Compulsive Disorders: Children Stuck on a Thought

Photo: thedubinclinic.org 

I have always found the human brain to be fascinating. (In fact, at one point I wanted to be a psychologist, but was even more interested in how the body & brain work together, so I opted for a degree in exercise science instead.) In spite of what we already know, there is so much more that we are still learning.

Today's article is a Guest Post by Dr. Albert Forwood, a neurologist & chiropractor who has been working to improve the functional abilities of people’s brains for the last 20 years.

I've had the pleasure of working directly with Dr. Forwood and the staff at the Brain Balance Center in Wayne, PA for the past 2 years. Much of what he, and Dr. Melillo (founder of the Brain Balance Program) taught me, as well as what I learned in the Brain Gym program, has been integrated into my children's yoga programming. I am so thrilled to share one Dr. Forwood's articles with you below:

It is easy for us to think of the nagging child, persistently asking again and again, as a normal stage of a human development. But what if they don't grow out of it? 

There are many questions about Compulsive Disorder conditions that affect people, the people around them, and about the help that may get the thoughts under control.

Compulsive disorders, diagnosed through behavioral evaluations, come in different expressions but the results are the same: unhappiness for those people and the people around them. There is a difference between a nagging child who wants something and a child with Compulsive Disorder. 

When a Compulsive Disorder is present there is no getting off the thought that occurs over and over again. Compulsive Disorder has been in the news of late because numerous celebrities have come out to say they are afflicted with this condition and how it is a problem in their lives. Leonardo DiCaprio, Megan Fox, Billy Bob Thornton, and Donald Trump are just a few as it seems it is common place among the stars.

Compulsive thoughts drive them and the people around them to frustration. Children with Compulsive Disorder can annoy and lose friends with their odd, persistent, and repetitive behaviors.

There are several ways that compulsive disorders can cause distress with time wasting compulsions and other behavioral oddities: 

• Washers have a compulsion to clean for fear of contamination. 
• Counters and arrangers are obsessed with order. 
• Doubters and do-gooders feel harm will come if things are not perfect. 
• Checkers will keep checking things like the lock on the door or other things they associate with fear. 
• Hoarders compulsively keep things.  

When the condition affects children they often experience isolation and can become hard to manage. Compulsive Disorder is common with kids with ADHD, Asperger's, Autism, and Tourettes. This is because there are similarities between these conditions in the way their brains work, or rather, similarities of their brain weaknesses that causes their similar behaviors.

Programs, such as Brain Balance, looks at these conditions as a Disconnection Syndrome of the brain and has an effective approach to improve this condition for children. If this condition is not cleared up in childhood it may become more difficult to make changes to the brain once matured.

These conditions are caused by an imbalance in the hemispheres of the brain. It is commonly caused by "too much left brain" (because of developmental delays of the right brain that cause normal circuits to be under connected). 

The left brain is the approach side, like the accelerator on a car, and the right brain is the withdraw side, like the brake. A mental thought or muscle action may be initiated (with the left brain) and in the normal brain there is a mechanism to turn it back off (with the right brain).  

If the right brain circuits are underdeveloped it cannot do its job and the thought persists, over and over again. 

Children have the unique ability to speed up their lagging development when the correct stimulus is provided, primarily though a daily targeted sensory-motor (exercise/movement) routine, followed appropriate tutoring. That means that if the unique developmental delays of these children can be found, and the correct stimulus applied in the appropriate way, they can speed up development that helps the brain circuits connect in the way they are supposed to. These new neuro-connections will lead the children away from a brain with compulsive thoughts to a brain with thoughts that are under control.

Compulsive disorders seem to be a growing problem at a similar rate of increase as other behavioral and learning disorders. Because children are in the process of development, the areas of the brain that are underdeveloped, can be brought closer to full development. 

The hope for a lifetime of relief from Compulsive Disorder may lie with intervention during childhood. An appropriately developed, balanced brain may provide freedom for the child stuck on a thought.

Dr. Forwood, DC

Dr Albert Forwood is a chiropractic neurologist and director of the Brain Balance Center in Wayne PA. Read more about him and listen to his podcasts at: Natural Health by Dr. Forwood

Dr. Forwood will be presenting at the Gwynedd Mercy Autism Institute, at the 6th Annual Autism Conference, on Saturday April 13, 2013, in Gwynedd, PA 

Related Links:

21 Ways to Grow a Healthy Brain

*(Based on the Brain Balance Program.)

