physical activity at children with autism.
The primary treatment of children with autism is mainly based on education.
Depending on the symptoms and needs, it must be adapted to each autistic child individually, as each autistic child has its own particularity.
Due to the widespread performance of autistic children, we have to mention that exercise is not a treatment/rehabilitation method for all children.
Exercise can reduce aggression, ADHD and stereotypes in children with autism, and experts generally believe that physical activity is a key component when working with children with autism. (Ozonoff S. , Dawson, G. McPartland, G. )
Certain improvements may be only the result of normal development and therefore not the result Ball of treatment.
This improvement is more the result of giving more attention to individual children (
No matter which type of treatment is used).
A number of international declarations and documents provide that all children have the right to education, regardless of the type and extent of disability, and that children with disabilities need to be included in compulsory education, and that they have the right to \"live a fulfilling and decent life, under the conditions of ensuring dignity and autonomy, in the conditions conducive to their active participation in the life of the community. \" (
United Nations Convention on the Rights of the child.
According to the specific needs of autistic children in education and taking into account the new direction of education policy for special education in Romania (
In order to bring Romania\'s education system in line with European standards, the law considers that \"integration is a fundamental principle of educational school activities in Romania\" and encourages the integration of children with disabilities into society because, in any case, public schools are the first opportunity for them to receive education)
We believe it is appropriate to include children with autism in the physical activity program, which will allow continuity of existing treatments (
We hope that these children will have the same opportunities and rights as ordinary children, a requirement derived from the fact that educational research on children with autism has shown that, disabled children have a positive impact on autistic children in improving social interaction.
We are also trying to develop a model for a typical child for children with autism, which adults cannot provide regardless of the method used.
Aspects of autism spectrum disorders (ASD)
It is the work for all children to play.
Through the game, they can understand the world, the way things work, the body and the relationships.
Due to the particularity of autistic children\'s learning, the structure of individual learning plan is very important.
The learning features of autistic children require the composition of some programs, because autistic children :--
I don\'t understand what oral explanation will happen next; --
I don\'t remember the order of events, so I can\'t predict them; --
I don\'t know what will happen next and feel uncomfortable; --
Any change is difficult due to future uncertainty; --
Their activities depend on the Bouncy background of completing the study.
In addition, it is difficult for autistic children to organize themselves outside the known space when making choices (
They tried a few things at the same time)
, Start playing with toys alone and know how to use materials independently (Schetter, P).
There is a problem with the autism children\'s understanding group directive.
They can\'t follow the team and they need personal guidance.
They can\'t understand instructions, songs, words in activities, and can\'t wait too much without doing anything, they always wait for feedback and can\'t predict when it\'s their turn.
For example, unforeseen changes in the project, such as the teacher\'s absence, have caused them problems and confusion.
Project models that organize information that prepares children for upcoming activities increase motivation and reduce behavioral issues related to confusion and stress.
Therefore, the project becomes a structure for developing new activities.
In the composition of a single program, we must alternate our favorite activities with activities that our children do not like.
Activities that the child does not like should be planned before the activities the child likes, because it is believed that in time, Ball the child will begin to pay attention to the one that was initially unpleasant to him.
In addition, actions that are not approved by the child may be attended after indifferent actions (
Familiar with children).
Children with autism need a variety of information based on different levels (
Programs organized by day, month and week).
Some of these require more detailed procedures.
Young kids need a program that includes a full day of activities, in their order, and a mini project
Plan during work (
Orientation activities).
For those of you who have learned the daily life of the day, create a mini
Procedures for defining difficult periods (Core activities)
It is also very necessary.
The time allocated to each activity depends on the age and focus of the child, and also on whether he likes it or not.
The time spent on unwanted activities should be short.
Dancing in music can improve the body image.
Music and dance games involving different body movements can improve psychological movements.
Communication and social interaction are great challenges for children with autism.
Many children with autism have special interests that often provide years of fun and satisfaction.
In addition Bouncy to special interests, children may need to be encouraged to play with people outside of toys, textures or comfort zones.
Many children are not involved if an activity is considered too complex or too long.
To motivate them, they need to see the activity as fun, because children who don\'t have a clear understanding of where to start and where the activity goes will be reluctant to participate.
Therefore, one of the keys to teaching children new games or activities is to break the activities that are unique to other parts.
Once the child understands and grasps the part, you can start adding more parts to the activity. (Grandin, T. )
Children with neurological disorders generally do not track established development-age charts.
When deciding which activities can best promote the child\'s development, it is important to remember that the child\'s skill level may be different from his or her actual age.
Some children need more opportunities to learn directly because they don\'t learn by observation as other children do.
When introducing concepts that establish learning in specific areas such as mathematics and reading comprehension, it makes sense to incorporate them into interesting activities that take advantage of children\'s strengths or sensory needs;
In this way, they can summarize the information.
Therefore, the introduction or consolidation of academic concepts through fun games and activities will help increase the chances for children to learn these concepts.
As a way of learning, 3D manipulation of objects and Ball bodies is not the norm that occurs with the improvement of children\'s grades.
In the years after the child entered school, most of the study became a pen. and-paper based (Two-dimensional)
Or computer basis (1 dimension).
But as we know, children with autism, Asperger\'s syndrome, or sensory impairment learn best among the three children
The dimensional world, by interacting in or with the environment, is usually two-
And one-dimensional learning.
Three months of study
The dimensional approach allows the brain and body to internalize complex concepts to the extent that they can understand the completion of the concept, thus allowing the promotion of information to other environments.
Further learning through experience means active participation in the learning process, leaving a stronger mark on our brains and bodies, thus laying a more solid foundation for higher learning
Level processing. (Sage, G. H. )
Sports activities for children with ASD.
