The Brain on Yoga

Yoga can Improve Brain Functioning for Children
with Autism & Sensory Processing Disorders


Autism is a brain disorder that begins in early childhood and persists throughout adulthood; it affects three crucial areas of development: communication, social interaction, and creative or imaginative play. Autism or ASD & SPD, impacts the ability to focus, control impulses, complete activities, remain calm in stressful situations (physically, mentally, and/or emotionally), transition from one activity to another, engage in social interactions, and respond appropriately to the environment.

Based on the results of functional brain scans, ( fMRI ) neuropsychiatrists can observe that compared to typically developed brains of people without autism, that the brains of people with ASD are not easily activated in the frontal lobe or the network areas for self-control, concentration & motor planning. ASD is a biological, neurological disorder stemming not from deficient brain matter, but from deficient networking in certain parts of the brain.

In recent years, psychologists & doctors who were prescribing medications for children with ASD, SPD, ADD & ADHD have learned that medications are not necessarily the answer they are looking for. In addition to the medications having to be constantly monitored & adjusted in response to changing bodies, patients eventually build up tolerance to & become unresponsive to many medications. Combinations of medicine may also have many side effects on the liver, kidneys, brain, and other organs. For these reasons, families are searching for alternative ways to modify the immediate environment of the affected child.

The most recently researched, non-chemical method to stimulate the frontal lobe, has been movement/exercise. Exercise brings oxygen to all areas of the brain & uses the areas responsible for elementary body movements, motor memory & planning.

Yoga is being used by teachers, therapists, & families as a fun, simple, versatile exercise to help engage & activate the ASD, SPD, ADD or ADHD brain. Why Yoga? Typical sports exercise is fast paced & requires equipment & the proper space. An ASD child can feel overwhelmed with the rush of activity & unfamiliar environment. In contrast, Yoga is naturally aerobic, without feeling too fast; there is no opponent trying to steal the ball from them & no points to fixate on, making it an ideal individual fitness program; it integrates all of the senses; it can be done anywhere with no special equipment & modified to any child of any ability.

Every child will build physical & neurological strength & confidence as they master first simple movements and then gradually more challenging movements, inclusive games & sequences in a fun, playful manner.

Exercise then, is a useful, simple tool to address Sensory Disorders and yoga can be practiced in a short amount of time in any setting, led by anyone using the expertly-designed classes available from: www.bodylogique.com/AdaptiveYoga.html

A yoga class designed for ASD children will include warm up, movement & breathing techniques that will help increase oxygen to the muscles & brain. It will include relaxation to allow the body & brain to assimilate the new movements & information.

BodyLogique Creative Fitness in conjunction with HeARTs for Autism, created the S.M.Art Kids Yoga Program with the ASD/SPD child in mind. The program can help a child with ASD, SPD or ADHD increase their focus and self control as they learn to move, rest & control their own bodies by imitating, stretching, playing & creating poses throughout the class. Stories, games & simple art activities emphasize inclusion, helping others & respecting individuality making it an excellent opportunity for learning social skills & character education.


For more information please visit us at: http://www.bodylogique.com/

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Focus, Focus, FOCUS!

How many times a day does your mind wander? If the answer is more times than you can count, then you are not alone. In fact, the average adult loses focus every 6-10 seconds! Its a wonder anything gets done at all!

The reasons for this are complex, but simply put, its because the conscious part of our brains that control our imagination, judgments & decisions has a very limited ability to actually process information and when it does it can only do it in the short term.

The subconscious brain however, is responsible for running our inner biochemical reactions,(about 10 quadrillion reactions per second) and does so non-stop-24 hours a day for our entire lifetimes. This is the part of the brain that has the long-term processing ability and why we have trouble maintaining focus.

The good news is that there are ways to tap into the subconscious & "Train the Brain" to keep focus for longer durations, and increase efficiency of thoughts & actions at the same time. The following exercises will not only coordinate and integrate the conscious & subconscious parts of your brain, but will increase the brain' s ability to process information & hence will also greatly reduce stress levels as well.