Why are Movement & Creative Activities Important?

Every Brain is a Creative Brain

Senses, Stims and Stress

Brain Balance Centers

Dr. Robert Melillo

To find our growing library of

Webinars and Conference Call recordings 

visit AnyMeeting

Contact Barbara: bodylogique@yahoo.com or leave a comment below

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With Me? Next to Me?

Photo Courtesy:  johnflurry.com

Its a commonly held belief that ASD children should be discouraged from parallel play; and that they need to actively engage with peers.

I have often wondered exactly who's need this is and inwardly feel, in spite of experts telling me otherwise, that interaction ought to be natural & spontaneous rather than staged and prompted.

When I first started doing ABA therapy, (Applied Behavioral Analysis) I was not comforatble. In fact, hated what was expected of me. I felt that we were not really honoring and respecting the children as individuals, and instead were imposing repetitive drills and unrealistic expectations of what we thought were necessary skills onto children as if we were programming a computer. While I understood the importance of structure, and that certain skills need to be learned before harder skills, it always seemed to be more about compliance than engagement.
Now that I no longer do ABA, I often observe behaviors and body language in children that indicate to me that they are not ignoring me, but rather observing, sensing, listening to, taking in, absorbing and processing everything that I do, say and that is going on around them. I base what I teach them on those cues. I play next to them if they don't want to play with me. More so, because I want to observe & understand and as long as they don't ask me to leave, I stay.

One young boy I worked with years ago had a diagnosis of autism and was only mildly verbal. Most of the words he said were repeating something he heard, or making inaudible sounds. We were frequently prompting him to 'play with' other kids. One day I could not get him to work at all so rather than get stuck in a power struggle, I just sat next to him, observed him and mirrored him as he played with a toy car. After a few minutes he looked me right in the eye, and said clearly: "Miss Barb, I need a break."

ASD children see, hear and know what is going on. They are not tuned out, they are tuned in. They even feel it when your emotioins are a little off balance. They are aware that we are watching and trying to get them to do tasks. Sometimes we get so stuck in the compliance and lesson plans that we forget that we are not just teachers and therapists but also students - and we can learn from the kids too.

Are we too quick to stage & prompt interactive playing and not patient enough to observe & allow play to happen spontaneously and naturally (if its going to) among spectrum children & peers? Why isn't playing 'next to me' good enough? Are we unconsciously sending these children deeper into 'their' own worlds instead of accepting them into 'ours'?  Is it really about the kid's needs or more about our own?

Here is an eloquent post and excellent account of what is going on when we think our ASD children are ignoring us, or not interacting. This was written by Aspienaut, an adult with Asperger's. This is his own account and description of what he experiences, and I think we can use it to help us understand other children & individuals better too.

Please bookmark Aspienaut's site & pass this on to everyone you know who works with children (and adults) with autism.

Aspienaut: Wired Differently:  "Next To You"

Constructive Fidgeting for Self-Regulation



Photo: sensiblematheducation.com

 How many times have you told a fidgety student to sit still and focus so they can complete a task?

Telling a child to "Stop fidgeting" and “Sit still!”, "Quiet hands/body" or “Look at me when I talk to you”  is counter productive. Instead, understand and acknowledge that these actions (sometimes called "stims" ) are not signs of disrespect or bad behavior, but a way for the child to self-adjust when they have difficulty paying attention. All children require fidgeting & sensory-motor activities to help them function well.

I see lots of fidgeting from kids at the beginning of an adaptive yoga class: rolling or "folding" the mats, picking chunks out of them, pulling threads from socks or inspecting/removing lint in between toes are some common ones. We usually begin with a process called "The 4B's" which helps satisfy the need to fidget and gets them to focus & engage in what we are doing in the group. I follow with a story and movement to keep them rolling. As soon as I see I am losing them, I switch to another activity-I can always come back to the movement later in the class. We always end with relaxation to help train active bodies and brains that its OK to rest and relax.


Well-meaning statements such as: “Try harder..." or "You need to concentrate" , or even "You can become whatever you want to be if you put your mind to it....” can be frustrating & discouraging for an active student or a student with ADHD. Even though their inattention may not be their strong point, research suggests that inattention increases when a task is repetitive, lengthy, and familiar, and there is a way to use fidgeting constructively as a means to enhance sensory input & improve focus.


