are SIPT qualified, before they are allowed to work with your child.

By knowing these 5 methodologies you will be well on your way to helping your child with autism learn. The internet can be used to find more information on those methods that you feel will help your child. Good Luck!

18 Accommodations and Modifications For Child in Special Education With Auditory Processing Disorder

Are you concerned that your child in special education may have Auditory Processing Disorder, because they seem not to understand verbal communication? Has your child with autism already been diagnosed with this disorder? Would you like to learn what accommodations and modifications can be given at school, to help your child with their education? This article will discuss 18 accommodations and modifications that you can ask for as you advocate for your child who receives special education services.

Auditory Processing Disorder is the inability to attend to, discriminate among, or understand auditory information. This does not mean that your child cannot hear, but that what they hear gets mixed up in their brain. This disorder causes many educational difficulties for children, which can be helped by accommodations and modifications.

Accommodations are defined as: Changes made in how a student accesses and demonstrates learning, and adjustments made to the presentation to or response from the student that does not change the content or the intended outcome. In other words an accommodation, is a change in presentation or in how the child responds, but does not change the content itself.

Modifications are defined as: Changes in what a student is expected to learn and demonstrate, and changes in content, requirements, and/or expectations. You should be careful that modifications are as minimal as possible so that expectations for learning can remain high!!


1. Reduce or minimize auditory distractions
2. Reduce or minimize visual distractions
3. Flexible preferential treatment
4. Provide isolated area in the classroom for independent work
5. Make sure that the teacher has your child’s attention before giving verbal information or directions
6. Use visual clues, outlines, organizers and study guides as needed
7. Use technology to give visual clues (overheads, computers, etc)
8. Provide teacher notes
9. Use manipulative’s
10.Provide alternative test taking options
11.Extend testing time
12.Use an FM system
13. Use ear plugs to reduce distractions


1. Reduce language level or reading level of assignments
2. Adjust difficulty level and length of assignments
3. Provide alternative grading system
4. Avoid penalizing for spelling errors
5. Read test to student (this could be a accommodation, but it does change the expectations, so I included it in modifications)

By knowing what accommodations and modifications are available that could be used to help your child learn, you can advocate for these. A child with Auditory Processing Disorder can learn with special education services as well as accommodations and modifications.

Brain Training for Slow Learners

Children who are slow learners are often written-off as lazy or dim-witted by many. However, it’s important to understand their special needs and help them overcome their learning disability. After all, learning difficulties not only interfere with their education and personal life but is likely to trigger feelings of doubt and low self-worth too. Therefore, it becomes imperative for parents and teachers to help these children. One solution for this condition is to opt for brain training.

What is brain training?

It refers to teaching programs that are based on scientific reading and learning principles that have been researched and developed by a multi-disciplinary team of professionals. The aim of such programs is to address the root causes of learning difficulties, and not just the symptoms. Additionally, they seek to develop speedily and significantly those underlying mental skills that are responsible for effective learning.

What does it involve?

Brain Teaser Games

These may involve quizzes, interesting exercises like grouping similar pictures, numerical exercises with everyday items like foods, grocery lists etc. These games are known to offer constant stimulation to the child’s brain, making it respond better and faster. Just as your muscles benefit from exercises, these brain teaser games will give your child’s brain some much-needed exercise, thus help improve his/her memory power and encouraging faster processing.

Sound Therapy

This involves The Listening Program (TLP), which is based on Dr. Albert Tomatis’s principles. This therapy uses sound and music stimulation method, which retrain the auditory pathways and the ear for improved attention, learning, sensory integration and communication.

Games/CDs for Logical Reasoning Skills

You can find CDs and online sites offering interactive games that encourage development of logical reasoning skills such as classification, exclusion, deductive/inductive reasoning, patterning and conjunction, among others.

Visual-Spatial Activities

These activities focus on various aspects of visual-spatial skills and aim to work on visual memory, visualization, mental rotation, spatial orientation, visual tracking and multi-perspective coordination, among other skills. Developing the visual-spatial skills can especially help children struggling with math and science.