General aspects of sports learning.
If a child doesn\'t seem to know how to get his or her body to do what the teacher wants, then the child\'s brain may not be able to learn more tasks by observing.
The body teaches the child through new activities, while verbally speaking what the child\'s body is doing. Visual cues.
When teaching all children anything new or familiar, one of the most powerful tools is the visual timeline.
It is well documented that children in the spectrum rely heavily on their visual systems to understand their environment.
Visual cues are powerful tools for any child to increase his or her understanding of the situation or his or her expectations.
When the language or body direction is accompanied by a visual effect, he or she has something to refer to if the child cannot retain the auditory information.
Pictures can be used to show the sequence of activities, even the rules of the game.
Play with companions
When introducing new games or activities, start with a small amount of time and familiar activities.
Many professionals working with autistic children are widely encouraged to learn from their peers, as this peer-to-peer learning often occurs in many environments and is dynamic and helps to increase the generalization of others and the environment.
Sports activities for children with ASD.
Practical aspects of sensory development.
All senses depend on each other and blend with each other.
Therefore, these difficulties in one system may affect the other.
Institutional difficulties can also affect the child\'s social life, because where and how a person\'s body is connected and interacted with the surrounding environment, it is information that he or she may need to feel safe around the new environment and new people.
If a child is sensitive to touch, he may encounter difficulties in fine motor skills related to academic and selfcare skills. Activity no.
1 bond the rock.
Two adults lock their arms to create a hammock and keep the child in a horizontal position.
Make sure both adults are close enough to put a small amount of pressure on the child with their body.
Sing a familiar song all the time.
The key is to keep eye contact with the child while maintaining deep pressure on the child\'s body.
The two adult bodies provide deep body feel input, which is very similar to the way the baby is wrapped in comfort.
The front and back swing provides controlled vestibular input.
This basic activity encourages early eye contact while engaging with others. Activity no.
Make hot dogs.
Lay a thick blanket on the floor and tell the child you want to make a hot dog, he or she is a hot dog.
Then let the child lie at one end of the blanket on the floor and make sure the child\'s head falls off the blanket before you start to roll him or her into it.
Continue talking to the children.
Then put pressure on the arms, back and legs while saying \"I put ketchup on the right arm/leg of the hot dog. . . \".
Finally pull the end of the blanket and let the child roll out of the blanket, which will make him/her laugh.
If the child is caught up feeling anxious, let him/her put his/her arm outside the blanket.
Wrapping the child with a blanket and applying a \"Condiment\" creates deep pressure that stimulates the body to feel the receptor, thus creating a calming effect on the nervous system.
While interacting with the child\'s body, you are also helping him/her identify the body part.
At the end of the game, when you expand the child, you cause a rotational movement of the head and body, which stimulates the Foyer system.
Rotating input is a reminder to the nervous system, which can be overwhelming for children who are Motor-sensitive.
But in this activity, the rotation input is associated with the ontology sensory input, which calms the nervous system. Activity no. 3 Tic-tac-toe.
On a flat surface, cover an area of about 15 cm by 15 cm with a shaving foam of about 1 cm thick.
Let the child draw four lines (
Two vertical, two horizontal)
Create tic-tac-
Toe mesh in shaving foam. Play tic-tac-
Toes in shaving foam.
You can practice doing 0 and X in the box at first.
Shaving foam provides a tactile environment for practicing fine motor skills.
The activity requires the child to build a shaving foam surface with the whole hand, but then the child needs to do X and 0 separately with the index finger.
The event also includes planning and organizing the placement of X and 0, as well as the strategy.
Sports skills.
What many people don\'t realize is that total motor skills are more important than simple moving movements.
Big motor skills depend on effective sensory processing of many different skills and systems, especially the body senses: tactile, body sensation, and vestibular processing.
They also need to understand the nature of our physical world.
A coordinated total movement also requires sufficient muscle tension, trunk control, and muscle strength.
If all of this exists, then the key to good overall motor skills is effective motor planning. Activity no.
Jump bear.
Place a small amount of the same-
Color bear on minitrampoline.
Make sure the child is wearing shoes for the event.
Then, hold the child\'s hand and let him/her show the bear how to jump.
It may be necessary to give the child a physical hint of jumping.
Once he/she jumps, encourage her to keep jumping until all the bears jump.
Since the child has to think about how to jump in order for the bear to bounce back, the activity needs to be increased in motion planning.
Watching the bears jump down requires following the Bear\'s movements as they \"jump down.
Jumping on a trampoline increases the deep pressure input of the body, which has an integrated, calming effect on the nervous system.
When the child\'s feet are off the ground, he scans with his eyes. Activity no.
2 balloon football
Let the kids play balloon football and they keep the balloon floating with their knees and heads.
This is for older children because it requires more movement coordination and more physical burden.
Progressive activities need and stimulate core forces, more motivated than sit-inups. Activity no.
A floating balloon.
Take a few shots back at the beginning until the child understands the concept of the game.
Then integrate peers.
Let all participants hit the balloon as long as possible to keep it floating.
In order to increase the challenge, adults will summon the children to use which hand to hit the balloon.
Both activities require the trunk to rotate in order to turn and hit the balloon.
The key to movement coordination is to prepare the body to react to things or people around it.
Maintaining the shoulders and arms for a long time helps promote physical endurance.
These activities require the child to balloon on both sides of the body.
Children must also integrate auditory information and translate it into motor movements.
It also allows children struggling with language skills to participate in interactive games with their peers. Activity no.
Bike through the maze.
Draw a winding path on the ground with chalk.
Let the child navigate on the tricycle.