A child with ADHD will begin to disconnect when a task becomes repetitive & boring. By doing a secondary activity along with a primary one, the brain can focus better. Any activity that uses another sense besides the one required for the primary activity (such as listening to music while reading a book ) improves the performance of children with ADHD. (This secondary activity is sometimes referred to a “distractor”.

Explore students' different sensory needs and allow and encourage them to try new, minimally disruptive ways to fidget with a purpose. Here are ways that work for my students: (Try them yourself and see if you notice a difference.)

Doodling: (visual/kinetic)

Doodling is one of the least intrusive tools for improved focus. Have students doodle words, numbers or pictures while listening to instructions. Doodling an "X", a circle with designs inside or a sideways "8" are also very helpful to bring visual and mental focus to both sides of the brain at once. Some students doodle a Mind Map to include the lecture ideas or instructions for review later.

Putty, Koosh Balls or Erasers: (tactile/kinetic)

Moving the fingers & hands also facilitates focus when a child is listening or thinking about how to answer a question. You can use any kind of small prop for this: a small rock, seashells,  paper clips, erasers, small rubber balls or toy animals or cars. You want to be sure they are small enough to allow use without distracting classmates.

Music: (auditory)

Background music during classwork, homework or chores that is steady, and not too loud or fast will help improve focus. According to research, the two hemispheres of the brain become stimulated by certain sound types and frequencies. Playing a variety of music helps overcome attention problems by strengthening the connection to both hemispheres of the brain.

Chewing Taffy or Gum:  (proprioceptive/tactile/olfactory/kinetic)

The action and movement of chewing gooey or crunchy foods will help children concentrate for an extended period of time. If you are a teacher who is distracted by the sound of gum chewing, have your students suck on a hard candy instead. Peppermint or spearmint is alerting and adds additional sensory input of taste and smell.

Walk and Talk: (kinetic/proprioceptive)

If your students tune out when you give instructions, try having them move around, put things away or carry out classroom jobs as you talk. Other activities such as standing & stretching, working a puzzle, sidewalk chalk, coloring, cleaning the blackboard or playing catch will also work. This strategy will make it easier to facilitate a discussion, talk about how a child’s day went or gather other important feedback.

Hand/Foot/Scalp Massage: (tactile/kinetic/proprioceptive)

Taking a moment to massage both hands or feet, or even the scalp not only reduces muscle tension & calms and relaxes the central nervous system, but helps both sides of the brain communicate with more clarity.  A hand massage can be done discreetly at a desk and will  not disrupt other students.

*What are some ways that you allow and use constructive fidgeting in the classroom?

To find out more about our "Calm & Connected" program & other classroom tools &teachniques for teachers, please visit our distance learning page.

To find movement based S.M.Art Story™ curriculum guides, filled with dozens of ideas for constructive fidgeting, please visit our products  page.

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Contact: barbara@bodylogique.com

Senses, Stims and Stress

We tend to take our sensory system for granted until something goes wrong with it. We are all sensory organisms! Our sensory system provides us with the ability to interpret information about our body & environment through a variety of sensory receptors. Most of us have been taught that there are five senses: visual, auditory, gustation (taste), tactile & olfactory (smell). There are in fact three more: the vestibular (balance), proprioception (motion of the body ) & interoception (internal -hunger, heartbeat, breathing, bladder, etc.) that help us learn about ourselves and the environment.

Many OTs agree that vestibular & proprioception tops the list respectively, in priority in terms of human development. The sensory system develops before the ability to utilize the muscles & bones effectively for purposeful movement does. Ironically, movement is the only way to strengthen sensory/neural connections & strengthen the brain’s ability to process information and retain it in the long term.

If the neural connections are weak or not there, the brain will not know what to do with the stimulus it is now receiving through the senses. Science tells us that neural connections are created & strengthened through movement. A variety of daily movement & stimulation to each sensory system will improve the body’s/brain’s ability to refine movement, improve cognitive processing & reduce “stim behavior”. (This is the purpose of a Sensory Diet/ Sensory Integration Therapy.)

