How Meditation Helps Children with Asperger's and Autism
Over the years, students have been asking me if meditation helps children with autism and Asperger’s syndrome. A fiver-year-old boy with autism named Tom once participated in my meditation class. He sat in his mother’s lap, to the right of me, and swayed his body back and forth during my instruction. His eyes darted from looking at the windows, to the lights, to the floor. His gaze never caught mine, which instinctually led me to believe his attention never landed on what I was teaching. I was very wrong. I posed a somewhat difficult question to the group of children. Answering this question required a keen observer. Tom promptly shared an excellent answer.
I have wanted to write an article about teaching meditation to children with autism for quite some time. Finally, I am able share with you Shelley Mannell’s expertise. Shelley has extensive experience teaching meditation to children with autism and other developmental disabilities. She is also a former student of mine.
What is Autism and Asperger’s
For those of you who might not be familiar with autism, an autistic child has difficulty communicating and functioning in social situations. In addition, a child with autism often fixates on one particular interest or activity. And, he or she is likely to repeat behaviors and body movements. Children with autism also experience physical difficulties, such as muscle tone and movement coordination.
Please note: Many professionals argue Asperger’s is simply high-functioning autism and therefore the term “Asperger” might be removed from the Diagnostic and Statistical Manual of Mental Disorders in 2013.
Shelley says each of these challenges can cause children with autism anxiety, which affects their physical body. A child might suffer from neck pain or headaches, for example, caused by physical straining in response to sounds in the environment. Other stress-causing situations include being taken out of a daily routine and attempting to focus on a subject other than the special topic the child naturally and consistently gravitates to.
Shelley, a Physical Therapist, has seen many children with autism whose inner core muscles are compromised. As a result, these children develop back pain from constantly trying to maintain balance when they sit, stand and move. In addition, children with autism may walk on their toes, which causes their calves to tighten and throws off their balance even further.
How Stress Reduction Helps
“Stress-reduction techniques can definitely help children with autism lead happier and more functional lives,” says Shelley. This assumption is right on target with mainstream ideas, which emphasize behavioral therapy that includes exercises to improve communication, progress physical coordination, and reduce repetitive behaviors. “I use your techniques every day with the children I work with,” Shelley adds in reference to the meditation exercises she learned in Child Meditation Facilitators training.
Preparing for Meditation
Autistic children may flap their hands up and down and twist their entire body from side to side. Because Shelley ultimately wants to teach her young clients how to meditate, she first leads the children through yoga poses to settle down their bodies and down regulate certain brain functions.
“Flexed postures, such as child pose, are really helpful for calming,” says Shelley. Downward facing dog is also good because it offers resistance when pushing down into the floor. Shelley adds, “Pushing my hands into the child’s hands to form a bridge is also a good way to create resistance.” Shelley explains that these movements are beneficial because they provide the sensory input the child needs to calm his or her nervous system. This allows the child to better focus on the activity at hand. Children who are autistic are often hypersensitive to some types of sensory information, which makes it difficult for them to focus.
For example, you or I might not be distracted by the sound of a person munching peanuts; however, someone who is autistic might be so bothered by the crunching that the volume level compares to a fleet of jets flying overhead.
Creating purpose: Next, Shelley talks to her young clients about the benefits of meditation. (Shelley facilitates this discussion with high-functioning clients only.) Shelley affirms that simply being in the world can be stressful for these children. Then Shelley explains that meditation calms them and softens anxiety-causing events so they can better attend to what is important. “Meditation calms ourselves and our brains,” says Shelley. “Studies show that when we gain more of a feeling of control our stress levels decrease.”
Do not require children to close their eyes: A child with autism often associates closing his or her eyes with going to sleep. This is problematic because these same children generally are afraid of letting go of their consciousness and therefore have difficulty going to sleep. Consequently, Shelley does not ask children with autism to close their eyes during meditation. She invites them to find a place where they are comfortable and able to listen. “I have a beanbag chair that the kids enjoy sitting in,” Shelley comments. The children can lie, sit or stand. Anything more is often overwhelming.
