The American Occupational Therapy Association defines occupational therapy as a skilled treatment that aids individuals, both children, and adults to lead independent lives. Occupational therapists help different people with special needs such as accident victims and people with autism spectrum disorders to learn special skills that will help them lead independent and satisfying lives (Bryan & Gast2000, p. 558). In people with autistic disorders specifically, OT has advanced to include specialists who offer sensory integration skills critical in helping such patients to process information for playing and socializing.
Children form a big portion of people with Autism Spectrum of Disorders. Given that childhood is crucial to the development of a child, children with the above orders need special care and treatment to help them cope with their shortcomings so that they can develop into a normal adults. Occupational therapy comes in handy by using techniques developed by experts to help such children to better exercise control on their bodies and minds (Howard et al., 2005, p. 364). These children will in the long run be well equipped with a motor and social skills crucial for independent living. Precisely, occupational therapists help children with Autism Spectrum of Disorders in different ways.
They help in the facilitation of activities that aid the child in the course of interaction and communication with peers and caregivers. Here, specific play therapies are used to help the child to develop his/her motor and physical skills (Bryan & Gast2000, p. 563). Another important role that occupational therapists play is in the development of strategies that help autistic children learn how to transition between one or more settings. Furthermore, they help in coming up with adaptive techniques specifically to help invisible disabilities (Fombonne, 2005, p. 6).
Additionally, occupational therapists help in the provision of special interventions that aid the child in responding to information through his/her senses. Here, activities like swinging and playing with a ball are well suited to help the child learn how to manage his body in space.
One of the most commonly used and recommended play activities for children with Autism Spectrum of Disorders is martial arts. More often than not, children with Autism Spectrum of Disorders exhibit limited or no interest in sporting activities (Dawson &Watling, 2000, p. 420). Most sports activities require physical skills a place where most autistic children are challenged. Specialized Occupational therapy instructors who are well versed in the ADHD act have been known to help children significantly overcome their challenges thereby leading confidence filled productive life.
Perhaps contrary to many people, martial arts is not always associated with violence and requires less specific skills than other sports say baseball, basketball, or soccer. Occupational Therapy through martial arts is especially important in autistic children especially those with Asperger’s type. The sport is especially good in integrating counting with sporting activity.
In Children with Autism Spectrum Disorder children (ASD) especially Asperger’s type martial arts is crucial in improving their attention spans while reducing the child’s dependence on stimming behavior. The latter is especially possible thanks to the repetitive movements associated with martial arts. Martial arts also help in managing motor planning problems while improving individual core strength and motor control. Besides, martial arts help autistic children I improving their socializing skills and disruptive behaviors that are common due to unutilized physical energy.
References
Bryan, L.C., Gast, D.L. (2000). Teaching on-task and on-schedule behaviors to high- functioning children with autism via picture activity schedules. Journal of Autism and Developmental Disorders, 30(6), 553-567.
Dawson, G., Watling, R. (2000). Interventions to facilitate auditory, visual, and motor integration in autism: A review of the evidence. Journal of Autism and Developmental Disorders, 30(5), 415-425.
Fombonne, E. (2005). Epidemiology of autistic disorder and other pervasive developmental disorder. Journal of Clinical Psychiatry, 66(10), 3-8.
Howard, J.S., Sparkman, C.R., Cohen, H.G., Green, G., Stanislaw, H. (2005). A comparison of intensive behavior analytic and eclectic treatments or young children with autism. Research in Developmental Disabilities, 26(1)359-383.