Stim Behaviors occur for a specific reason-as a sign of sensory, physical or mental stress. The sensory challenged, ADD or ADHD child is not being 'non-compliant'. They are telling you they are 'hungry' just as a grumbling stomach or dry mouth tells us we need nourishment. When we are hungry or thirsty, we eat/drink. Why then, when a child needs sensory 'food' do we deny them by prompting them to stop? To these students, this is the equivalent to withholding food and water.

Stims tell us that the body is imbalanced, the brain is overwhelmed and both are trying to re-engage. A stim is telling us that there is a bodily “craving” for something that child’s body & brain needs. (We all have stim behaviors. You are probably doing one right now as you read this.) If the brain/body cannot re-engage it will result in a stress response or as a full blown 'meltdown'. Once this happens, the child (and the brain) is no longer capable of learning-he is now in “Fight or Flight” /survival mode and the body/brain is in adrenalin shock-He cannot stop himself from the effects & cannot engage/cooperate/learn/comply until the adrenals get back to normal. This is what is called a stress response. Its vitally important to understand this effect and address it properly. Sensory diets are put in place for exactly this reason.

S.M.Art Kids® programs aim to assist sensory integration & minimize the Stress Response through 3 aspects: Stories, yoga based Movement & Art. Together, these tools help encourage stronger neural connections, a calmer central nervous system & improved focus.

Stim & Stress Strategies You can use:

• Learn to read warning signs- (body language) Staring, yawning, fidgets, tapping, teeth grinding, etc. are all signs of the brain trying to re-engage. Try to determine which sensory system is 'hungry' and feed that one first. You will find that in most cases, if you address the sensory needs, the behavior will take care of itself. Learn as much as you can about each child's responses and rather then try to de-sensitize him or her, try to address it by giving them the input they need. You will find that they eventually will pay better attention.
• Help children Release muscle tension-through self massage or “Squeezing Lemons” (help children imagine they are making lemonade-and squeezing the lemons into a glass. Imagine they are using each part of their body from head to toe to squeeze them-hands, elbows, armpits, knees, toes, etc. Its okay to be a little silly. If they want to imagine they are squeezing a lime, an orange, a Pink lemon-or even a blue one, go with it! The object is to get them to squeeze and release muscle tension.) This will help with body awareness and deep muscle input that helps the nervous system stay calm for longer.
• Imagery is a simple and versatile tool where you will suggest a calming scenario for the children to follow. (Let's imagine we are on a beautiful beach, with big swaying palm trees, sparkling sand and crystal clear water....") Speak slowly, dim the lights and have them put their heads on the desk and follow your voice for 3-5 minutes. Always bring the "back" gradually by having them "wiggle fingers, wiggle toes, take a big breath and on the count  of 3, slowly lift your head and stretch..." always take a minute to get feedback. )  Works well as a transition or at the end of a test.
• Employ other calming techniques- breathing in patterns (To calm, breathe in while counting to 3 and out while counting to 4), art (simple coloring pages-geometric patterns or mandalas are the most calming. ) music (instrumentals such as Native American Flute music or ocean sounds, thunderstorms, etc will calm children while keeping them alert.)
• Re-engage in activity using different creative approaches to keep students actively  interested.
  

Summary:

In order to learn anything, the brain must be calm, focused & engaged. Our capacity to learn is greatly improved through sensory motor stimulation. Hands-on learning, incorporating movement breaks, experiential and group projects are the best way to to address these needs. We receive information through the eyes, ears & other senses for our brains to process it, recognize, organize & respond to it. When a child “stims” he is really trying to integrate the senses, to receive & process the information, regain focus, re-engage or transition to another activity & get the brain back in gear to complete a task.

For a fantastic detailed overview of the sensory systems go to: SPD Life


*This article is excerpted from our professional development course:

"S.M.Art Kids @ School: Engaging The Whole Child Through Stories, Movement & Art (Yoga Based Tools for Teachers)

To schedule a staff workshop for your school or organization, please contact: barbara@bodylogique.com

Anatomy of Sensory Overload

A good majority of what I do in a typical group children's yoga class or adaptive individualized instruction is aimed at sensory integration. Yoga is the one very adaptable activity that naturally encompasses all of the senses at once, which makes it useful and effective for addressing the needs of both sensory seekers as well as sensory avoiders.

