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Recreational Therapy: An IntroductionChapter 6: Autism
PowerPoint Slides
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Autism
“Autism (ASD) is a complex neurobiological condition affecting the ways an individual processes and responds to information and sensory stimuli, which may cause a ‘restricted repertoire of activities and interests’ as well as impairments in social and communication skills.”
(Gray, 2015, p. 123)
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Autism Spectrum Disorder (defined by DSM-5)
…is characterized by persistent deficits in social communication and social interaction across multiple contexts, including deficits in social reciprocity, nonverbal communicative behaviors used for social interaction, and skills in developing, maintaining and understanding social relationships. In addition to the social communications deficits, the diagnosis of autism spectrum disorder requires the presence of restricted, repetitive patterns of behavior, interests, or activities.
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ASD (DSM-5 continued)
Within the diagnosis of autism spectrum disorder, individual clinical characteristics are noted through the use of specifiers (with or without accompanying intellectual impairment; with or without accompanying intellectual impairments; with or without accompanying structural language impairment; associated with a known medial/generic or environmental/acquired condition; associated with another neurodevelopmental, mental, or behavioral disorder), as well as specifiers that describe the autistic symptoms (age at first concern; with or without loss of established skills; severity).
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Challenges with individuals with ADS
Staying focused due to level of interest
Being over- or underwhelmed from sensory input
Impulsivity causing problems with waiting patiently
Not trying new activities due to a strict adherence to routines or fear
Problems in maintaining good sleep behavior and nutrition
Excessive fear and/or anxiety
Impaired social interaction skills, including inability to read social cues
Impaired verbal and nonverbal communication
Difficulty with recreation and leisure participation skills
Difficulty in general comprehension skills
Low to moderate processing times
Difficulty with organizational skills
Difficulty with direct application of known skill sets.
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Summary of challenges with individuals with ASD
Challenges may create limitations for individuals with ASD in the areas of “communication, self-care, social situations, school or work activities, and independent living.”
(Porter & burlingame, 2010, p. 88)
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Potential strengths of individuals with ASD
Exceptional visual learning
Early development of reading skills
Strong memory skills (e.g., words, numbers, dates, sequences)
Strong literal comprehension skills
Fast fact-finding
Exceptional spelling skills
Good supervisory skills
Perfectionism
Works well alone or with adults
Functions well under stress
Displays sense of humor
Can maintain perspective
Can be passionate
Good endurance and stamina
Consistency in skill performance
Enjoys routines
Gives attention to detail
Can be loyal
Can be hardworking
Can be creative
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Goals for individuals with ASD
“Since ASD is a lifelong, pervasive condition, and in itself is not progressive, targets or outcomes for treatment, in general, would focus on the remediation of current skills and functioning as well as the enhancement and/or rehabilitation of skills and functioning over an individual’s lifetime.”
(Gray, 2015, p. 126)
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Specific outcomes for individuals with ASD
“Specific outcomes sought for individuals with ASD include reducing impairments in body structures and functions by increasing physical and cognitive functioning; reducing activity limitations and participation restrictions by increasing physical, cognitive, social, psychosocial, and environmental functioning; and identifying, overcoming, and/or removing environmental barriers to participation.”
(Gray, 2015, p. 126)
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Interventions by RTs with individuals with ASD
“Common techniques (used by RTs) include leisure education (leisure counseling); purposeful recreation, fitness, and games; support in community recreation; social skills training; biofeedback; progressive relaxation training; aquatic therapy; assertiveness training; animal-assisted therapy; creative arts (dance, music, art); technology; and sensory training.”
(Gray, 2015, p. 126)
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Approaches with individuals with ASD
“For recreational therapists, a client-centered and holistic approach to service delivery supports meeting individuals at their current level of functioning and allowing them a ‘voice’ in their movement toward optimal functioning and fulfillment. Community and collaboration play a large part in acceptance and assistance of those with ASD and their families; furthermore, to open the dialogue with individuals, organizations and other service providers need to ensure services are of high quality and accessible by both cost and location.”
(Gray, 2015, p. 135)