BREATHE: Your breath is always right here and right now. One of the simplest ways to improve focus is the pay attention to your breath. Try doing nothing but focussing on your breath for a full minute. Think its easy? If you can do it the first time, then you have better attentiveness than most. Gradually work your way up to 5 or ten minutes or more. The longer you can do this, the more your ability to focus will improve. (You can mentally say or picture the words "Just Breathe' each time you inhale & exhale.) If your mind wanders, just bring it back to focus and continue to breathe. Doing this exercise for 5 minute intervals throughout the day will greatly improve focus and reduce stress.

IMAGERY: Imagery is another easy way to improve your focus. Picture a familiar object in your mind, clearly and in as much vivid detail as you can. (It could be anything: your child's face, a cow, an apple, a pizza, etc.) Now hold that image for 5-10 minutes. (You can start out with 1 minute intervals and gradually increase the duration as your brain becomes more trained.) If your mind wanders, just bring it back to focus on your object.



SIMPLE ART: Coloring is also a great way to integrate visual and brain processing functions. You can start by coloring or drawing a simple design. (Use a coloring book or print out a coloring page from the internet.)Stay in focus on coloring until your design or page is complete. (Another great calming stress-releiving activity for kids and adults.)

Its best to practice one or two exercises daily, for 10 minutes a few times during the day-and switch to different exercises each day. This will keep it interesting and gradually develop all parts of the brain, improve focus & efficiency and most importantly, help reduce stress!


Our R.E.A.Ch™ program (Relaxation Education for Adults & Children) is designed to share simple and effective stress management techniques with parents, educators and kids. For more information, please visist:
www.recprograms.com 

Funding for Families of Autism?

I have often been asked if there is any way a family can receive funding to help financially manage the challenge that comes when their child is diagnosed with autism. The answer is yes, they can.

Although most are smaller amounts (up to $1,000) - and all are somewhat competitive, a growing number of foundations are making autism a priority for non-profit grants. This means local organizations that serve families of children with autism have a better chance of receiving funds than ever before.

Identifying your sources of funding is the first step, followed by a well written grant application. If a foundation does not award funds to individuals, don't get discouraged. There may be an educational institute or a local organization who can write for the grant on behalf of families in the community. Be Persistent.It never hurts to ask.

Below are some resources to get you started. For more information on how to locate & prepare grant applications, you can contact Barbara, care of this site or http://www.bodylogique.com/



Autism Speaks:
http://www.autismspeaks.org/community/fsdb/grants.php

Autism Speaks offers larger grants (up to $20,000) to organizations which create, provide and/or manage services for families living with autism. They will not award grants to individuals or fund an individual or family for participation in personal programs.



The National Inclusion Project
http://www.inclusionproject.org/

This foundation supports programs that include people with autism in typical community and recreational activities.




Autism Cares :
http://www.autismcares.org/site/c.mqLOIYOBKlF/b.4745901/k.BD21/Home.htm

Offers funding to families across the United States who are living with autism and also are coping with a major crisis such as flood or fire. "Autism Cares" assists families who meet the eligibility criteria to cover costs associated with housing, automobile repair, insurance premiums, medical care, prescriptions, daycare, funeral expenses, and other items on a case-by-case basis.




Helping Hand (National Autism Association)
http://www.nationalautismassociation.org/helpinghand.php

Provides families with financial assistance in getting necessary medical treatments, and therapy services. This grant maker will pay your medical provider directly.




The Doug Flutie Foundation:
http://www.flutiefoundation.org/Grants-Grant-Applications.asp

Makes grants to organizations that support families living with autism. The foundation gives only in New England, New York, New Jersey, parts of Canada and California.




The Daniel Jordan Fiddle Foundation
http://www.djfiddlefoundation.org/

Develops, identifies, supports and supervises programs that provide adolescents and adults with autism, opportunities to live, work and participate in community life.




Lend 4 Health
http://lend4health.blogspot.com/

A unique program-provides small interest-free loans (in the amount of a few hundred dollars) to families from other families. Families interested in receiving a loan post on the blog, and may receive contributions that must be paid back over time.




Autism Assistance Resources and Information Blog
http://autismassistance.blogspot.com/

A list of dozens of small local granting agencies which give to families and organizations.



Autism Consortium
http://www.autismconsortium.org/empowering-families/are-there-grants-i-can-apply-for.html

A list of Foundations offering small grants to families living in Massachusetts and New England.