This time of year, as the busyness of the holidays approach, many of us have sensory overload on our minds. It affects everyone to some degree, but children, teens and adults with sensory regulation challenges are affected the most. Doing too much, eating too much and even excessive family visiting can cause stress on the senses and cause overload and shut down.

As educators, we may know what sensory overload looks like on the outside, but unless we have experienced it ourselves, we don't really know how it actually feels to the child or adult experiencing it.

I found this article in  the "Autism at Home" website that does an excellent job of describing sensory overload from the perspective of someone who experiences it. The author,  Thomas McKean, shares his personal experiences and offers some solutions for minimizing and regulating sensory overload. I hope both parents, educators and therapists find it useful. Read Thomas's article here:   Inside the Mind of Sensory Overload .


**What are some interventions you use to reduce or regulate sensory overload in your child or your students?  We welcome your comments and suggestions!


To contact Barbara e-mail: barbara@bodylogique.com

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Sensory Strategies Part 1: Avoiding Halloween Overload

The fall is a very interesting time of year, especially for the senses. Right now it is a cool, wet rainy morning where I live. If I step out onto my office porch, I can smell the rain, the wet grass and the neighbor's fireplace burning. I can hear the light pitter-pat of the raindrops falling on the leaves and an occasional acorn or twig dropping on the roof of the porch. I can feel the dampness & the light cool breeze on my face and I see the many vibrant colors of the foliage starting to emerge as the trees begin their autumn metamorphosis.

When I walk in the woods the senses are heightened even more as I steady myself over rocks and uneven terrain, hear animals scampering in the woods and look through a lens to photograph the trees, lakes, rock formations & environment around me.

Most of us welcome the break from the office & computer & the opportunity to experience such a rich and diverse range of elements, however there are some that have difficulties filtering and processing all of that stimulation at the same time. That acorn falling on the roof sounds like a cannon exploding. And the smell of wet grass makes them nauseated. The animals scampering sounds more like a stampede. This is sensory processing disorder and it can be frustrating, uncomfortable and even painful to some.

For children with sensory challenges, the upcoming fall & winter holidays bring these difficulties into a different light. Halloween brings the addition of events & traditions that may escape the sensory & socially challenged child's understanding: noisy parties, scratchy (and scary) costumes, sweaty plastic or latex masks, darkness, strobe lights, things (and people)  jumping out at you,  and processed sugar overloading delicate digestive systems. If you really think about it, it can be a literal nightmare for both the child and the family who loves him.

For some families that live with these challenges on a daily basis, the idea of holiday gatherings can cause extreme stress. I will be offering some ideas, tips & strategies for the next few months to help children & families integrate & regulate the senses & enjoy the approaching holiday season with reduced stress.

For October, which is also Sensory Awareness Month, I have posted some specific Halloween tips at OUR Journey Through Autism, a site & community dedicated to finding ways to help children with autism, dyslexia and other sensory challenges to overcome obstacles and grow in health & learning. 

You can read the complete article here: Halloween: A Spooky Time for the Sensory Challenged

* Therapists, Educators & Parents: What are some other ways to help our kids during holidays & other high stimulation events? Please feel free to leave your suggestions & comments below!

Please share this article with others you know who have students or a children who are struggling with sensory challenges!

To contact Barbara e-mail: barbara@bodylogique.com


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Thinking Outside The Lesson Plan: 6 Ways to Accomodate Alternate Learners

Working in Ms. T's pre-school early intervention classroom 5 years ago was one of the most memorable  learning experiences for me. I have taken so much of what I learned there from both Ms." T", my co-workers and the kids themselves and have applied that to my current work as a children's yoga teacher. In addition, I have been able to offer workshops & trainings to hundreds of parents, therapists, educators & other children's yoga teachers showing them how to do the same.

One of the first and most important techniques I learned was how to create non-threatening  environments that accommodate a variety of alternate learning styles & challenges & offer the best opportunities for all children to be successful. This concept is at the very center of my adaptive yoga programs. I work with many children who have autism, visual or other sensory perception challenges, poor motor planning or dyslexia, poor auditory or cognitive processing delays and other adaptive needs that make it necessary for me to make accommodations. To do this effectively, I have to think a little bit (sometimes alot) outside of the lesson plan.

