Yoga for children with autism

Yoga Adjustments for Children with Special Needs by Tracey Maclay

ž  Children can benefit from doing something different that a typically developing child can do.

ž  Groups of older children can incorporate drawing, planning of own classes. Children can draw the poses before they do them on the day, for example, on a white board or paper. Make a sequence of their own.  Take a ‘pose of the day’ to take home.

ž  Yoga breathing and mantras work well to work through any pain or discomfort they may have to go through.

ž  Teaching family classes, can also help with siblings and parents involved and all sharing the experience.

-            Plan a class as you would for a typically developing child, however be ready to be flexible.  Children may want to focus first on what they have done before, practised or feel confident in and what they felt was the most fun!

-            Adapt the pace to suit the child’s needs, temperament and age.  Learn as much as you can about these needs from parents and carers.

-            Simplify cues with less talk and explanations, more action.

-            Stick to the ‘routine’ of the class as much as possible.

-            Be aware of any triggers which may bother a child or may be distressing in the environment for them – noise, smell, light, closeness of other children.

-            Use props and visual cues as much as possible – picture cues, poses, rule reminders, story board cards.

-            Children with limited movement will benefit from breath work, visualisation and supported seated poses or adapted physical movements.

-            Review and share with parents the positive developments, however large or small and listen to feedback.

-          And as always…see each child as competent and capable!

Yoga for children on the Autism spectrum.

ž  Children with auditory processing difficulties

may find some music distracting.  They may prefer

the more soothing sounds of Tibetan bowls or simple

chants like: ‘SO HAM’ or Yoga Nidra music.

ž  Use Sequential routines: Start practice with similar warm ups and sun salutation each time and finish in the same way.

ž  Make movement enjoyable: teach ‘play’ through movement Eg. imitate an animal with a child with ASD. Simplify, repeat and reinforce good behaviour.

ž  Put children with behavioural issues with children with more severe ASD behaviours.

ž  Keep children active, but don’t over- do the poses as this will bring stress to system rather than focus and calm.

ž  Be mindful that lots of visuals in the room can be distracting for the child with autism.

ž  Consider ways to include their specific interests into the yoga class eg. Dinosaurs, games with rules.

ž  Be flexible in your plan. They may be particularly tired one day and need extra Savasana and relaxation poses.  School days can be tiring and they may not be sleeping well.

ž  If they are super tactile sensitive or have allergies, steer away from eye pillows with lavender on their eyes and use on their stomachs or not at all.

ž  Use props but put them away as soon as used so they won’t be distracted by them.

ž  Use a fit ball or yoga barrel to support in back bends. They love the feeling of rocking and rolling often and heart opener poses.

ž  Break poses into smaller, achievable steps and use gestural cues if parent uses same and introduce new ones for yoga class.

ž  Use technology apps. Occasionally for visual support.

ž  Remember: action, rest, action. Children are built for short bursts of energy, then rest, not like adults who have more endurance.

ž  Visual cues provide a lot of structure.

ž  Yoga picture cards

ž  Use signs as cues:

ž  ‘STOP’ sign

ž  ‘RELAX’

ž  ‘Eyes on me’ visual.

ž  Re-direct to slow breathing if you can sense an outburst coming on. Hold up a finger with each breath or slide finger up and down each finger.

ž  Do some familiar calming poses.

ž  Notice physical sensations together at times of calm.  Notice where tension is held when feeling stressed.  Practice squeezing their hands and different parts of their body then going floppy to recognise the feeling of being tense and changing to calm.

References

D. Freeman, 2009, Once Upon a Pose, Trafford Publishing , Canada. Sumar, S. Yoga for the Special Child and website: www.specialyoga.com.