Child Development & Learning: Why are Movement & Creative activities so Important?

Varied & regular movement in babies & children creates learning readiness for children of all abilities by helping the primitive brain to break down & use the information being received by the 5 senses so that the correct response can be formed by the higher brain. This is called S.I or Sensory Integration & it is a vital element of learning for all children.

If a child's academic learning is pushed too much and too soon, before the body has had a chance to learn how to move as an integrated whole, the whole brain suffers as it becomes overloaded with stimulus it cannot process or make sense of, let alone know what to do with,so it just shuts down.(This is called 'adrenal shock' more commonly known as "fight or flight response" and is the brain's way of going into survival mode. This is the body's natural response to stress and the threat of danger, but many things can trigger it. Especially fear of failure or the words and images while watching TV.)

The brain is not capable of learning, processing or integrating while this response is occurring. The only things it can do is "fight" or take "flight". Forced learning will create a stress response exactly like this and the child's brain shuts down, which causes the parent/teacher to impose more homework, remedial drills, etc. on the student who shuts down more and now loses confidence because they feel something is "wrong" with them. This cycle of forced learning & sustained stress level eventually takes its toll on the child. Confidence, motivation & self-esteem is decreased as learning becomes more difficult. Low motivation, defiance, physical illness and general poor attitude can result.In most cases,the child has no idea why this all is happening.

As parents and educators, it is our job to help them through it & re-pattern daily routines and build movement into their life and most importantly: move with them. By moving with your child you acknowledge that you are supporting the child, rather than "fixing" him. As the brain relaxes,the child becomes more ready to learn, and the more they master skills the more confidence they have to learn more. If movement becomes a part of a child's (or adult's) regular daily routine, as early as possible, & continues through repetition & imitation, he or she learns to apply body integration to other areas.

Its a known fact that movement helps the brain to integrate, but art and music also enhances brain activity. This is because the visual and auditory processing are addressed. It comes from painting, clay, crafts, being in nature, singing, humming, playing an instrument or listening to music. These activities use color, depth & sound receptors & allow opportunities to re-organize those patterns in the brain. (Use of a TV or a computer does not provide this for children nor adults & causes adrenal responses in the brain similar to the fight or flight response.)

There is much scientific data to support this and we know that these all are vital elements of learning & tools for cultivating a confident, empowered child & a motivated successful adult. The more you do these activities with your student or child, the more the senses become integrated & brain becomes ready to learn.

Kinesiology is the study of how movement re-patterns brain/body integration & enhances the learning process. Yoga, dance, karate, creative writing, music, art, Brain Gym, swimming, walking in nature & all competitive & non-competitive sports are natural forms of kinesthetic sensory integration & can be targeted & adapted to a variety of ages, abilities, activities & environments. Simple daily creative art & applied kinesiology through varied movement will add significant value to a child's conventional education, sports activities, leisure or therapy & will assist in building many of the same skills as conventional S.I. Therapy, as all 5 senses & both parts of the brain are integrated during a 30-45 minute yoga, dance, martial or other movement arts session.

That is what we call using the Body's Logic...(or as we say..."Body-Logique".)


Find us on Facebook   or at http://www.recprograms.com 

Om Schooled: Perkiomen Valley School District's Adaptive Yoga Program

In September of 2009, I was sent an e-mail by Robin Schwoyer (in photo on left with myself & Chris Hoffner) my former business partner regarding a proposed yoga program for an autism support classroom. After contacting & working with the head teacher Chris Hoffner who proposed the program (Chris is in photo on right) we were very grateful & excited to secure a grant through a cooperative effort of the Perkiomen Valley School Foundation and Best Buy Corporation.

On October first, the funds were awarded in a community ceremony and on October 14th the "Creative Movement Project" began. To date, the kids are responding in positive ways and having fun with it as they learn new skills and re-enforce the ones they have already acquired.
I've been keeping notes & a journal of progress, and have decided to make parts of it public. (The names & personal information regarding staff & students won't be used unless with permission.)

When educators, parents, schools, families & communities work together, it benefits the children in ways we could never imagine! That is the intention of this exciting pilot program. We hope more educators and schools will follow this district's lead.

I want to again thank Robin, the teachers, support staff, parents, the Perkiomen School Foundation & Best Buys for making this program possible! We will keep everyone posted as to our progress here.