Here are 6 accommodations that I have found are the most common & most useful, especially for older children, teens & young adults:

1) Talk with the student: (For all students) Ask how he/she learns best. Often these students can explain in their own words what helps them learn and this input can be developed into concrete learning strategies. These strategies are usually easy to incorporate into a classroom setting or a yoga group setting. In this way you have made the student a partner-and an active participant-in his or her learning.

2) Use Visual Aids:  (For children with auditory/cognitive challenges)  PECS, simple pictures or felt boards can be used to demonstrate & communicate a variety of concepts and ideas. In a yoga group, model the postures or movements & breath work slowly for the student so he/she can see how its done. Allow students to partner up and play a modified & more age appropriate version of  the "Mirror Game".  In both classrooms, follow up with a brief explanation speaking slowly, clearly & using as few words as possible.

3) Use Oral Instructions/Testing: (for students with poor visual processing, poor motor planning & fine motor challenges) Tests can be read aloud to the students or provided on audio file, and students can give answers orally. In a yoga setting, this is how I assess the students level of understanding & also practice social & conversational skills-by asking/answering questions and telling stories. Its important to remember to be clear & use as few words as possible.

4) Modify Essay & Note Copying Assignments:  (for students with poor visual processing, poor motor planning & fine motor challenges)  It takes some students much longer to copy information from a book or a board. In some cases the student may not be able to even read their notes. Provide simple lecture notes, or discreetly assign a fellow student or peer to copy the notes using carbon less paper to make a second copy for the student to review.  For tests, use as many match and  fill-in-the-blank formats as possible. ( Multiple-choice questions also tend to pose a problem for some students because of the amount of reading required to answer the questions correctly.) A simple handout with a brief summary, stick figure drawings and simple captions works well for yoga classes.

5) Modify Research Assignments: (For all students) There are many ways to offer alternative assignments to demonstrate skill or content master for traditional as well as yoga classrooms. Alternatives to long written papers could include video or oral presentations, collages, photo journals, shadow boxes, role playing, dioramas, etc. I use lots of simple themed art projects in my yoga classes to go with each lesson to give the student a personal & physical reminder of the basic concepts presented.

6) Use Routine Skill & Concept Reviews:  (For all students) Good for reinforcement of academic as well as yoga concepts. Can be used before a test or as a transition before moving on to the next concept introduction. A review can be done at the end of the week, at the end of a unit, as an oral review or even as a fun class "Jeopardy" or "Wheel of Fortune" type game, incorporating flash cards or other visual aids if necessary. A simple 'study guide' (one page only) with short summaries of key concepts & vocabulary words can be made easily and given to the students to take home & review on their own. Encourage students to stay organized by keeping all notes in a binder or folder for quick reference. (For one of my teen girl's yoga classes I provided folders and let them decorate to have a personalized place to keep all yoga class notes in.)

Whether you are a traditional educator, classroom assistant or children's yoga teacher, its not difficult to make these simple accommodations for those who may need them. A little time and creativity will go a long way to benefit both educators & students.







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Use Your (Pool) Noodle

For the last few months, I have had the pleasure of working with an organization called  P.O.A.C  NJ (Parents of Autistic Children)  presenting sensory-based adaptive yoga workshops for therapists, parents and other educators. The workshops focus on ways to calm & engage children in yoga, exercise, therapy and other enriching activities.

In yesterday's workshop, I demonstrated a technique I have used since my days in Ms. Trudy's early intervention inclusion classroom. I call it "Making Pizza" and it is simple, fun and requires very basic items.

This activity will help integrate the proprioceptive and tactile senses. It will encourage expressive communication and focus. In addition it will help in sequencing skills. Parents, teachers, para-educators, therapists and family caregivers can use this fun game to calm the nervous system in over responsive children and help stimulate the senses for those children who are under responsive. This can be done in the therapy or sensory room, classroom or at home.

You will need a child, a grown up, (or as children become familiar with this exercise you can use 2 children at a time & supervise & facilitate peers participating in this activity ) a mat or a blanket and some of those colorful foam "noodles" that are used for swimming. I found these (pictured in the photo above) at a dollar store and had Jay, my significant other (and keeper of the scary, sharp and dangerous tools,) cut them in half for me to use at yesterday's workshop. (They cut fairly easily with a sharp knife as shown directly below.)

In this activity, one person (the child) gets to be the "dough" and the grown up gets to make the pizza.