All these brain games and activities are fun and interactive – each designed to engage and challenge the child. They are usually available for multiple training levels – starting from easy to moderate and challenging, with an objective of keeping the child’s brain training program interesting. If you want to get your child to undergo such training under the supervision of professionals, you can search for academic tutoring centers offering them. The programs for slow learners in these centers are designed to include a variety of these games and sessions as mentioned above, and track their improvement regularly, adjusting the program on the way, if needed, to keep the child motivated and interested.

Make Training and Coaching Worth The Investment

The other day I was asked to provide my thoughts on the best coaching workshop or 1-2-1 I’d ever run. Interesting question, but one it didn’t take me too long to answer, as this is something I’m passionate about. Coaching is successful when I can see those who are attending really getting to grips with the information and making what we’re learning real to them, and real in their working environment. It’s about helping them to connect in their own minds the information we’re discussing with their jobs back at the office, and how they can integrate the two.

I’ve been very frustrated as a leader when I would see my management team coming back from a training course, all guns blazing, really enthusiastic about what they can do, only for day-to-day to take over and all the information and plans forgotten (usually within about 2 days!).

One company I know did try to include the categories of their leadership training course in the appraisal documents, to ensure that the tools did at least get spoken about again. However, that was all that happened, as there was no call to action and no practice of the techniques encouraged.

You may have experienced training courses, conferences and presentations where you were dictated to, shown some graphs/tables etc, but it feels separate from you, not relevant or of interest. Asked afterwards what it was about, it’s difficult to recall.

Galileo Galilei quote: “One cannot teach a man anything. One can only enable him to learn from within himself.”

Our brain is always looking for patterns and enjoys searching for those “a-ha” moments which occur when various ideas that were not linked before come together in the form of a new one. When coaching and training, this is what we’re looking to achieve for each of the individuals – their own “a-ha” moments, learning, linking and applying the information to their own experience.

However, once that is achieved, the idea, behaviour or habit needs to be hardwired in our brains. We need to give it enough attention over enough time and embed it in our brain as long-term memory, otherwise it will be lost again. Think about an idea you had, but you didn’t write it on a priority list, you didn’t discuss it, you didn’t action it. Did you forget about it? Almost certainly yes!

So, for coaching sessions to be successful in the long term, I would consider the following:

Learning: How to help the attendees do the thinking on the subject, providing time to reflect, avoiding advise but asking questions about their thinking process, discussing options and solutions out loud. Also, we need to take account of learning styles (visual, auditory and kinaesthetic), and opportunities for their real life application, rather than just theory.

Embedding: One difficulty is remembering to remember about your new plan or action. This is why it makes a difference having someone to discuss it with, asking you questions about it, to create even more and stronger links. Who can support and what format should that be in?

Timing: Creating new ideas takes a lot of energy and focus, so it’s important to give the brain time to digest (think of information just like food, your body needs time before the next large meal). Therefore, there should be a 30 minute break for every 1.5 hours of learning.

All types of learning and coaching benefit from this approach. For instance, self-awareness programmes need to help the attendees to connect with the information, understand how to use it, what does knowing that about themselves actually mean, how can they decide to review it, what will they do to track their progress.

I’d be interested to hear your experience of learning something invaluable in a coaching environment? What process did you go through, and how can that help you in the future?

If you’re interested in how executive coaching can help you and your team, go to

Karen has worked in leadership and coaching roles for over 20 years, within the Financial Services industry and with blue chip/FMCG companies, and now uses that extensive knowledge, combined with being a practitioner in NLP and the MBTI, to provide client-specific coaching through Assiem Ltd.

How to Get Real Hypnosis Training – Little Known Mind Control Techniques Revealed

In this article we are going to quickly cover how to get real hypnosis training. If you are sick and tired of reading blogs, forum posts and other low level teachings on the magical art of mental persuasion and are READY and able to graduate to the real deal material, continue reading as we explore a few easy ways to amp up your efforts…and FAST! Let’s cover what I believe are the 3 easiest ways to get started today.

