Swimming is a valuable life skill offering numerous physical, mental, and emotional benefits. However, kids with autism often face unique challenges when learning to swim due to their individual needs and sensory processing differences. One with the Water is a swim school with specialized swimming classes for kids with autism, incorporating ABA therapy techniques to create a supportive and effective learning environment. Applied behavior analysis (ABA) therapy is a behavioral intervention that uses positive reinforcement to help people with autism and other developmental disorders learn new skills and improve their behavior. Here are 7 reasons why we feel we offer the best swimming classes for kids with autism.

1. Individualized Swim Instruction

We recognize that every child with autism has unique needs and learning styles. Their experienced instructors use ABA therapy techniques, such as breaking down skills into smaller tasks and using visual supports, to create personalized swimming lessons that are tailored to each child’s abilities and progress.

2. Positive Reinforcement

Our special needs swim classes emphasize positive reinforcement to encourage desired behaviors and promote a positive learning experience. This approach helps to build the child’s confidence and motivation to learn to swim and enjoy swimming.

3. A Structured and Predictable Environment

We create structured and predictable swimming classes for children with autism, which can help to reduce anxiety and promote independence. Our special needs swim classes for kids with autism follow a consistent schedule, and the instructors use visual supports to help children understand the expectations and sequence of the swimming lesson.

4. A System of Least Prompts

Our swimming classes for kids with autism incorporate the system of least prompts, an ABA therapy technique that gradually increases the level of prompting needed to complete a task. This approach helps to reduce anxiety and promote independence in the child, allowing kids with Autism to learn to swim at their own pace.

5. Patience and Flexibility

We recognize that learning to swim can be a challenging and frustrating experience for children with autism. Our professional swim instructors are patient and flexible, adapting their teaching methods to the autistic child’s needs and preferences.

6. Positive Relationship-Building

Our special needs swimming classes focus on building a positive relationship between the swim instructor and the child with autism, which can help to create a supportive and nurturing learning environment. This relationship can also help to encourage the child to engage in the swimming lesson and develop a love for the water.

7. Ongoing Monitoring and Progress Evaluation

We monitor each child’s progress and evaluate their performance regularly, allowing for adjustments to be made to the swim classes as needed. This ensures that the child is making progress and addresses any challenges that may arise during the swimming lessons.

One with the Water offers the best swimming classes kids with autism to learn to swim due to its specialized approach incorporating ABA therapy techniques. Our special needs swimming classes for kids with autism offer individualized instruction, positive reinforcement, a structured environment, and patient swim instructors who create a supportive and effective learning experience for autistic children. By focusing on building a positive relationship and promoting progress, we help kids with autism develop essential swimming skills and gain confidence in the water.

Kenny

Kenny is a baby Bottlenose dolphin, of the genus Tursiops, one of the most common and well-known members of the family Delphinidae, the family of oceanic dolphin. He is very playful and friendly and loves to frequently leap above the water surface. Kenny plays with water toys, enjoys making bubble rings, and plays well with other dolphins or other animals.

The post 7 Reasons Why We Have the Best Swimming Classes for Kids with Autism appeared first on One with the Water.

Swimming is a valuable skill that offers numerous physical, psychological, and social benefits for children. For children with autism, swimming lessons can have particularly significant positive impacts, aiding in sensory integration, motor skills development, and social interaction. This paper aims to explore the benefits of swimming lessons for children with autism, discuss effective teaching strategies, and emphasize the importance of creating inclusive and supportive aquatic environments.

1. Introduction:

Swimming is a fundamental life skill that offers a range of physical and psychological benefits. Children with autism, a neurodevelopmental disorder characterized by challenges in communication, social interaction, and behavior, can greatly benefit from swimming lessons. This paper delves into the advantages of swimming for children with autism and provides insights into best practices for teaching swimming to this unique population.

2. Benefits of Swimming for Children with Autism:

2.1 Sensory Integration: Children with autism often experience sensory sensitivities, and water provides a therapeutic sensory experience that can aid in self-regulation and sensory integration.2.2 Motor Skills Development: Swimming engages a variety of motor skills, including coordination, balance, and muscle strength, which can help children with autism improve their motor abilities.

2.3 Social Interaction: Swimming lessons provide opportunities for peer interaction, teamwork, and communication, fostering social skills development and reducing social isolation.

2.4 Anxiety Reduction: The calming effects of water and the repetitive nature of swimming strokes can help alleviate anxiety and promote relaxation.

3. Effective Teaching Strategies:

3.1 Individualized Approach: Recognizing that each child with autism is unique, instructors should tailor their teaching methods to cater to the specific needs and preferences of each child.3.2 Visual Supports: Visual cues, schedules, and social stories can help children with autism understand the swimming lesson routine and reduce anxiety.

3.3 Structured Routine: Consistency and predictability in lesson structure can create a sense of security for children with autism, enabling them to focus and learn effectively.

3.4 Sensory-Friendly Environment: Adjusting the aquatic environment to accommodate sensory sensitivities, such as water temperature and lighting, can enhance the child’s comfort and engagement.

4. Creating Inclusive Aquatic Environments:

4.1 Teacher Training: Swimming instructors should receive training in autism awareness, communication strategies, and behavior management techniques to effectively support children with autism.4.2 Parent Involvement: Collaboration between instructors and parents is crucial to ensure continuity in the child’s learning and to facilitate consistent support outside of the swimming lessons.