Over time, increase the difficulty by drawing paths with more turns and sharper turns. (
First of all, children must learn to ride a tricycle.
Once the skill of the pedal becomes automatic, the path is introduced.
This will further challenge his/her body and brain as he/she has to consider when and how to drive a tricycle to keep it on the road. )
This is an excellent activity to strengthen the pelvic area and legs.
In order to follow the chalk path, the child needs to focus his eyes forward.
The activity reminds the vestibular system because the child\'s feet are away from the ground while exercising. Activity no.
5 pillow balance.
Let the child keep the balance of the pillow on the head while walking in a straight line.
Increase the difficulty by having the child put the pillow on the head while walking straight, while having the child walk from the heel to the toe.
This activity requires the body to control the midline, which requires the skeletal system to respond to changes in the child\'s movements in order to maintain his or her balance.
The midline is an invisible plane that separates the left and right of the person, roughly in the position where the nose is located.
By adding body feeling input to the head (the pillow)
, Vestibular chamber-proprioceptive-
Visual systems must be integrated in order to maintain balance.
Fine motor skill \"fine motor skill\" is a term used to describe how the hand works.
Many therapists and medical professionals use this term to talk about the muscles, coordination, and dexterity of the hand.
Watch hands when they do something, not at rest.
Most of the activities we do every day can be classified as fine motor skills.
These skills include dress, hygiene, school and craft activities.
As the child grows, he will know the world and himself with his hands.
Children with autism may be reluctant to use their hands for various reasons.
Some of them include the feeling of lack of interest, weakness, or dislike of things.
The delay in the use of the hand causes many small muscles of the hand to remain immature or weak.
Encouraging the use of hands in various ways allows children to explore the world.
While he is exploring the world, he is learning and helping those hands and fingers become strong.
The ability to grab something and use it effectively comes after a lot of learning and development, such as holding a pencil, crayons, or eating utensils.
The hand needs to be developed, then learn the right way to operate the tool and use it as expected.
As the child\'s operational skills evolve, the child increases his or her sensory development as the nervous system learns more about the properties of people and objects in the surrounding environment.
It is essential to encourage children with neurological difficulties who may avoid fine motor activity to develop these skills in an interesting way with a variety of materials. Activity no.
Grab part of the action.
Put stuffed animals, sticky balls, bean bags on the floor and ask the child to pick them up with pliers (barbecue type)
Put it in the bag.
Next, place the items under and above the various places in the gym hall.
The child picked them up with pliers.
Ask the child to chase a car in the gym, and if he/she can pick it up with pliers before it stops, let him/her win.
Another option is to have the child try to pick up the object from the floor with pliers while bouncing or lying on a bouncy ball and the item is scattered in front of her.
One hand grabs the bag and the other puts the object into the bag to develop bilateral coordination.
The activity developed strength in the hands and fine motor skills.
The motor response of the visual input is fixed and moving, challenging the eye to work with the hand to master the item. Activity no.
There are 2 coins in the piggy bank.
Let the child catch the coin with pliers (
Thumb and index finger).
The child puts the coin in the plastic \"Piggy Bank.
Next, put a coin on the surface of the child\'s palm and instruct him/her to move the coin to the tip of the finger without using the other hand and must be placed on the table.
If the child continues to use the whole hand instead of the finger rake coin, tell your child that the little finger and the ring finger will sleep, with only three workers in the index finger, the middle finger and the thumb.
Wrap the other two fingers with gauze or plastic adhesive bandage.
The child must use the hand\'s arch to control the coin without the help of the other hand.
The shoulders must be stable so that the arms can leave the body in a controlled manner, allowing precise movement of the hands and fingers. Activity no.
3 pick-up speed.
Let the child pick up the small items with pliers or tweezers.
Let the child put the items in the toy dump truck.
Let the child transport the items on the truck to the building paper and throw them away.
When the building paper is covered, the child is finished (
Or almost covered).
You have to keep in mind that the size of the item will determine whether the child is using pliers or tweezers.
Once the child understands the game and is able to use pliers and tweezers, you can add a timed element.
This activity helps to develop grip strength, which is essential for hand writing and other fine motor tasks.
The activity formed a good thumb objection to the first finger (
Prerequisites for handwriting). Activity no.
Walk and talk.
There are countless ways to make hiking fun, especially as a means of causing communication.
Walk behind, in front, or next to, and talk about the preposition: for example, \"I\'m next to you \".
This is the best way-
Concrete and 3D-
Let the children understand these concepts. Pick-
Stick up along the way and analyze the set of sticks: for example, \"which one is longer (
Shorter, heavier, lighter, sharper or smoother)?
\"For more advanced children, this can take the form of asking questions --and-
Answer the game: \"Who has the longest stick?
\"Alternating fast-
Walk slowly and describe the speed of the walk and any changes such as stopping, turning or taking big or small steps.
Use counting steps to teach directions and then say things like \"two steps forward, four steps back.
\"Children with difficulties in direction ---
In particular, children with difficulties in receptive language or sports planning ---
It may have to drive them through it.
Hold his/her hand as you take the child in the direction.
Play the \"look up and down\" game.
Q: \"What did you see?
For example, use the carrier phrase \"I see something \". . .
Start a conversation.
To get into the game, select an object and see how much you can count.
For example, ask: \"How many pine trees do you see?
Play \"follow the leader\" when you are walking nearby \".
Count the cars on the road.
Choose and find a house or car of some color.
Walk in the park as much as possible.
The sensory experience and opportunities to expand language opportunities are almost unlimited.
While walking requires little practice and is natural, hiking in unfamiliar environments or on new terrain requires the brain to work with the body to navigate the new environment.
