Autism and Exercise

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Michael Gonzalez-Wallace shares his presentation on his innovative therapy of adding specific brain body fitness exercises for kids with special needs and Autism: High Functioning and Low Functioning. …

Michael Gonzalez-Wallace shares his presentation on his innovative therapy of adding specific brain body fitness exercises for kids with special needs and Autism: High Functioning and Low Functioning. The program will be implemented in a school in Minnesota

check out more here: http://superbodysuperbrainblog.wordpress.com/2011/04/27/autism-and-exercise-this-weekend-super-body-super-brain-workshop-book-signing-and-my-experience-training-a-kid-with-autism/

http://www.parents.com/blogs/goodyblog/2011/03/exercises-for-kids-with-autism—and-everyone/

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  • 1. QuickTime™ and a decompressorare needed to see this picture.
  • 2. Latest Studies in Neuroscience, Exercise Science and Nutrition  NEUROSCIENCE APPLIED TO FITNESS • The More we use our brain the better physical and mental results • The more active we are the greater connectivity between brain regions  EXERCISE SCIENCE 1- Biomechanics: the more muscles we use the better for a greater health 2- Cardiovascular activity not only help us get fit but also get smarter. Creation of BDNF  NUTRITION AND INTELLIGENCE • Nutrition Vs Intelligence: High Saturated fats destroys BDNF, Omega 3 diet enhances BDNF
  • 3. Motor circuits-why are they so complicated? 2 types of Signals Afferent messages Or sensory neurons Efferent messages Or motor neurons
  • 4. Brain and Movement-basics • Voluntary• Planning an Intentional movement • Sensory Proprioceptors
  • 5. VOLUNTARY:The Brain-Muscle Connection:The Brain-Muscle mapSource: Niednagels theory
  • 6. 2. PLANNING AN INTENTIONAL MOVEMENT The Treasure of the brain lies at its bottom: The Cerebellum Cerebellum:50% of all Neurons Functions: Balance Coordination Muscle Timing Posture Learning-speech Intentional Movement Brain-Muscle Connection
  • 7. Why Balance and Coordination are soBrain Studies important? The cerebellum, the area of the brain responsible for voluntary physical movement is connected by neurons to all parts of the cortex, the area of the brain responsible for higher order thinking. Nearly 80 studies have suggested a strong link between the movement and memory, spatial perception, language, attention, emotion, nonverbal cues, and decision-making (Jensen, 1998).
  • 8. Sensory proprioceptors are key for Movement PROPRIOCEPTORS
  • 9. Neuroplasticity vs Neurogenesis• Movement affects both• Exercise affects both• Cardiovascular and complex training the best
  • 10. The body
  • 11. “Strength training is the absolute best exercise program” American College Sports of Medicine NEURONAL BALANCES DEPRESSION&ANXIETY GROWTH HORMONES (MILD) CARDIOVASCULAR ANTI-AGING EFFECTS MUSCULAR HEALTH (BP, RHR,BPM) (movement) STRENGTH BALANCESImproves CHEMICALS INImmune THE BRAIN System STRENGTH TRAINING REDUCES BENEFITS BODY FAT Fights Disease PROMOTES(flu&others) WEIGHT LOSS POSTURE ALIGNMENT FLEXIBILTY MAKES US GET SMARTER BONE DENSITY JOINTS RESILIENCE
  • 12. Biomechanics
  • 13. Human Movement: How do we move- Biomechanics A very complicated process- Brain-Motor PlasticityCentral nervous System Motor Command Body Movement Sensors(CNS) Cerebellum Vision Vestibular Sensory Processing Deltoid Muscle Multi- & Control Spindle Plan Core Activation sensory Calf-Soleus Spindle Signals Ankle Proprioceptor Movement Starts: Raise arms&heels
  • 14. Brain activity is maximum whenwe perform a balanced and coordinated movement
  • 15. MOVEMENT LEADS TO SUCCESS QuickTime™ and a decompressor are needed to see this picture.
  • 16. SPORTS DANGER• Requires an active use of motor skills• Motor skills need to be taught independently• Sports can discriminate to those ones with fewer motor skills• Individualized program for motor skills
