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Achieving a Healthy Lifestyle for Individuals with Autism Spectrum Disorders
Individuals with ASD or related learning challenges may need some special support to live a healthy lifestyle. This department will explore topics related to health and healthy living.
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Establishing positive sleep patterns for young children with autism spectrum disorder
Marci Wheeler
Most parents have had some experience with a child who has difficulty falling asleep, wakes up frequently during the night, and/or only sleeps a few hours each night. Temporary sleep difficulties are an "expected" phase of child development. Ongoing and persistent sleep disturbances can have an adverse effect on the child, parents and other household members. Children with autism spectrum disorders . . .
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Drinking Water for Good Health - What's Different for Children with Autism?
Elizabeth Strickland
The eating and drinking patterns of our students with autism may be different from other children. Here is some important information. Water is the most basic nutrient our bodies need, and it's also one of the most neglected components of our diet. Our bodies need a certain amount of water each day for proper body temperature regulation, muscle function, absorption of nutrients, transporting nutrients into body cells, transporting waste out of body cells, and the elimination of waste and toxins from the body. We get water not only from drinking it, but also from other liquids such as milk and juice and from vegetables and fruits. If we don't have enough water in our diet, we are at risk for dehydration . . .
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Eric Chessen's Children with Autism Fitness Program: Top Exercises for Children with ASD
Eric Chessen
Eric Chessen's Autism Fitness Presents: The Top 8 Exercises for Young Individuals with ASD. Fitness is an integral part of optimal development for everybody. When we learn how to move correctly and to engage in new or novel physical activities, our bodies and brains reap the benefits of new experiences and new skills. Many of the physical skills we develop as infants and toddlers cross over or "generalize" to daily life activities when we are older. For the autism . . .
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Autism Spectrum Disorder Weaving Exercise and Play Into Your Day Part 4
Linda Hodgdon and Deirdre Hickey Sturm
We know from working in autism that learning is hard for the children that work in it. Learning on every level just, you know how to focus my attention, how engage in attention with another person, how to remember what I have learned. So, anything that can help, and it's not just anything; this has no side effects, there is no downside from this. . . .
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Autism Spectrum Disorder Weaving Exercise and Play Into Your Day Part 3
Linda Hodgdon and Deirdre Hickey Sturm
Autism is under connectivity, that's the hallmark of autism; it's under connectivity in the brain which shows up as difficulties in social interaction and communication; those are kind of the big hallmarks of it. Exercise helps to, it helps to regulate that neural system so that we are, so that the neurotransmitters are, there are two neurotransmitters that are really important during learning. . . .
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Autism Spectrum Disorder Weaving Exercise and Play Into Your Day Part 2
Linda Hodgdon and Deirdre Hickey Sturm
There is also very strong research that is speaking to the increase in attention, that people learn faster after exercise. You don't, and it's an interesting line that is drawn because you don't learn faster if you are trying to study something while you are exercising, while you are on a treadmill, and you are studying your notes for a French exam or something, that actually, the exercise actually interferers with learning during that situation. . . .
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Webinar: Answers to the 10 Most Important Questions About Autism Fitness
Linda Hodgdon interviews Eric Chessen
I received an email from a frustrated Mom of a child with autism. She wanted her son to play on a Little League baseball team, but he just couldn't do what was necessary to be successful. She wrote a very long list of everything he did wrong. He couldn't stand at in the right position. Swung too late to hit the ball. Didn't hold the bat in the right place. Didn't know when or where to run. And on and on. She wanted me to tell her how to use visual strategies to help him learn. It was hard to know how to . . .
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