Compared to walking on a level terrain familiar to the child\'s brain and body, having the child climb up a hill provides a lot of body-feeling input.
Having the child learn to comment on his/her environment is a good start to the conversation and is critical to the development of the social language.
The activity laid the foundation for teaching extended languages, especially questions about what was observed and the answers to the questions.
This activity promotes vision
By paying attention to the similarities and differences of the attributes of things that children see every day to understand the space of the environment.
It also links words with observations.
The use of dance/action classes dance and action classes are ideal for working with autistic patients (Levy, F. J. ).
Sports is a common way of communication.
All children move to some extent, and people with autism are no exception.
Since children with autism usually do not develop communicative speech, but have a unique movement \"language\", non-verbal communication is an effective way to contact.
\"Very little experience involves the whole person as fully as dance moves: Body, emotion, and mind.
Moving with others at a similar pace often helps form a relationship \"(
Chace 1957,1993 cited by Sandel, Cheslin and Lorne).
Communication through sports helps children understand themselves better and interact with others more.
Through various techniques, dance is committed to developing trust and forming relationships between children and teachers.
Body imagery is one of the most basic concepts of human growth and development, which appears to be lacking in autistic children.
The more clearly defined a person\'s physical image, the more he can distinguish himself from the environment and others.
This division is necessary for the formation of the relationship. (Schilder, P. 1950).
Therefore, in addressing the needs of autistic children, movement and body image are two main problems.
The original goal of a dance or action class is to get the child to the level he or she seems to be working on --
Feel the level of exercise, build relationships, and strive to form a physical image.
These goals are synchronized and continuous, intertwined in the interactive structure between the teacher and the child.
Mirror image is a form that reflects but does not imitate the actions of others, and it provides a powerful means at a physical level to understand the child\'s experience.
The teacher will not reflect a child who is out of control, or when the action does not seem to provide the possibility for a positive change in the relationship or movement pattern.
Teachers constantly monitor the child\'s mood, tone and level of energy in order to assess when to change or modify the activity or exercise intervention.
In addition to the mirror image, eye contact, touch, sound, rhythmic body movements, music, various props and the use of various sensory movement activities all contribute to the establishment of relationships, as well as the development of the body image.
The meeting began in a warm atmosphere.
Over time, it will become an open ceremony, a familiar and safe thing the children are looking forward to, and a different thing from the rest of the day. The warm-
Up is both an emotional preparation and a physical preparation.
Depending on the function, energy and level of consciousness of the child, the length and type of movement vary.
In the warm time
Up, the child usually sits in a chair because it is difficult to stay focused while sitting on the floor or standing.
Encourage eye contact.
Integration of body parts and the whole
Body consciousness is developed through rhythmic movement.
By bending, stretching, rocking, swinging, shaking and stamping.
The child moves the body part from sitting, to moving the whole body in an included space, to the space in the gym hall.
It would be helpful if props and materials were not visible until they were ready to use.
As the session progresses, it usually reaches a higher level.
This part of the course, his development, is a time devoted to concepts, developing themes, teaching and practicing motor skills and developing social skills (
If it\'s a class for a group of children).
After the meeting, return to the chair.
It\'s a calm time and a time to sing a \"goodbye\" song that repeats the format of the \"Hello\" song.
It is also a transition to help children return to the classroom with a sense of completion and achievement.
Music and props are two important things in a lesson.
It is important to use music with a simple rhythm structure, as more complex rhythms may confuse a child who is already fragmented or disorganized.
Quiet or meditation-type music may promote quiet mood at the end of the course or when the teacher thinks fit.
The curriculum structure provides a feeling for children to experience \"complete\" things ---
There is a clear beginning, middle and end.
When the structure is predictable and safe, the child will feel safe enough to start taking more risks in sports exploration and growth.
In addition, the use of this reliable and repetitive structure contributes to the development of trust in the relationship between children and teachers.
In many literature on children with autism, it is concluded that they have not established relationships with others.
However, if you treat these children with an open mind and an open mind, you can see that they have their own contact details.
Their contact details are so unusual that there will inevitably be a lot of problems for anyone who comes into contact with them.
\"Children have the answers and people have to accept the way they look for them \". (
Weinstock Erfer gold sand, 1988).
T. Grant.
2008, my opinion is: personal opinion of autism and Asperger in Arlington, TexasLevy, F. J.
1995. Treatment of dance and other performing arts.
Routledge, Taylor and Francis Group, when the news is not enough. Ozonoff S. , Dawson, G. McPartland, G.
2002. Parental guidelines for Asperger\'s syndrome and high-functioning autism, New York: Guildford. Sage, G. H.
, 1985, motor learning control, Dubuque, IA: WM. C. Brown Company.
Sandel, Chaiklin and Lohn, 1993, Foundation for dance/sports therapy: Life and Work of Marian Chace, Columbia MD: American Association for Dance therapy. Schetter, P.
2007. Best practice strategies and interventions for autism spectrum disorders at the University of California, Davis. Schilder, P.
1950. The image and appearance of the human body.
New York: International University Pressoecd.
Organization/country/Romania/38614298. pdf www. ohchr.
Organization/professional interest/page/crc.
Built by Aspx Erfer Goldsand, Weinstock, 1988, yes!
You can perform dance/exercise therapy with groups of autistic children in educational institutions.
In a moving conversation: a dance. . .
Art, Science, PoliticsMonograph No.
5 and summary of the 23 annual meeting of the American Dance Therapy Association, Columbia, MD: The American Dance Therapy Association received 2. 04.
2014/accept 10. 05.