~Barbara


10/28/09: The class of 8 (all boys) did well today with some minor distractions. 2 of the students told me (in their own way) that they had a hard time sitting on the floor, so I showed them and their support staff how to modify their sitting posture to make their own bodies more comfortable. One student stated that "Yoga is for Girls." He did however like the printed material I gave them showing all the professional athletes that use yoga in their training and did well with "Flip Dog" the challenge posture. (his favorite!) He said he changed his mind about yoga being for girls. There is one non-verbal student that did well also and I am attempting to further modify the activities so he can communicate with me & his peers. The boys are very helpful and supportive of him, one student observing: "I used to be like him-I just didn't want to talk much, so I understand." Two of the students needed to take a few breaks during the 30-minute class due to minor anxiety at the new experience. The idea of "doing your best and have fun" is emphasised over perfection. Overall they said they liked it and wanted to know what we were doing next week. When I asked them if they liked a challenge, one student replied "Bring it ON!!!": )


12/02/09: Today was our 5th class! The students have made good progress individually as well as a class! The overall atmosphere of the class I would describe as cooperative and eager to learn. They have learned to recognize stress in the body (through me demonstrating my "crunched-up" face/body) and how to use the breath & slower movements to relax. They have learned simple imagery & other self-calming techniques and are starting to learn when to apply them. These students are very willing to attempt the more challenging poses and overall attentiveness, verbal & kinesthetic participation is excellent! Next week, the students will be starting an interactive, non-competitive & yoga game designed specifically for this class. The objective of the game is to create greater awareness & self regulation through the use of physical challenges, (poses) academic challenges (general questions) and character challenges (problem solving scenarios). The students will also help each other through the challenges to earn points towards their next challenge level. They and I are looking forward to it! Stay tuned...


1/28/10: The staff told me that boys missed me/yoga after the holiday vacation and me being sick for a few weeks. One boy told me he did his "Sun Salutations" at home (unprompted) when he wanted to get away from the noisy house. :) ["Sun Salutations" is a series of movements, one flowing into the next that exercises and stretches all the major areas of the body. It can be done slowly for calm and focus or aerobically for strength, stamina and improved balance/coordination.] Last week we worked on partner poses, which required each partner to do their part. There was a bit of hedging from one or two students as to who I partnered them with, but after an explanation of how a person might feel if you exclude them and how do THEY feel when excluded, all was well. Today we continued our game and worked on feet/ankle/leg strengthening poses and activities. The group was very attentive-minimal calling out and no one needed a "break". At the end of class, we learned foot massage (on themselves) for calming/relaxation (the staff liked that!) and did a 4 minute relaxation/imagery exercise in which everyone (except one) was still and quiet for the whole 4 minutes! Awesome! One student remarked that: " Wow! I felt like I was in a dream!" They continue to enjoy and do their best.


For more information on yoga workshops, classes and events, please visit:  BodyLogique Creative Fitness

Children's Anxious Lives

Much of the work I do involves children with learning challenges and their families. The one request I get on a regular basis are tips for stress management & self-calming.

Stressful feelings in children & adults can arise during times of transition, chaos & over stimulation, illness, test taking, hectic daily schedules or therapies & during fear based learning. When a child becomes overstimulated &  confused he cannot take in & process the information the brain is receiving. These situations & feelings cause a "fight or flight" reaction in the body and is the same type of response that occurs if that child were in danger of being harmed. The primative brain cannot tell the difference between mildly stressful situations & dangerous ones-or if the event is actually happening or is being imaged (as when playing video games or watching TV). This is a subconscious function & is our body's way of protecting itself from real danger.

During stressful events and activities,when this reaction or "stress response" happens, adrenalin flows directly into the brain and shuts down all functions except the survival functions. This blocks it completely from receiving/processing any other information. It does this in order to "survive". All it can remember to do at that point is "fight" or "flee". Once this survival or stress response occurs the child is not capable of processing any information much less learning. In children with autism, SPD's or other challenges this is the time when "meltdown" will most likely occur.