Filed Under: Hypnotherapy School

Arguably the best and most immersive method of hypnosis training you can find! You are simply going to want to find a reputable, accredited school that offers the kind of hypnosis training you are aiming to learn. Remember, folks: Hypnosis is NOT one size fits all sort of discipline! Many people study it for self improvement benefits like weight loss and smoking cessation. Others for performance based material, and even OTHERS for medical or therapeutic purposes like for grief and trauma release, regression therapy and more. Don’t make the mistake of ASSUMING hypnotherapy school will satisfy YOUR goals before doing some due diligence!

Filed Under: Books & Literature

This is the most cost effective approach, obviously. I don’t believe this is the right answer in today’s multi media oriented society where you can integrate visual and auditory learning capacities in addition to written material. Hypnosis is an IMMERSIVE discipline, in my opinion…and i you truly want to master it, you need an immersive approach!

Filed Under: Online Courses and Membership Sites

Community and interactivity is a huge part of ANY immersive training discipline, and in my experience the difference between success and mediocrity. Personally, I PREFER this approach and recommend it highly to those of a similar passion and learning predilection as I. There are some REVOLUTIONARY new courses being offered by some top level mind control masters…of which several are FAR more cost effective than a campus setting, ESPECIALLY for those e more interested in learning the frothy edge of NLP oriented cognitive psychology, like conversational hypnosis course.

Filed Under: Who Should Study Hypnosis?

To become POWERFULLY magnetic should be the aspiration of EVERY man (or woman) who simply wants to SUCK all of the JOY and juice out of life and eat from the fruits of unlimited power, PASSION and potential. I believe we are EACH given the ability to focus our MINDS, and our desires on that which we DESPERATELY wish to achieve, and that THIS is the fundamental truth and promise that hypnosis holds for all who dare to indulge in it’s secrets.

Unlocking your own hidden potentials [], and freeing yourself from FEARS, phobias and unresolved issues is JUST the beginning. Once you learn the true key to how OTHER people’s brains really tick, you will be able to effortlessly and ETHICALLY enter and occupy their mind space with CONFIDENCE and care, illuminating your own power, charisma and INFINITE appeal to all who gravitate to your space.

There is MAGIC in this world if you know where to look….for the mind control expert [] the gates of unlimited POWER & potential have always been open..:-)

Arts Integration and Learning Styles Go Hand in Hand In Oklahoma City Schools

Many people understand the importance of exposure to the arts. We love art; it is a necessary part of our society. In fact, for every culture and every society, art in some form or another is critical to how we live. For many, many years, arts programs have been cut in Oklahoma City Schools in efforts to divert funds to “more pressing” subject areas like reading and mathematics. While these are indeed necessary subjects for Oklahoma City Schools students to master, including an arts education in a student’s learning experiences can do nothing but improve their time attending Oklahoma City Schools, as well as contribute to the amount of success they see as a whole.

Most Oklahoma City Public Schools concentrate on teaching students in three ways; by showing them how to do things, by telling them the information they need, or by giving them opportunities to try things themselves (also known as visual, auditory, and kinesthetic learning styles).

There are, in fact, many learning styles as identified by Howard Gardner, psychologist and noted pedagogical theorist:

– Linguistic – “word-smart”

– Interpersonal – “people smart”

– Bodily-kinesthetic – “body smart”

– Logical-mathematical – “math smart”

– Naturalist – “nature smart”

– Spatial – “picture smart”

– Musical – “music smart”

– Intrapersonal – “self smart”

More than ever, schools are realizing the importance of addressing all of these learning styles. Students attending certain Oklahoma City Schools are reaping the benefits of the commitment to providing educational experiences via these learning styles.

In efforts to give more and more students an education that addresses their specific learning style(s), some Oklahoma City Schools are integrating the arts into their programs. Following an “A+” model originally begun in North Carolina, Oklahoma City Schools are instituting their own arts integration programs. Originally a project of the DaVinci Institute, it is currently administered by the University of Central Oklahoma.

The model being used by Oklahoma City Schools looks at 8 different areas to improve arts integration in their schools:

1) Arts;

2) Curriculum;

3) Multiple intelligences;

4) Experiential learning;

5) Enriched assessment;

6) Collaboration;

7) Infrastructure; and

8) Climate

For teachers employed with Oklahoma City Schools, the program has been a godsend. All educators strive to “light the spark” and desperately want to reach all – 100% – of their students. For the instructional staff, of the Oklahoma City Schools using this model, discovering how to appeal to the different ways children learn has been exactly what they have been looking for.