2014 oltean antoanela (1)
, Cristian popa (1)
Georgiescu Adrian (1)(1)
The University of Sports and Sports in Romania,
Depending on the symptoms and needs, it must be adapted to each autistic child individually, as each autistic child has its own particularity.
Due to the widespread performance of autistic children, we have to mention that exercise is not a treatment/rehabilitation method for all children.
Exercise can reduce aggression, ADHD and stereotypes in children with autism, and experts generally believe that physical activity is a key component when working with children with autism. (Ozonoff S. , Dawson, G. McPartland, G. )
Certain improvements may be only the result of normal development and therefore not the result Ball of treatment.
This improvement is more the result of giving more attention to individual children (
No matter which type of treatment is used).
A number of international declarations and documents provide that all children have the right to education, regardless of the type and extent of disability, and that children with disabilities need to be included in compulsory education, and that they have the right to \"live a fulfilling and decent life, under the conditions of ensuring dignity and autonomy, in the conditions conducive to their active participation in the life of the community. \" (
United Nations Convention on the Rights of the child.
According to the specific needs of autistic children in education and taking into account the new direction of education policy for special education in Romania (
In order to bring Romania\'s education system in line with European standards, the law considers that \"integration is a fundamental principle of educational school activities in Romania\" and encourages the integration of children with disabilities into society because, in any case, public schools are the first opportunity for them to receive education)
We believe it is appropriate to include children with autism in the physical activity program, which will allow continuity of existing treatments (
We hope that these children will have the same opportunities and rights as ordinary children, a requirement derived from the fact that educational research on children with autism has shown that, disabled children have a positive impact on autistic children in improving social interaction.
We are also trying to develop a model for a typical child for children with autism, which adults cannot provide regardless of the method used.
Aspects of autism spectrum disorders (ASD)
It is the work for all children to play.
Through the game, they can understand the world, the way things work, the body and the relationships.
Due to the particularity of autistic children\'s learning, the structure of individual learning plan is very important.
The learning features of autistic children require the composition of some programs, because autistic children :--
I don\'t understand what oral explanation will happen next; --
I don\'t remember the order of events, so I can\'t predict them; --
I don\'t know what will happen next and feel uncomfortable; --
Any change is difficult due to future uncertainty; --
Their activities depend on the Bouncy background of completing the study.
In addition, it is difficult for autistic children to organize themselves outside the known space when making choices (
They tried a few things at the same time)
, Start playing with toys alone and know how to use materials independently (Schetter, P).
There is a problem with the autism children\'s understanding group directive.
They can\'t follow the team and they need personal guidance.
They can\'t understand instructions, songs, words in activities, and can\'t wait too much without doing anything, they always wait for feedback and can\'t predict when it\'s their turn.
For example, unforeseen changes in the project, such as the teacher\'s absence, have caused them problems and confusion.
Project models that organize information that prepares children for upcoming activities increase motivation and reduce behavioral issues related to confusion and stress.
Therefore, the project becomes a structure for developing new activities.
In the composition of a single program, we must alternate our favorite activities with activities that our children do not like.
Activities that the child does not like should be planned before the activities the child likes, because it is believed that in time, Ball the child will begin to pay attention to the one that was initially unpleasant to him.
In addition, actions that are not approved by the child may be attended after indifferent actions (
Familiar with children).
Children with autism need a variety of information based on different levels (
Programs organized by day, month and week).
Some of these require more detailed procedures.
Young kids need a program that includes a full day of activities, in their order, and a mini project
Plan during work (
Orientation activities).
For those of you who have learned the daily life of the day, create a mini
Procedures for defining difficult periods (Core activities)
It is also very necessary.
The time allocated to each activity depends on the age and focus of the child, and also on whether he likes it or not.
The time spent on unwanted activities should be short.
Dancing in music can improve the body image.
Music and dance games involving different body movements can improve psychological movements.
Communication and social interaction are great challenges for children with autism.
Many children with autism have special interests that often provide years of fun and satisfaction.
In addition Bouncy to special interests, children may need to be encouraged to play with people outside of toys, textures or comfort zones.
Many children are not involved if an activity is considered too complex or too long.
To motivate them, they need to see the activity as fun, because children who don\'t have a clear understanding of where to start and where the activity goes will be reluctant to participate.
Therefore, one of the keys to teaching children new games or activities is to break the activities that are unique to other parts.
Once the child understands and grasps the part, you can start adding more parts to the activity. (Grandin, T. )
Children with neurological disorders generally do not track established development-age charts.
When deciding which activities can best promote the child\'s development, it is important to remember that the child\'s skill level may be different from his or her actual age.
Some children need more opportunities to learn directly because they don\'t learn by observation as other children do.
When introducing concepts that establish learning in specific areas such as mathematics and reading comprehension, it makes sense to incorporate them into interesting activities that take advantage of children\'s strengths or sensory needs;
In this way, they can summarize the information.
Therefore, the introduction or consolidation of academic concepts through fun games and activities will help increase the chances for children to learn these concepts.
As a way of learning, 3D manipulation of objects and Ball bodies is not the norm that occurs with the improvement of children\'s grades.
In the years after the child entered school, most of the study became a pen. and-paper based (Two-dimensional)
Or computer basis (1 dimension).
But as we know, children with autism, Asperger\'s syndrome, or sensory impairment learn best among the three children
The dimensional world, by interacting in or with the environment, is usually two-
And one-dimensional learning.
Three months of study
The dimensional approach allows the brain and body to internalize complex concepts to the extent that they can understand the completion of the concept, thus allowing the promotion of information to other environments.
Further learning through experience means active participation in the learning process, leaving a stronger mark on our brains and bodies, thus laying a more solid foundation for higher learning
Level processing. (Sage, G. H. )
Sports activities for children with ASD.
