What is the strategy of all rehabilitation of children with autism and RAS?
· Sergei Toder
Three big steps:
Assessment/diagnostic block of 3-5-10 classes.
First, I watch the child breathe (attention! EXIT IN THE CHILDREN MUST BE THREE THOUGHER THAN INHALT), stands, moves, where the body is "stuck" and what units don't work, whether there is a deficit of expansion in the body.
Are there such disorders of sensory modulation as motion intolerance or gravitational uncertainty. How processing, auditory, visually spatial information occurs, what speech skills the child has. Are there muscle tensions (I assure you that all children with autism, RAS, ADHD, delayed speech or psycho-spoken development they have!
Only the degree of damage is important) and how motor planning is carried out in general.
Rehabilitation work: 2 to 4 months
We stop all the pathological processes in the body and start to work the shoulder belt and all the respiratory muscles, turn on the chest muscles, create new motor stereotypes - for the feet and knees to the pelvis, chest and neck.
The child with features just doesn’t know how his hands and legs can work! The child with features just doesn’t know and doesn’t understand what position his body occupies in space at the moment! he just doesn’t know where he is, what do you want to from him?
Through exercises on the work lines, play, 5 sports, as well as work on balance and light manual techniques (a type of technique of muscle energy) the body begins to literally breathe (not forget that we even have bones of the skull and those must constantly move and literally "breathe") and "wake up", gather in a holistic system.
I don’t have a magic stick, it takes up to a year to resume this cycle!
Integration of respiratory and motor patterns into a single system without breakdown and asynchronous operation.
At the end of rehabilitation, movements are organically combined with breathing: the child tries to walk, stand, breathe and hold the posture literally in a new way for him: together, synchronously, organically.
We integrate everything into one whole pattern so that the child can use this in real life and even in his career. Among the special children there are a lot of talents! But in no case should you romance this autism and RAS here. Your child’s talents here are not at all. He’s just a talented child, that’s all!!!!
For example: if at the beginning of the work on improving the visual-spatial processing of information a child works with a claw and studies the patterns inherent in hockey players ONLY WITH ME (I am behind the back), then after improving the processing of visual-spatial information (approximately on the second-third, fourth month) he already understands how his hands and legs can work together and acts exclusively independently.
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