Training for the Special Needs of Children Case Study Results
Study conducted spring, 2001 in Broward County, Florida.
Purpose: To train autistic students in relaxation skills so that they can function productively in stressful situations.
Participants were elementary school children with autism from self-contained classes and regular education with support. Overt signs of anxiety and dysfunction under stress were documented by teachers and parents. The relaxation program included breathing exercises, muscle strengthening and relaxation through postures and guided movement, calming thoughts, imagery, and generalization-learning to use these skills in other settings, including classroom and home. Students participated in ½ hour sessions 2 - 3 times a week, for 15 - 20 sessions. Sessions were taught by Louise Goldberg, relaxation therapist, with assistance by Sally Miller and Daniela Morales, autism specialists at the school, and Debra Collins, school psychologist. Students learned and practiced relaxation through physical (yoga type) exercises, role playing, guided imagery, discussion, visuals, music, social stories, and mnemonics. Presentations were made to parents and teachers to help them reinforce skills.
Evaluation was by pre-post rating scales from teachers and parents, measurement of pulse rates before and after sessions (with initial pilot group), observation of students' breathing patterns and muscle tone before, during and after exercises, teachers' observations of overt signs of stress v. relaxation in target situations, and anecdotal reports from teachers, parents and children who participated. Students were videotaped early and late in the training.
Evaluation results: Rating scales demonstrated lower stress levels. Pulse rates lowered almost every session for almost every child (graph available.) Students learned to adjust their breathing. Improved muscle tone enabled them to do challenging postures and sit straighter. Classroom teachers reported increased alertness after sessions and more self-monitoring; teachers were able to use the relaxation cues to help children de-escalate in volatile situations. Parents observed children using relaxation techniques during stressful situations and before bed. Students shared scenarios of using relaxation techniques and mnemonics to help calm themselves.
Team consisted of Louise Goldberg, MA, Registered Yoga Teacher, Licensed Massage Therapist; Sally Miller, M.A, autism coach; Debra Collins, PhD, school psychologist, Daniela Morales, MA, autism coach.
Submitted by Louise Goldberg, Sept, 2003