To begin playing tell the child that you want to play the "Pizza Game" with him/her. Ask "Would you like to play?" (They may look at you suspiciously.)

Tell them you will be the Pizza Maker & they can be the dough. Instruct the child to lay down on their belly on the mat or blanket (which will now be referred to as the "Pizza Pan"...) with his or her hands under her cheeks as a "pillow" (or you can really use a small pillow.)

Begin by gently but firmly "rolling out the dough" with the colorful "rolling pins" as shown in the photo. Some of these noodles had some bumpy patterns that made for an interesting tactile sensory experience.



When I did this with my own daughter she started to wiggle & giggle and then after a few minutes she was directing me as to where she needed more rolling.

Watch your student or child carefully for body language & other signs of whether they need a bit more pressure or if you should apply a bit less pressure.

As you are doing the rolling, say out loud "I am roooooling out the dough...mmmmm...this will be good pizza!" or something similar.

After rolling for a minute,  pause and think out loud: "Hmmm, I wonder what I should put on this pizza? See if the child responds with a suggestion. If not, then ask the child if they have a suggestion. ("What do you like/should we put on this pizza?")

If they still don't know or don't respond , prompt them by saying, "How about some brussel sprouts? or some other known food that they do not like. Most likely they will now say "Ewwww..." or tell you "no", so you can ask again what they would like on their pizza?

If they have a suggestion you can respond by saying "Oh yes...cheese! Good idea! we need cheese on our pizza!" and use your hands on the child's back, arms, legs, feet & head if they will allow you to, to create a sensation of putting cheese on the pizza.

"What do we need next? Pizza sauce! Oh yes-I like lots of that!"  Use your hands again only slightly differently to make the "sauce" on the child's body. As each ingredient is suggested by the child or prompted by you, (olives, onions, peppers, anchovies, mushrooms, sausage, pepperoni, oregano , etc...) use your hands, fingers and even the ends of the noodles to make that ingredient's sensation on the back of the child's body. Be animated & creative - take your time, really engage with the child and have fun with it. (I know one teacher that even has a "chef" hat-she wears it while doing this with the kids.

The idea is to give the child calming muscle input and also to allow the child to have a sense of control over the activity-to spontaneously communicate his or her "needs" in the framework of  the "ingredients". Some children will get silly and say things like "gumdrops" or "worms" and I just go with it as long as the child is calm, engaging and having fun.  I may redirect afterward and say "OH..this is a make-believe silly pizza..." if I am trying to encourage appropriateness of language.

However, children have vivid imaginations and sometimes its a good thing to see where they will go with an idea. They may surprise you. Sometimes its best to put the lesson plan, the  "rules" the "shoulds" and the need for "compliance" aside & just play with the child. If the child is having fun, and trusts you, you will get the compliance you need to do your therapy or your teaching. I find it very effective to go into the child's world first, and to always encourage the higher skill being demonstrated.

After all the "ingredients" are added, the pizza has to cook-(sometimes I use a blanket or roll them up in the yoga mat)  you shut off the light & even set a visual timer for a minute or two and encourage the child to be very still & breathe quietly while waiting . Sometimes very quiet music helps) and when the pizza is "done" then you can unroll and "eat" (I use light squeezing movements on legs and arms.)

Then, if time allows, ask the child if he/she wants to be the pizza maker? Give him/her the chef hat and you lie down on the mat. Guide the child to repeat the steps you just did-with prompting when needed.

For non-verbal children this activity can be adapted to let them choose plastic play food from a basket or a picture card (PECS) to communicate which ingredient should be added next.  Children can also be supervised to play this game together in this manner.

If you are working on sequencing, use picture cards with numbers on them first to teach the sequence, then an exact duplicate copy of cards to practice the sequence.

As a variation, you can use this activity with the idea of making cookies or baking bread or making a hoagie/sandwich, or cutting vegetables & tossing a salad, planting a garden or even the idea of a *sculptor and clay.

*(For the clay idea, after the "clay" is rolled and pressed and flattened, the "sculptor" then can mold it into anything. Arms and legs can get moved or posed and the "clay" must stay the way the "sculptor" places them.)

I would love to hear from those of you that have done this activity! Please feel free to leave a comment below!

Have fun using those noodles!

~Barbara



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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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