Instead of requiring children to close their eyes, Shelley prepares a calm environment—dim lights, quiet, and subdued. She removes brightly colored wall hangings and covers electronics and bookshelves with a plain sheet.
Furthermore, Shelley does not require children with autism to look at her because this demand can cause additional stress. As demonstrated in my earlier story, autistic children are often in tune with what we are saying, despite that they are not looking at us. This is often true with non-autistic children, as well.
Incorporating the Senses
Shelley often guides high-functioning clients through the “Grounding Cord Meditation” from Sensational Meditation for Children. In addition, she also facilitates a meditation she adapted from Spinning Inward about a waterfall (only with high-functioning clients). When working with children with lower-functioning autism, Shelley keeps the meditations short and centers the experiences around the child’s special interest. Despite where the child falls in the autistic spectrum, Shelley recommends incorporating as many senses as possible.
For example, during the waterfall meditation, Shelley leads the children to visualize placing their hands underneath the falling water to feel how cold the water is. She also asks the child to see the water changing color, eventually moving through each chakra color. Shelley leads other clients to imagine taking a bite of a cool, crisp, sweet apple. These details help the child shift his or her attention away from the annoyance of a clock ticking or the scratchy sensation of a shirt, and bring the child’s attention inward.
Creating Meditations for Individual Children
Creating a meditation from scratch might sound like a hefty task; however, it does not need to be. Chapter 12 in Sensational Meditation for Children explains how to do this. Because autistic children are typically preoccupied with a single television program, toy, or game, creating a meditation pivoting around the child’s interest is paramount. Not to do so will cause anxiety in most cases.
Please note: Although chapter 12 instructs the reader to interview the child, when working with autistic children, please avoid asking lots of questions. Fill in the blanks yourself based on what you know the child is interested in. And, simplify the story as much as possible by limiting the number of metaphors.
Shelley has a client that is captivated with Thomas the Tank Engine. The following is an abbreviated version of a meditation she created for him:
See Thomas. Imagine he is covered in brown sticky mud. Watch Thomas drive into the washing station. Hear the water shooting out of the hoses onto Thomas. Smell the soapy water. Watch all the dirt slide off of Thomas. Now he is shinny and very happy. Gordon is smiling at Thomas. See how happy Thomas feels. Can you feel Thomas feeling happy and relaxed?
“A meditation like this helps the child build his ability to calm his body and mind,” says Shelley. After meditation, Shelley notices her young clients’ faces are more relaxed and their bodies hold less tension. Children can take this calming strategy into the world.
Art Activity: Shelley believes children benefit from following up meditations with an art activity. When working with autistic children, Shelley facilitates a creative project that centers around the child’s interest and is geared to their level of function. Moreover, she is sensitive to any sensory challenges her clients may have. For example, some autistic children become anxious when they touch wet or sticky substances; therefore, Shelley does not introduce paint or glue to these children.
How to Support Parents
As a result of the groundwork Shelley lays, parents come to realize mediation is one of their most successful calming strategies. One parent reports, “My child is falling asleep much more quickly since he has been meditating.” Another parent offers, “My child is not as anxious has she used to be.”
Shelley encourages families to continue meditation at home. She sends parents home with pre-recorded meditations. She also suggests that parents purchase additional meditation CDs and enroll their child in yoga classes.
“Children are not resistant to meditation if a good match is made between technique and child. This is why it is good to have a few ideas on hand,” suggests Shelley. Her biggest word of advice to those who plan to teach meditation to autistic children is to go with the flow. As a longtime meditation teacher myself, I have to say this is the best piece of advice for teaching meditation to any child.
Shelley Mannell has more than 20 years experience treating babies, children and adolescents with physical challenges and gross motor delays. Shelley has been a registered Physiotherapist with the College of Physiotherapy of Ontario since graduating from McMaster University. She is a member of the Canadian Physiotherapy Association, the Neuro-Developmental Treatment Association (C/NDT) and is a book reviewer for the journal, Physiotherapy Canada. She is also a contributing writer for Cascade DAFO newsletter and a regular contributor to the Support for Special Needs and Pediastaff blogs.