  • 17. My work in Schools• Working as a consultant for schools implementing SUPER BODY, SUPER BRAIN KIDS! • VIDEO
  • 18. SCHOOL PROGRAM PS 277: The Pre-Official report from the Bronx District Superintendent: from last year children at PS 277 went up 26% in their writing and reading scores and mentioned Super Body, Super Brain "as a remarkableimprovement in the PE Curriculum contributing not only to the childrens physical condition but to their social interaction and a great impact in the classroom"
  • 19. Brain, Strength Training and Movement Photos: Oprah.comFrom left to right 5 ways of From Front to back Training the Brain with Strength training movements From your senses (proprioception) From MovementFrom your heart learning EYES CLOSED HAND-EYE COORDINATION
  • 20. Super Body, Super Brain school sheet
  • 21. Motor skills, Children andAcademic Achievement• Motor skills are fundamental to learning. Memory is retrieved better when learned through movement. (Jensen)• Learning happens throughout the body. The body is the unconscious mind. (Pert)• Movement is the body’s natural reward system. (Jensen)• Crossing the midline integrates the brain to organize itself. Neural activation occurs to many parts of the brain and equally to both hemispheres, making the brain alert and energized for learning.• Improved balance improves spatial skills needed to read letters left to right on a page.
  • 22. MY EXPERIENCE TRAININGSPECIAL NEEDS CHILDREN• SPD• ASPERGERS• ADD• ADHD• SEVERE AUTISM
  • 23. Initial Observations:• -Inability to focus more than 10 seconds in high intensity exercises• -Ability to focus from 10 to 30 seconds in less intensity exercises• -Balance and stabilization• -Coordination• -Left and Right executive decision• -Intensity• -Lack of body transitioning from exercise to exercise• -Really easily distracted• -Hand Eye Coordination• -Impulse and muscle timing• -Lack of sensory feedback• -Disassociated Proprioceptors• -Memory and feedback retrieval• -Lack of motor planning and decision making (when facing unstable surface)• -Good motor planning when facing a stable surface
  • 24. Needs Practice SKILLS REPORT LEVEL 1Monitoring Leigh Strauss Belzberg Student name Class The Brain Muscle Workout 6/7/09 Excellent Good Needs practice After 5 Listening Skills x Balance Skills x sessions Coordination Skills x Cardiovascular x Flexibility x Attitude x Learning Skills x Concentration(0-30”) x Concentration(30”-1’) x Concentration (1-3’) x
  • 25. Lets get to work! ExerciseAssessment Strategy Selection (200) Progressive Super Body, Super Brain exercise routine
  • 26. Special Needs• Motor skills• Sensory• Hand eye coordination• Motor Planning-rock hiking
  • 27. AUTISM: MY PERSONAL JOURNEY•How did we start•My initial assessment•READY TO GIVE UP•MOM STOPPED ME SAYING“WHAT DO YOU THINK YOU ARE DOING MR?” AHA MOMENT
  • 28. We started with 3 exercises and sessions lasting 10 minutes1 year after we are doing over 40 exercises in sessions lasting 45 minutes 3 times a week- ASHLEY ROCKS!!!!
  • 29. Ashley’s update Improvement in:• Eye contact• Multi-tasking• Focus• Sensory• Motor skills• Strength• And many more to come! Ashley keeps surprising me day by day
  • 30. Exercise Number 1 • 1.-Puzzle Selection Progression in: -Eye contact-Selecting an individual puzzle at verbal command
  • 31. Exercise Number 2 2.- Hand Clapping • -PT clapping • Ashley clapping • Both Clapping • Opposite clapping Progression in: -Eye contact -Cognitive response -Cross lateral movement -Exercise transition
  • 32. Exercise Number 3: Neck relaxationFrom a seated position hold neckbackwards and breathe. 20seconds Progression in: -Movement execution -Cognitive response -Relaxation response -breathing calmly
  • 33. Exercise Number 4:Sensory-Wake up muscles in the face• From a relax position, massage gently the muscles in the face activating sensory and blood flow to facial muscles Progression in: -Eye contact -Relaxation response -Duration of exercise=20 seconds