General aspects of sports learning.
If a child doesn\'t seem to know how to get his or her body to do what the teacher wants, then the child\'s brain may not be able to learn more tasks by observing.
The body teaches the child through new activities, while verbally speaking what the child\'s body is doing. Visual cues.
When teaching all children anything new or familiar, one of the most powerful tools is the visual timeline.
It is well documented that children in the spectrum rely heavily on their visual systems to understand their environment.
Visual cues are powerful tools for any child to increase his or her understanding of the situation or his or her expectations.
When the language or body direction is accompanied by a visual effect, he or she has something to refer to if the child cannot retain the auditory information.
Pictures can be used to show the sequence of activities, even the rules of the game.
Play with companions
When introducing new games or activities, start with a small amount of time and familiar activities.
Many professionals working with autistic children are widely encouraged to learn from their peers, as this peer-to-peer learning often occurs in many environments and is dynamic and helps to increase the generalization of others and the environment.
Sports activities for children with ASD.
Practical aspects of sensory development.
All senses depend on each other and blend with each other.
Therefore, these difficulties in one system may affect the other.
Institutional difficulties can also affect the child\'s social life, because where and how a person\'s body is connected and interacted with the surrounding environment, it is information that he or she may need to feel safe around the new environment and new people.
If a child is sensitive to touch, he may encounter difficulties in fine motor skills related to academic and selfcare skills. Activity no.
1 bond the rock.
Two adults lock their arms to create a hammock and keep the child in a horizontal position.
Make sure both adults are close enough to put a small amount of pressure on the child with their body.
Sing a familiar song all the time.
The key is to keep eye contact with the child while maintaining deep pressure on the child\'s body.
The two adult bodies provide deep body feel input, which is very similar to the way the baby is wrapped in comfort.
The front and back swing provides controlled vestibular input.
This basic activity encourages early eye contact while engaging with others. Activity no.
Make hot dogs.
Lay a thick blanket on the floor and tell the child you want to make a hot dog, he or she is a hot dog.
Then let the child lie at one end of the blanket on the floor and make sure the child\'s head falls off the blanket before you start to roll him or her into it.
Continue talking to the children.
Then put pressure on the arms, back and legs while saying \"I put ketchup on the right arm/leg of the hot dog. . . \".
Finally pull the end of the blanket and let the child roll out of the blanket, which will make him/her laugh.
If the child is caught up feeling anxious, let him/her put his/her arm outside the blanket.
Wrapping the child with a blanket and applying a \"Condiment\" creates deep pressure that stimulates the body to feel the receptor, thus creating a calming effect on the nervous system.
While interacting with the child\'s body, you are also helping him/her identify the body part.
At the end of the game, when you expand the child, you cause a rotational movement of the head and body, which stimulates the Foyer system.
Rotating input is a reminder to the nervous system, which can be overwhelming for children who are Motor-sensitive.
But in this activity, the rotation input is associated with the ontology sensory input, which calms the nervous system. Activity no. 3 Tic-tac-toe.
On a flat surface, cover an area of about 15 cm by 15 cm with a shaving foam of about 1 cm thick.
Let the child draw four lines (
Two vertical, two horizontal)
Create tic-tac-
Toe mesh in shaving foam. Play tic-tac-
Toes in shaving foam.
You can practice doing 0 and X in the box at first.
Shaving foam provides a tactile environment for practicing fine motor skills.
The activity requires the child to build a shaving foam surface with the whole hand, but then the child needs to do X and 0 separately with the index finger.
The event also includes planning and organizing the placement of X and 0, as well as the strategy.
Sports skills.
What many people don\'t realize is that total motor skills are more important than simple moving movements.
Big motor skills depend on effective sensory processing of many different skills and systems, especially the body senses: tactile, body sensation, and vestibular processing.
They also need to understand the nature of our physical world.
A coordinated total movement also requires sufficient muscle tension, trunk control, and muscle strength.
If all of this exists, then the key to good overall motor skills is effective motor planning. Activity no.
Jump bear.
Place a small amount of the same-
Color bear on minitrampoline.
Make sure the child is wearing shoes for the event.
Then, hold the child\'s hand and let him/her show the bear how to jump.
It may be necessary to give the child a physical hint of jumping.
Once he/she jumps, encourage her to keep jumping until all the bears jump.
Since the child has to think about how to jump in order for the bear to bounce back, the activity needs to be increased in motion planning.
Watching the bears jump down requires following the Bear\'s movements as they \"jump down.
Jumping on a trampoline increases the deep pressure input of the body, which has an integrated, calming effect on the nervous system.
When the child\'s feet are off the ground, he scans with his eyes. Activity no.
2 balloon football
Let the kids play balloon football and they keep the balloon floating with their knees and heads.
This is for older children because it requires more movement coordination and more physical burden.
Progressive activities need and stimulate core forces, more motivated than sit-inups. Activity no.
A floating balloon.
Take a few shots back at the beginning until the child understands the concept of the game.
Then integrate peers.
Let all participants hit the balloon as long as possible to keep it floating.
In order to increase the challenge, adults will summon the children to use which hand to hit the balloon.
Both activities require the trunk to rotate in order to turn and hit the balloon.
The key to movement coordination is to prepare the body to react to things or people around it.
Maintaining the shoulders and arms for a long time helps promote physical endurance.
These activities require the child to balloon on both sides of the body.
Children must also integrate auditory information and translate it into motor movements.
It also allows children struggling with language skills to participate in interactive games with their peers. Activity no.
Bike through the maze.
Draw a winding path on the ground with chalk.
Let the child navigate on the tricycle.