Along with emphasizing a varied & proper diet & constant hydration, one of the techniques I repeatedly focus on is using breathing with imagery to stay calm. This not only applies to the students, but to the teachers, support staff, peers, siblings and parents as well. It is always in everyone's best interest, especially in the home & in learning environments that everyone adapt  a "realxation response" as a way to combat stressful situations.The statistics on childhood stress are alarming, not just for children with learning challenges, but for neurotypical children as well. The most alarming statistic is how many parents & caregivers did not realize that their children were showing symptoms of stress:

Stress in Children (and the disconnect with parents)


•45% of teens (ages 13-17) said that they were more worried in 2009. However, only 28% of parents thought their teen's stress had increased.

•26% of tweens (ages 8-12) said that they were more worried in 2009. However, only 17% of parents thought that their children's stress had increased.

•30% of children reported being worried about the family's financial situation. However, only 18% of parents thought that their finances were a cause of their children's stress.

Possible Effects of Stress in Children

•30% of tweens and 42% of teens say they get headaches. However, only 13% of parents reported being aware of their children having headaches.

•39% of tweens and 49% of teens report difficulty sleeping. However, only 13% of parents reported being aware of their children having trouble sleeping.

•25% of tweens and 39% of teens reported eating too much or too little due to stress. However, only 8% of parents reported being aware of this issue.
(All of the above stress statistics related to children and their parents were reported by a 2009 survey conducted by the American Psychological Association (APA).)

The (slightly long) article below is a re-post from "Natural Awakenings" Magazine. I found it to be informative and I am sharing it with you here. It is imperative that we as parents and educators teach our children (of ALL abilities) techniques for self-calming not only through telling & teaching them but by setting an example and showing them. Children learn stress reactions from the people they are around most-peers, parents and teachers. When we learn how to properly recognize & manage our own stress, our children will learn to follow our lead.

Wishing you a Peaceful day!

~Barb


Calming Anxious Lives...

Re post:Original article by Lisa Marshall
for Natural Awakenings Magazine-Lehigh Valley Ed.


For fourth-grader Skylar Shumate, a typical Tuesday looks like this. Rise at dawn for some toaster waffles and juice before sprinting to the bus at 7:15 a.m. Study for spelling en route to school. Embark on a seven-hour school day, filled with classes and quizzes. Head to cheerleading at 3:15 p.m., hip-hop class at 5 p.m., then return home to practice piano and do homework before grabbing dinner and heading to bed.

In all, Skylar reports, she is a happy kid. “But sometimes, if I’m super stressed, I’ll go cry in my room,” she confesses. “I sometimes just wish there wasn’t so much pressure.”

Such a statement from a child is particularly chilling. But, according to a growing body of research and legions of concerned child development experts, Skylar is not alone.


Troubling Trends

According to a study by the California-based Lucile Packard Foundation for Children’s Health, up to 70 percent of parents report that their 9- to 13-year-old children experience moderate to high levels of stress. In a recent poll of high school students by Stanford University, 65 percent admitted they were often or always stressed out. According to the National Mental Health Information Center, anxiety disorders affect 13 out of every 100 children ages 9 to 17.

Nationwide, healthcare providers report an increase in stress-related health problems like stomach aches, teeth grinding, sleep disorders and behavioral problems in children as young as preschool age. Some anxiety can be attributed to trouble at home, such as abuse or personal tragedy. But a more insidious culprit appears to have emerged: a culture of hyper-parenting, in which kids are overscheduled and academically overloaded, and adult role models—concerned about everything from terrorism to pandemics and the economy—are more stressed than ever.

“We have stumbled into a unique moment in the history of childhood, a cocktail of cultural and historical trends that have intersected to create a perfect storm,” says Carl Honoré, a 41-year-old father of two and author of Under Pressure: Rescuing our Children from the Culture of Hyper-Parenting.

He notes how anxious parents are feeling the need to prepare their kids for a tough job market. They have money to afford extracurricular activities, and because they are becoming parents later in life and raising fewer children, they have a tendency to dote on them and expect great things. “Children are the target of more adult anxiety and intervention today than at any time in history,” says Honore.

Most troubling is the realization that too much childhood stress can have lifelong health consequences.

Read full article here



Lisa Marshall is a freelance writer and mother of four in Colorado

Original Source:
http://www.naturalawakeningsmag.com/natural-library/august-2009/calming-anxious-lives



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