Contact Shelley at: shelley@heartspacept.com Visit Shelley's webiste: http://heartspacept.com/
Article written by Sarah Wood Vallely Copyright 2013 Sarah Wood Vallely
I have wanted to write an article about teaching meditation to children with autism for quite some time. Finally, I am able share with you Shelley Mannell’s expertise. Shelley has extensive experience teaching meditation to children with autism and other developmental disabilities. She is also a former student of mine.
What is Autism and Asperger’s
For those of you who might not be familiar with autism, an autistic child has difficulty communicating and functioning in social situations. In addition, a child with autism often fixates on one particular interest or activity. And, he or she is likely to repeat behaviors and body movements. Children with autism also experience physical difficulties, such as muscle tone and movement coordination.
Please note: Many professionals argue Asperger’s is simply high-functioning autism and therefore the term “Asperger” might be removed from the Diagnostic and Statistical Manual of Mental Disorders in 2013.
Shelley says each of these challenges can cause children with autism anxiety, which affects their physical body. A child might suffer from neck pain or headaches, for example, caused by physical straining in response to sounds in the environment. Other stress-causing situations include being taken out of a daily routine and attempting to focus on a subject other than the special topic the child naturally and consistently gravitates to.
Shelley, a Physical Therapist, has seen many children with autism whose inner core muscles are compromised. As a result, these children develop back pain from constantly trying to maintain balance when they sit, stand and move. In addition, children with autism may walk on their toes, which causes their calves to tighten and throws off their balance even further.
How Stress Reduction Helps
“Stress-reduction techniques can definitely help children with autism lead happier and more functional lives,” says Shelley. This assumption is right on target with mainstream ideas, which emphasize behavioral therapy that includes exercises to improve communication, progress physical coordination, and reduce repetitive behaviors. “I use your techniques every day with the children I work with,” Shelley adds in reference to the meditation exercises she learned in Child Meditation Facilitators training.
Preparing for Meditation
Autistic children may flap their hands up and down and twist their entire body from side to side. Because Shelley ultimately wants to teach her young clients how to meditate, she first leads the children through yoga poses to settle down their bodies and down regulate certain brain functions.
“Flexed postures, such as child pose, are really helpful for calming,” says Shelley. Downward facing dog is also good because it offers resistance when pushing down into the floor. Shelley adds, “Pushing my hands into the child’s hands to form a bridge is also a good way to create resistance.” Shelley explains that these movements are beneficial because they provide the sensory input the child needs to calm his or her nervous system. This allows the child to better focus on the activity at hand. Children who are autistic are often hypersensitive to some types of sensory information, which makes it difficult for them to focus.
For example, you or I might not be distracted by the sound of a person munching peanuts; however, someone who is autistic might be so bothered by the crunching that the volume level compares to a fleet of jets flying overhead.
Creating purpose: Next, Shelley talks to her young clients about the benefits of meditation. (Shelley facilitates this discussion with high-functioning clients only.) Shelley affirms that simply being in the world can be stressful for these children. Then Shelley explains that meditation calms them and softens anxiety-causing events so they can better attend to what is important. “Meditation calms ourselves and our brains,” says Shelley. “Studies show that when we gain more of a feeling of control our stress levels decrease.”
Do not require children to close their eyes: A child with autism often associates closing his or her eyes with going to sleep. This is problematic because these same children generally are afraid of letting go of their consciousness and therefore have difficulty going to sleep. Consequently, Shelley does not ask children with autism to close their eyes during meditation. She invites them to find a place where they are comfortable and able to listen. “I have a beanbag chair that the kids enjoy sitting in,” Shelley comments. The children can lie, sit or stand. Anything more is often overwhelming.
Instead of requiring children to close their eyes, Shelley prepares a calm environment—dim lights, quiet, and subdued. She removes brightly colored wall hangings and covers electronics and bookshelves with a plain sheet.