Over time, increase the difficulty by drawing paths with more turns and sharper turns. (
First of all, children must learn to ride a tricycle.
Once the skill of the pedal becomes automatic, the path is introduced.
This will further challenge his/her body and brain as he/she has to consider when and how to drive a tricycle to keep it on the road. )
This is an excellent activity to strengthen the pelvic area and legs.
In order to follow the chalk path, the child needs to focus his eyes forward.
The activity reminds the vestibular system because the child\'s feet are away from the ground while exercising. Activity no.
5 pillow balance.
Let the child keep the balance of the pillow on the head while walking in a straight line.
Increase the difficulty by having the child put the pillow on the head while walking straight, while having the child walk from the heel to the toe.
This activity requires the body to control the midline, which requires the skeletal system to respond to changes in the child\'s movements in order to maintain his or her balance.
The midline is an invisible plane that separates the left and right of the person, roughly in the position where the nose is located.
By adding body feeling input to the head (the pillow)
, Vestibular chamber-proprioceptive-
Visual systems must be integrated in order to maintain balance.
Fine motor skill \"fine motor skill\" is a term used to describe how the hand works.
Many therapists and medical professionals use this term to talk about the muscles, coordination, and dexterity of the hand.
Watch hands when they do something, not at rest.
Most of the activities we do every day can be classified as fine motor skills.
These skills include dress, hygiene, school and craft activities.
As the child grows, he will know the world and himself with his hands.
Children with autism may be reluctant to use their hands for various reasons.
Some of them include the feeling of lack of interest, weakness, or dislike of things.
The delay in the use of the hand causes many small muscles of the hand to remain immature or weak.
Encouraging the use of hands in various ways allows children to explore the world.
While he is exploring the world, he is learning and helping those hands and fingers become strong.
The ability to grab something and use it effectively comes after a lot of learning and development, such as holding a pencil, crayons, or eating utensils.
The hand needs to be developed, then learn the right way to operate the tool and use it as expected.
As the child\'s operational skills evolve, the child increases his or her sensory development as the nervous system learns more about the properties of people and objects in the surrounding environment.
It is essential to encourage children with neurological difficulties who may avoid fine motor activity to develop these skills in an interesting way with a variety of materials. Activity no.
Grab part of the action.
Put stuffed animals, sticky balls, bean bags on the floor and ask the child to pick them up with pliers (barbecue type)
Put it in the bag.
Next, place the items under and above the various places in the gym hall.
The child picked them up with pliers.
Ask the child to chase a car in the gym, and if he/she can pick it up with pliers before it stops, let him/her win.
Another option is to have the child try to pick up the object from the floor with pliers while bouncing or lying on a bouncy ball and the item is scattered in front of her.
One hand grabs the bag and the other puts the object into the bag to develop bilateral coordination.
The activity developed strength in the hands and fine motor skills.
The motor response of the visual input is fixed and moving, challenging the eye to work with the hand to master the item. Activity no.
There are 2 coins in the piggy bank.
Let the child catch the coin with pliers (
Thumb and index finger).
The child puts the coin in the plastic \"Piggy Bank.
Next, put a coin on the surface of the child\'s palm and instruct him/her to move the coin to the tip of the finger without using the other hand and must be placed on the table.
If the child continues to use the whole hand instead of the finger rake coin, tell your child that the little finger and the ring finger will sleep, with only three workers in the index finger, the middle finger and the thumb.
Wrap the other two fingers with gauze or plastic adhesive bandage.
The child must use the hand\'s arch to control the coin without the help of the other hand.
The shoulders must be stable so that the arms can leave the body in a controlled manner, allowing precise movement of the hands and fingers. Activity no.
3 pick-up speed.
Let the child pick up the small items with pliers or tweezers.
Let the child put the items in the toy dump truck.
Let the child transport the items on the truck to the building paper and throw them away.
When the building paper is covered, the child is finished (
Or almost covered).
You have to keep in mind that the size of the item will determine whether the child is using pliers or tweezers.
Once the child understands the game and is able to use pliers and tweezers, you can add a timed element.
This activity helps to develop grip strength, which is essential for hand writing and other fine motor tasks.
The activity formed a good thumb objection to the first finger (
Prerequisites for handwriting). Activity no.
Walk and talk.
There are countless ways to make hiking fun, especially as a means of causing communication.
Walk behind, in front, or next to, and talk about the preposition: for example, \"I\'m next to you \".
This is the best way-
Concrete and 3D-
Let the children understand these concepts. Pick-
Stick up along the way and analyze the set of sticks: for example, \"which one is longer (
Shorter, heavier, lighter, sharper or smoother)?
\"For more advanced children, this can take the form of asking questions --and-
Answer the game: \"Who has the longest stick?
\"Alternating fast-
Walk slowly and describe the speed of the walk and any changes such as stopping, turning or taking big or small steps.
Use counting steps to teach directions and then say things like \"two steps forward, four steps back.
\"Children with difficulties in direction ---
In particular, children with difficulties in receptive language or sports planning ---
It may have to drive them through it.
Hold his/her hand as you take the child in the direction.
Play the \"look up and down\" game.
Q: \"What did you see?
For example, use the carrier phrase \"I see something \". . .
Start a conversation.
To get into the game, select an object and see how much you can count.
For example, ask: \"How many pine trees do you see?
Play \"follow the leader\" when you are walking nearby \".
Count the cars on the road.
Choose and find a house or car of some color.
Walk in the park as much as possible.
The sensory experience and opportunities to expand language opportunities are almost unlimited.
While walking requires little practice and is natural, hiking in unfamiliar environments or on new terrain requires the brain to work with the body to navigate the new environment.
