Recreational Therapy: An IntroductionChapter 6: Autism

PowerPoint Slides

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)

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.

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).

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.

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)

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

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)

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)

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)

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)