Furthermore, Shelley does not require children with autism to look at her because this demand can cause additional stress. As demonstrated in my earlier story, autistic children are often in tune with what we are saying, despite that they are not looking at us. This is often true with non-autistic children, as well.
Incorporating the Senses
Shelley often guides high-functioning clients through the “Grounding Cord Meditation” from Sensational Meditation for Children. In addition, she also facilitates a meditation she adapted from Spinning Inward about a waterfall (only with high-functioning clients). When working with children with lower-functioning autism, Shelley keeps the meditations short and centers the experiences around the child’s special interest. Despite where the child falls in the autistic spectrum, Shelley recommends incorporating as many senses as possible.
For example, during the waterfall meditation, Shelley leads the children to visualize placing their hands underneath the falling water to feel how cold the water is. She also asks the child to see the water changing color, eventually moving through each chakra color. Shelley leads other clients to imagine taking a bite of a cool, crisp, sweet apple. These details help the child shift his or her attention away from the annoyance of a clock ticking or the scratchy sensation of a shirt, and bring the child’s attention inward.
Creating Meditations for Individual Children
Creating a meditation from scratch might sound like a hefty task; however, it does not need to be. Chapter 12 in Sensational Meditation for Children explains how to do this. Because autistic children are typically preoccupied with a single television program, toy, or game, creating a meditation pivoting around the child’s interest is paramount. Not to do so will cause anxiety in most cases.
Please note: Although chapter 12 instructs the reader to interview the child, when working with autistic children, please avoid asking lots of questions. Fill in the blanks yourself based on what you know the child is interested in. And, simplify the story as much as possible by limiting the number of metaphors.
Shelley has a client that is captivated with Thomas the Tank Engine. The following is an abbreviated version of a meditation she created for him:
See Thomas. Imagine he is covered in brown sticky mud. Watch Thomas drive into the washing station. Hear the water shooting out of the hoses onto Thomas. Smell the soapy water. Watch all the dirt slide off of Thomas. Now he is shinny and very happy. Gordon is smiling at Thomas. See how happy Thomas feels. Can you feel Thomas feeling happy and relaxed?
“A meditation like this helps the child build his ability to calm his body and mind,” says Shelley. After meditation, Shelley notices her young clients’ faces are more relaxed and their bodies hold less tension. Children can take this calming strategy into the world.
Art Activity: Shelley believes children benefit from following up meditations with an art activity. When working with autistic children, Shelley facilitates a creative project that centers around the child’s interest and is geared to their level of function. Moreover, she is sensitive to any sensory challenges her clients may have. For example, some autistic children become anxious when they touch wet or sticky substances; therefore, Shelley does not introduce paint or glue to these children.
How to Support Parents
As a result of the groundwork Shelley lays, parents come to realize mediation is one of their most successful calming strategies. One parent reports, “My child is falling asleep much more quickly since he has been meditating.” Another parent offers, “My child is not as anxious has she used to be.”
Shelley encourages families to continue meditation at home. She sends parents home with pre-recorded meditations. She also suggests that parents purchase additional meditation CDs and enroll their child in yoga classes.
“Children are not resistant to meditation if a good match is made between technique and child. This is why it is good to have a few ideas on hand,” suggests Shelley. Her biggest word of advice to those who plan to teach meditation to autistic children is to go with the flow. As a longtime meditation teacher myself, I have to say this is the best piece of advice for teaching meditation to any child.
Shelley Mannell has more than 20 years experience treating babies, children and adolescents with physical challenges and gross motor delays. Shelley has been a registered Physiotherapist with the College of Physiotherapy of Ontario since graduating from McMaster University. She is a member of the Canadian Physiotherapy Association, the Neuro-Developmental Treatment Association (C/NDT) and is a book reviewer for the journal, Physiotherapy Canada. She is also a contributing writer for Cascade DAFO newsletter and a regular contributor to the Support for Special Needs and Pediastaff blogs.
Contact Shelley at: shelley@heartspacept.com Visit Shelley's webiste: http://heartspacept.com/
Article written by Sarah Wood Vallely Copyright 2013 Sarah Wood Vallely