Compared to walking on a level terrain familiar to the child\'s brain and body, having the child climb up a hill provides a lot of body-feeling input.
Having the child learn to comment on his/her environment is a good start to the conversation and is critical to the development of the social language.
The activity laid the foundation for teaching extended languages, especially questions about what was observed and the answers to the questions.
This activity promotes vision
By paying attention to the similarities and differences of the attributes of things that children see every day to understand the space of the environment.
It also links words with observations.
The use of dance/action classes dance and action classes are ideal for working with autistic patients (Levy, F. J. ).
Sports is a common way of communication.
All children move to some extent, and people with autism are no exception.
Since children with autism usually do not develop communicative speech, but have a unique movement \"language\", non-verbal communication is an effective way to contact.
\"Very little experience involves the whole person as fully as dance moves: Body, emotion, and mind.
Moving with others at a similar pace often helps form a relationship \"(
Chace 1957,1993 cited by Sandel, Cheslin and Lorne).
Communication through sports helps children understand themselves better and interact with others more.
Through various techniques, dance is committed to developing trust and forming relationships between children and teachers.
Body imagery is one of the most basic concepts of human growth and development, which appears to be lacking in autistic children.
The more clearly defined a person\'s physical image, the more he can distinguish himself from the environment and others.
This division is necessary for the formation of the relationship. (Schilder, P. 1950).
Therefore, in addressing the needs of autistic children, movement and body image are two main problems.
The original goal of a dance or action class is to get the child to the level he or she seems to be working on --
Feel the level of exercise, build relationships, and strive to form a physical image.
These goals are synchronized and continuous, intertwined in the interactive structure between the teacher and the child.
Mirror image is a form that reflects but does not imitate the actions of others, and it provides a powerful means at a physical level to understand the child\'s experience.
The teacher will not reflect a child who is out of control, or when the action does not seem to provide the possibility for a positive change in the relationship or movement pattern.
Teachers constantly monitor the child\'s mood, tone and level of energy in order to assess when to change or modify the activity or exercise intervention.
In addition to the mirror image, eye contact, touch, sound, rhythmic body movements, music, various props and the use of various sensory movement activities all contribute to the establishment of relationships, as well as the development of the body image.
The meeting began in a warm atmosphere.
Over time, it will become an open ceremony, a familiar and safe thing the children are looking forward to, and a different thing from the rest of the day. The warm-
Up is both an emotional preparation and a physical preparation.
Depending on the function, energy and level of consciousness of the child, the length and type of movement vary.
In the warm time
Up, the child usually sits in a chair because it is difficult to stay focused while sitting on the floor or standing.
Encourage eye contact.
Integration of body parts and the whole
Body consciousness is developed through rhythmic movement.
By bending, stretching, rocking, swinging, shaking and stamping.
The child moves the body part from sitting, to moving the whole body in an included space, to the space in the gym hall.
It would be helpful if props and materials were not visible until they were ready to use.
As the session progresses, it usually reaches a higher level.
This part of the course, his development, is a time devoted to concepts, developing themes, teaching and practicing motor skills and developing social skills (
If it\'s a class for a group of children).
After the meeting, return to the chair.
It\'s a calm time and a time to sing a \"goodbye\" song that repeats the format of the \"Hello\" song.
It is also a transition to help children return to the classroom with a sense of completion and achievement.
Music and props are two important things in a lesson.
It is important to use music with a simple rhythm structure, as more complex rhythms may confuse a child who is already fragmented or disorganized.
Quiet or meditation-type music may promote quiet mood at the end of the course or when the teacher thinks fit.
The curriculum structure provides a feeling for children to experience \"complete\" things ---
There is a clear beginning, middle and end.
When the structure is predictable and safe, the child will feel safe enough to start taking more risks in sports exploration and growth.
In addition, the use of this reliable and repetitive structure contributes to the development of trust in the relationship between children and teachers.
In many literature on children with autism, it is concluded that they have not established relationships with others.
However, if you treat these children with an open mind and an open mind, you can see that they have their own contact details.
Their contact details are so unusual that there will inevitably be a lot of problems for anyone who comes into contact with them.
\"Children have the answers and people have to accept the way they look for them \". (
Weinstock Erfer gold sand, 1988).
T. Grant.
2008, my opinion is: personal opinion of autism and Asperger in Arlington, TexasLevy, F. J.
1995. Treatment of dance and other performing arts.
Routledge, Taylor and Francis Group, when the news is not enough. Ozonoff S. , Dawson, G. McPartland, G.
2002. Parental guidelines for Asperger\'s syndrome and high-functioning autism, New York: Guildford. Sage, G. H.
, 1985, motor learning control, Dubuque, IA: WM. C. Brown Company.
Sandel, Chaiklin and Lohn, 1993, Foundation for dance/sports therapy: Life and Work of Marian Chace, Columbia MD: American Association for Dance therapy. Schetter, P.
2007. Best practice strategies and interventions for autism spectrum disorders at the University of California, Davis. Schilder, P.
1950. The image and appearance of the human body.
New York: International University Pressoecd.
Organization/country/Romania/38614298. pdf www. ohchr.
Organization/professional interest/page/crc.
Built by Aspx Erfer Goldsand, Weinstock, 1988, yes!
You can perform dance/exercise therapy with groups of autistic children in educational institutions.
In a moving conversation: a dance. . .
Art, Science, PoliticsMonograph No.
5 and summary of the 23 annual meeting of the American Dance Therapy Association, Columbia, MD: The American Dance Therapy Association received 2. 04.
2014/accept 10. 05.
2014 oltean antoanela (1)
, Cristian popa (1)
Georgiescu Adrian (1)(1)
The University of Sports and Sports in Romania,
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