Another impressive aspect of the program is the Oklahoma City Schools professional development that goes along with it. Instead of giving newly trained teaches the manual with the expectation that they follow the model, the A+ model provides extensive and ongoing training and support to all teachers new to the program. Oklahoma City Schools’ teachers focus on learning to work together, using research-based practices to establish curriculum that includes interdisciplinary themes that foster arts integration across classes as well as use Gardner’s various learning styles.

How Cats Communicate With Each Other: Integrating a New Kitten

Having adopted a new kitten recently, I’m fascinated how adult cats communicate with each other and with a new kitten addition to the family. We humans think it’s all about body language and vocalizations, but there are also telepathic messages being transmitted. Those telepathic messages can be as important as the other forms of communication between felines, and also between you and each of your cats.

For one thing, my two adult cats, “Violet” (Blue Point Siamese) and “Sakhara” (cameo striped British Short Hair) had a meeting after we three had telepathically discussed the idea of a new kitten. Their private conversation took place before the kitten arrived. I found them in my bedroom, one on the floor and the other on the bed. Both were sitting on their haunches and “Star”ing at each other as only cats can “Star”e.

“Family conference?” I inquired.

“You’re not invited,” they replied in telepathic chorus.

“Why not?”

“Well, you’re not a cat and you don’t know how to be a cat. This is a ‘felines only’ meeting.”

A bit later I learned that the topic of conversation had been how to raise the new Siamese kitten named “Star”. “Star” was an infant and still with her mother at the time. The two adult cats were discussing kitten raising philosophy and practical concerns about bringing up a new baby. I was delighted that they were taking my request seriously. I had asked them to help raise the new kitten, so when they excluded me from the deliberations, I chose to honor their decision. At least they were engaged with the project.

Some weeks later, only 2 days after “Star” arrived at our home, I realized that kitten-raising duties had been parceled out between the two adult cats. “Violet” was in charge of the initial interactions. Twice each day during two of my 4 visits with “Star”, “Violet” follow me to the door of “Star’s” private room and observe from the other side of the door as I took care of the 9-week old kitten. These were, in part, telepathic observations, as the door was shut and is made of wood with no windows.

Within just a few days, “Violet” requested that I let “Star” come out of the room to interact with “Violet” in the upstairs hall that leads between two bedrooms. “Star” had one room. The other room is my bedroom, although “Violet” thinks of it as her pwn.

Watching “Star” and “Violet” interact was fascinating. “Star” wanted to play. “Violet” wanted to teach manners and boundaries. Each had a separate agenda and the two agendas didn’t exactly align.

“Star” would try to get “Violet” to play by jumping on “Violet” and pawing at her. “Star”, with her back hunched up and tail held high, would bounce this way and that, try to jump on “Violet”, and then run like a thoroughbred race horse past “Violet”. Then she would reverse directions and do it all again

“Violet” would try to get “Star” to acknowledge adult dominance by screaming and cuffing her as her paws approached.

Autism Treatment for Kids – What Is Sensory Integration Therapy?

There are many different kinds of autism treatment for kids, but one that we will focus on here is sensory integration therapy.

Kids with autism have many sensory issues, but there is help available. Occupational therapists are able to use different methods of sensory integration therapy to try to address some of these problems.

Auditory Integration Therapy Helps Kids with Autism

If your kid is very sensitive to sounds and noise, therapists can do something called auditory integration therapy. Your kid listens to different tones and frequencies of music, using headphones. These tones are prepared specifically for your kid. Your brain needs to adjust itself to hear these tones, so in this way, this process can actually, over time, change the way the brain processes auditory information. As a result, this can make your kid less sensitive to auditory stimuli.

Wilbarger Deep Pressure technique

Many kids are sensitive to touch, and often have trouble with the feeling of clothing, or have similar tactile problems. These kids may do well with a technique called the Wilbarger Deep Pressure technique. Your kid’s skin is brushed with a special brush, in a very specific way. This stimulates receptors and nerves in your body and brain and in time can help you tolerate the feeling of touch more. Please note that this should only be done with a professional who is trained in this technique.

