Issue Date: June 13, 2005
Vol. 21 •Issue 12 • Page 27
Using Yoga to Treat Autism, It fosters inner control
By Miriam Behar
Currently, it is estimated that 1 in 300 individuals in the United States are affected by autism.
Some researchers believe there's a genetic predisposition to the disease, as well as an environmental contribution. Others believe that food has been a contributing cause, as well as inoculations that the children have received. Better diagnostic tools that more accurately diagnose the disorder and a broadening of the definition of the autism spectrum may have also contributed to the increased numbers.
As a certified Hatha Yoga instructor and an occupational therapist, I work with healthy children as well as treat autistic children. So I approached the director of The School of Complete Yoga, a former special education teacher who has been teaching yoga classes to children of all ages for many years. Together, she and I developed a yoga program that has been quite miraculous in treating many of the enrolled children and their families.
The School of Complete Yoga is an international school centered in Ontario, Canada, where Classic Hatha Yoga instruction began in 1990.
Yoga as a Therapeutic Modality
As a school-based pediatric occupational therapist, I have seen the numbers of autism cases rise dramatically since I first started practicing over 20 years ago. It is apparent to any therapist trained in sensory integration that these children's nervous systems are overly sensitive.
Traditional therapy treats the child using external techniques. Yoga helps these children to go within themselves and to calm themselves rather than relying on someone else to provide this comfort for them.
After children have learned the various poses, correct breathing and visualizations, they can accomplish this by themselves or with a parent.
Pilot Program
The pilot program was designed to see if yoga could have a positive impact on bringing balance to the nervous system; improving sensory processing; enhancing one's sense of personal space; transitioning from one activity to another; enhancing self esteem and communication; and building interactive relationships and gross motor skills.
The program consisted of yoga classes for the parent and child. The parents were given an extensive questionnaire to fill out before the nine-week session began. The questions inquired about various sensitivities that the child experiences, diet, language, ability to focus, eye contact, socialization, transitioning from one activity to another, motor planning, overall happiness and how their behavior affected the family unit.
At the end of the sessions, the parents were asked to discuss any changes that they had noticed with their children since practicing yoga. The parents responded positively, saying that their children were calmer, were practicing on their own at home and were able to transition from one pose to another.
There was an overall sense of increased self esteem and pride as they found success in doing the various poses. Some of the parents also have reported that there is carryover into other activities in the area of transitioning. The children are happier and are communicating more, some non- verbally. These effects are seen both at home and at school.
Case Study
Stephen, a three year old child, participated in the pilot program for a total of seven out of nine sessions. His goals were to improve his ability to transition from one activity to another and to improve sensory processing, motor plan, decrease anxiety, promote relaxation, increase focus and concentration and calm his nervous system.
Various yoga poses and breathing techniques target each of these areas. Stephen demonstrated remarkable progress since the first session.
During the first two sessions, he primarily cried throughout the entire meetings, clinging to his mother. During the third session he began to calm down and attempted to do a couple of the yoga poses. During the rest of the sessions, to our amazement, he began to offer at least 20 yoga poses. He is a visual learner, as are most children on the autistic spectrum, and was therefore shown various poses by both the therapist and on yoga picture cards.
Yoga has helped Stephen to motor plan each of the poses; integrate and coordinate both sides of his body; increase focus; improve sensory processing and promote a general sense of overall well being and calmness. His ability to offer consecutive poses has also helped to build his self esteem. Stephen's mother has reported that he now practices yoga poses and breathing techniques at home. She has found this to be a very effective way for him to balance his nervous system, to calm anxiety and to focus.
The progress that Stephen has demonstrated is also being seen with many other students.
The Center for Special Needs
Today, the school's Center for Special Needs offers programs for autistic and special-needs students at the yoga studio, as well as in both public and special needs schools. Due to the success of these programs, the many schools have expressed interest in bringing this program into their classrooms.
Miriam Behar, MA, OTR/L, SIPT, has practiced pediatric OT for 25 years. Her primary focus has been in the school system and early intervention through various agencies. She is a certified Classic Hatha Yoga Instructor at The School of Complete Yoga in Chester, NJ and can be reached at (908) 879-9648.
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