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christian counseling today
Vol. 20 no. 2
ends at 12th grade. However, the correct diagnosis can make
a world of difference in resources and tools for a student from
grades K–12.
n
Occupational Therapy:
Finding an occupational ther-
apist (OT) outside the school setting who understands and
works with ASD children and Sensory Processing Disorder
(SPD) is important. Many children struggle with fine motor
skills (e.g., holding a pencil, tying shoes, working a zipper),
daily living skills, personal space issues, sensory issues, and
self-injury. An OT will evaluate and help determine a tailored
plan of action.
n
Physical Therapy:
ASD children also struggle with
gross motor skills (e.g., sitting in a chair, their walking gait,
skipping, running, standing without falling over). Many
students have underdeveloped muscle groups that could be
strengthened through physical therapy (PT). Available PT
options include dance and movement, gymnastic-type skill
building, aquatic therapy, Hippotherapy (uses the character-
istic movements of a horse to provide sensorimotor input),
martial arts, and various types of play therapy. A good PT
evaluation can help parents make choices for their children’s
muscle tone and muscle group development.
n
Applied Behavioral Analysis (ABA):
ABA (a form of
behavior modification that excludes hypothetical constructs)
can foster basic skills such as looking, listening and imitating,
as well as complex skills such as reading, conversing and
understanding another person’s perspective. It can involve
additional cost, but has been clinically shown to improve the
behavioral aspects of ASD children.
n
Social Skills Training:
Many children do not grasp
social context (e.g., how to read people’s body posture or
tone, initiate or maintain conversations, initiate play/friend-
ships, or recognize bullying or mean behavior toward them).
This is more related to social IQ or etiquette and there are
tools parents can incorporate in conjunction with a thera-
pist. Pivotal Response Training for self-management and
Developmental, Individual Differences, Relationship-based
Approach (DIR, also called “Floortime”)™ are two examples.
n
Cognitive-Behavioral Therapy (CBT):
ASD is not
a mental disease or disorder, yet is often comorbid with
Attention Deficit Disorder, Obsessive Compulsive Disorder,
anxiety disorders, emotional dysregulation and other behav-
ioral issues. Children will eventually realize they are “different”
than their peers and may need help processing these differ-
ences. Individuals often struggle with anxiety and depression
(normal markers may be masked) and the upward trend of
ASD-related teen suicide has become alarming (60% contem-
plate suicide by age 13). Having a competent therapist is a
valuable asset to families as they navigate educational mile-
stones and new challenges awaiting each transition.
n
Medical Supervision:
Many in the mainstream
medical community believe autism is primarily caused by
genetic and structural deficits, thereby emphasizing a combi-
nation of behavioral therapies and pharmaceutical treatments.
Other professionals, however, strongly believe ASD results
more from biomedical factors (toxins, immune deficiencies,
gastrointestinal inflammation). The Defeat Autism Now
(DAN!) project, created by the Autism Research Institute,
outlined an approach to treatment called the “DAN! Protocol”
based on the biomedical theory. Here, doctors often recom-
mend chelation (removing heavy metals from the body,
especially lead, mercury and arsenic), vitamins and supple-
ments, a gluten/casein-free (GFCF) diet and various options
of detoxing before considering biomedical treatment.
While ASD remains a complex issue requiring ongoing
research, a proactive approach with children and their families
is important—letting them know that “different” does not
mean defective or less than. The promise of Jeremiah 29:11 is
inclusive for all those with Autism Spectrum Disorder: “‘For
I know the plans I have for you,’ declares the Lord, ‘plans to
prosper you and not to harm you, plans to give you hope and
a future’” (NIV).
✠
Eric Scalise, Ph.D.,
is the Vice President for
Professional Development with the American Association
of Christian Counselors. He is a Licensed Professional
Counselor, a Licensed Marriage & Family Therapist, the
former Department Chair for Counseling Programs at
Regent University in Virginia Beach, Virginia, and has
more than 32 years of clinical and professional experience in the mental health
field. Eric is an author, a national and international conference speaker,
and frequently consults with organizations, clinicians, ministry leaders, and
churches on a variety of issues.
Rev. Stephanie C. Holmes, M.A.,
is a
Certified Autism Specialist, a Licensed Christian Counselor
with the Board of Examiners for Georgia Christian
Counselors, a Board Certified Christian Counselor with
the International Board of Christian Counselors and was
formerly an LPC in North Carolina. When Stephanie’s
oldest daughter was diagnosed with Asperger’s Syndrome, she changed her focus
to the world of educational plans and understanding how to help special needs
students in the classroom and their families. A current focus includes counseling
and consultation for couples with a high-functioning autism partner.
Endnotes
1
Centers for Disease Control and Prevention. Retrieved from cdc.
gov/ncbddd/autism/data.html.
2
American Psychiatric Association (2013).
Diagnostic and Statistical
Manual of Mental Disorders
(5th ed.). Washington, D.C.: American
Psychiatric Publishing, p. 50-59.
3
McPartland, C.; Reichow, B. & Volkmar, F.R. (2012). Sensitivity
and Specificity of Proposed DSM-5 Diagnostic Criteria for Autism
Spectrum Disorder.
Journal of American Academy of Child and
Adolescent Psychiatry
, 51, 368-383.