  • 34. Exercise Number 5: WALKING WITH CLOSED EYES • Covering Ashley’s eyes Ashley walks upstairs with closed eyesGoals: Proprioception, Multi-tasking, sensory, balance, coordination, strength Progression in: -Walking from steady surface to increase resistance -Cognitive response -Clumsy to smooth -Not confident to Confident
  • 35. Exercise Number 6• 6. BALL EXERCISES• 6.1 KNEES ON THE BALL PLUS CLAPPING AND ROTATING• Instruct to get on the stability ball and hold her both hands. Then by holding just one hand have her initiate a rotation of her whole body to the left then return to the starting position clap 10 times. Then have her initiate a rotation to the right and clap ten more times. Progression in: -Eye contact -Cognitive response -Exercise execution and exercise complexity -Exercise transition
  • 36. Exercise Number 7 Ball jumping by oneself: Ashley gets on theball by herself instruct to do ten jumps without holding Progression in: -Eye contact -Cognitive response -Cross lateral movement -Exercise transition
  • 37. Exercise Number 8Back stretch:Lying on the ball backwards perform a lower back stretch and hold it for 1 minute! Progression in: -Eye contact -Cognitive response -Cross lateral movement -Exercise transition
  • 38. Exercise Number 9 6.4 . “DON’T FALL”From a lying down position on the ball and hands on the floor.Hold the legs bring her body slightly backwards and push her forward making sure that she is placing her hands to stop the movement. This is one rep do it ten times Progression in: -Eye contact -Cognitive response -Cross lateral movement -Exercise transition
  • 39. Exercise Number 10 MOTOR PLANNINGChoose a point A and a point B in space. Point A and Point B will be few feet away. The initial distance should be at least 3 feet away and the gradually increasing. In both distance points there should be aclear surface that makes this points in space unique.In the figure move from the tramp to the bosu. This is one rep do it tem times Progression in: -Eye contact -Cognitive response -Cross lateral movement -Exercise transition
  • 40. Exercise Number 11BALL THROWING AND BALL RECEPTIONFrom a standing position and at least 10 feet awaythrow the ball to a partner then throw the ball back making sure that she is planning the throw andpractice the reception activating the reflex system. Progression in: -Eye contact -Cognitive response -Cross lateral movement -Exercise transition
  • 41. Exercise Number 129. TREADMILL: -Running-holding her both hands3 series of Treadmills: -Running-holding one hand then1st Circuit: 4.0 Walking changefor one minute followed -Running-holding both shouldersby running 4 minutes at -Running by herself without any6.5. help Each subset should be done byFrom a standing position approx 30 seconds each. Then dothe instructor will place it twiceone leg at each side of Total minutes: 3-4 minutesthe treadmill. Then Progression in:Facing her and holding -Eye contacther hands do one set of -Cognitive responsethe following: -Cross lateral movement -Exercise transition
  • 42. Exercise Number 13COUNT TO FIVE TO DRINK JUICE Count very slowly from one to five. Progression in: -Eye contact -Cognitive response -Cross lateral movement -Exercise transition
  • 43. Exercise Number 1414.- KNEE TO CHEST –MOVEMENTFrom a lying down position and both legs bent to chest level, push both knees to the chest back and forth. Progression in: -Eye contact -Cognitive response -Cross lateral movement -Exercise transition
  • 44. Exercise Number 15 PRETZEL STRETCH From a lying down position bring both legs behind the head then hold with both handstogether. The count to sixty before releasing. Progression in: -Eye contact -Cognitive response -Cross lateral movement -Exercise transition
  • 45. Exercise Number 16 17.- MEDITATION Lying down and making sure the room is asdark as possible, lie down and rest. Her hands will be placed at the stomach level and her legs are straight. At the beginning the instructor could be lying down with her thenmoving away to make her gain independence in the exercise. Progression in: UP TO TEN MINUTES!!!