There are also other methods of autism treatment for kids that would fall under the category of sensory integration therapy.

Some Kids are Under Stimulated While Others are Over Stimulated

Keep in mind that some kids are under receptive to sensory stimuli, and need to do activities such as balancing, spinning, running, rolling on a ball to get themselves “going” and start “feeling okay.”

Other kids, however, are over sensitive to sensory information, and need to avoid it as much as possible. But no matter which is the case, there are activities, often referred to as a “sensory diet,” that can help change the way your kid’s brain processes sensory information. Activities that look like play, done with a competent therapist, can actually change the way your kid’s brain works.

Sensory Diet

There are many other things, often referred to as a “sensory diet,” that can help kids with sensory issues. Simply put, some kids are under receptive to sensory information, and need to engage in activities like spinning, balancing, running, rolling on a ball and so on to get themselves going and start “feeling okay.” Others are too sensitive to this information and there are activities that can help re-engineer the brain so that they can process it better. Often something that looks like play can actually be changing the way a child’s brain works.

Sensory integration therapy is an important autism treatment for kids.

And parents should learn as much as you can about sensory issues. Tips from other parents and professionals can be extremely helpful. A great site that has tips and suggestions for additional treatments is the There you can sign up for their FREE newsletter with tips and info on autism.

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Sensory Integration and Autism Does it Work?

Not all children with autism have sensory problems among their symptoms, but when present they are among the first to become noticeable. Sensory issues can range from being hypersensitive or, at the other end of the scale, having a lack of response to many types of stimulation. However by employing sensory integration and autism therapy these issues can be managed.

The range of sensory integration (SI) issues children with autism face varies dramatically from child to child. Some children are unable to tolerate any loud or unusual noise. Textures of foods and fabrics may be extremely irritating. Something as simple as a clothing label can feel to an autistic child like insects crawling over their skin. For these hypersensitive children anything remotely out of the ordinary, such as a loud family gathering with lots of hugging and kissing, can be too much for senses to manage.

On the other end of the spectrum, some autistic children show practically no response to anything at all. Loud noises are ignored, events or actions that might have an impact on anyone else will pass seemingly unnoticed.

Though it is not always the case, some classic autistic behaviors can be attributed to the sensory issues themselves.

Some children will deal with feelings of over-stimulation by flapping hands, rocking their bodies, and even walking in different ways. Those behaviors may seem odd, however when you consider that their senses are overloaded, those actions make a great deal more sense.

It is somewhat logical if an autistic child is over-stimulated, he or she might alter how they do things in order to try to deal with whatever it is that is proving to be overwhelming. These same actions might also be carried out in order to seek sensations that are desired, but not present.

The main objective of sensory integration and autism therapy is to make their environment tolerable and even pleasant for the child if at all possible. Most sensory integration therapy is incorporated within occupational therapy.

There are many types of activities that are integrated into the therapy to expose the child to sensations of all types; including brushing the skin, motions and movements, music or other auditory stimuli.

The child is exposed over and over again in a controlled environment in the hope that this exposure will help them learn to process the information without becoming startled or overwhelmed. If ST therapy is successful, the child usually becomes calmer and more in control of their actions and other problems, such as tantrums, may also be diminished.

There is debate over how effective SI therapy can be. There are several studies that demonstrate the therapy works well and just as many have illustrated that the therapy has no positive impact and in some case a negative effect.

Some of the controversy with this therapy may lie with unspecialized health care professionals attempting to provide the therapy without enough experience or training. Another point to bear in mind that as each child and each case of autism is different, so the outcome will never be the same for any two children, therefore it is very hard to compare outcomes between two or more children.

When considering sensory integration and autism therapy for your child it is important to speak to a qualified doctor about the potential benefits and setbacks that may occur. Some children with autism simply don’t need this form of therapy, while others will not respond to it at all. It is the individual situation that will dictate the final result.

Grab your free copy of Rachel Evans’ brand new Autism Newsletter – Overflowing with easy to implement methods to help you and your family find out about diagnosing autism and for information on autism strategies please visit The Essential Guide To Autism.

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