4.3 Peer Interaction: Structured activities that encourage peer interaction and cooperation can help children with autism develop social skills in a supportive environment.

4.4 Positive Reinforcement: Utilizing positive reinforcement techniques can motivate and empower children with autism, enhancing their self-esteem and overall enjoyment of swimming.

5. Conclusion:

Swimming lessons hold immense potential for promoting physical, psychological, and social well-being among children with autism. By understanding their unique needs and employing effective teaching strategies, swimming instructors and aquatic facilities can create inclusive and supportive environments that enable children with autism to thrive and experience the numerous benefits of swimming. Further research and collaboration between professionals in the fields of autism and aquatic education can contribute to the continued refinement of teaching methods and the enhancement of swimming programs tailored to this population.

Kenny

Kenny is a baby Bottlenose dolphin, of the genus Tursiops, one of the most common and well-known members of the family Delphinidae, the family of oceanic dolphin. He is very playful and friendly and loves to frequently leap above the water surface. Kenny plays with water toys, enjoys making bubble rings, and plays well with other dolphins or other animals.

The post Swimming Lessons for Children with Autism: Benefits, Strategies, and Effective Teaching Approaches appeared first on One with the Water.

The Oct 2020 edition of Autism Parenting Magazine expounds on the benefits. “Imagine there was a way to improve your child’s concentration, mental alertness, responsiveness, and peace of mind in 30-40 minutes. The day-to-day challenges faced by autistic children like anxiety, concentration, overstimulation, and social interaction can all be improved.”

For individuals with an ASD diagnosis, the sensory experience of being immersed adds a layer of calm that can’t be duplicated anywhere else.

“In the water, everything feels calmer. It’s like all the noise, feelings, and business of the outside world just stop. The feeling of the water is interesting, and the way light moves through it can be fascinating.”

In addition to all of the benefits of learning to swim and having autism, you might also stop your child from being another statistic! It’s estimated that one out every 59 individuals has an Autism Spectrum Disorder (ASD), and according to a 2012 study in Pediatrics, 49% of children with ASD have a tendency to wander or bolt from safe settings. Individuals with ASD are often attracted to water yet have little to no sense of danger. Drowning is a leading cause of death in children with ASD. – (NAA – National Autism Association). Give the gift of lifesaving swim lessons this season and help your child become “One With The Water! ”

*Private and public lessons available in packages of four and eight.

Molly Huggins

Molly is a member of our creative team, mom of four water-loving babies, and a fierce advocate for CPR training and really early swim instruction.

The post Swimming and Autism: Does it really make a difference? appeared first on One with the Water.

A study published by JAMA Pediatrics in April of this year found that Autism Spectrum Disorders can be diagnosed as early as 12 months old, and when re-evaluated at age three, 84% of children diagnosed around the 14^th-month marker retained the diagnosis.

According to co-author Dr. Karen Pierce, a professor in the department of neurosciences, and co-director at the Autism Center, University of California, San Diego,

“Diagnosing autism spectrum disorders early is extremely important because the brain is really plastic during early development. If you can identify and start treating autism spectrum disorders before those connections are made, maybe more effective connections will be made. … We believe from a neuroscience perspective; kids will have better outcomes.”[2]

The immediate takeaway in all of this is that parents should raise any concerns they have with their doctor at any age. You are your child’s best advocate, and you are uniquely positioned to observe them in their natural environment for extended periods. If you aren’t sure or have concerns on where to start, consider these five questions, developed by Dr. Connie Kasari, (professor of human development and psychology in the UCLA Graduate School of Education and Information Studies and the Semel Institute of Neuroscience and Human Behavior) as a means of determining early warning signs of autism and autism spectrum disorders.

• Does the baby respond to his or her name when called by the caregiver? Neurotypical children will react to the sound of their name by turning toward the person who called out. Babies with Autism don’t typically respond and often have a selective response to sound.
• Does the young child engage in “joint attention”? Joint attention is simply when a child joins with the person engaging them to look at the same item or focus on the same activity. I.E., shifting their gaze when prompted, looking in the direction of a pointed finger, etc.
• Does the child imitate others? Babies with autism display mimicking behavior (like sounds, waving, clapping, and facial expressions) at significantly fewer rates than neurotypical children. In fact, it is critical to understand with all of these behaviors that the primary concern is the total absence or extremely low frequency of occurrence of the behavior.
• Does the child respond emotionally to others? Neurotypical babies are emotionally reactive, smiling, laughing, etc., and will usually mirror and mimic the emotions of those around them.
• Does the baby engage in pretend play? (This behavior usually develops close to the end of year two, and a child with Autism may not engage with toys at all, or they may develop obsessive relationships with one toy to the exclusion of all others, or even just with the movement of their own body.)[3]

 If any of these questions trigger a red flag, don’t be afraid to dig deeper, knowing that early intervention can create better long-term outcomes for a potentially neuro-diverse child.

Finally, if you currently have a child on the autism spectrum, then consider swim lessons as one of the early therapeutic interventions known to have measurable positive results for your child, as well as the number one tool to significantly decrease their risk of drowning. Register today to find out more!

[1] https://pediatrics.aappublications.org/content/136/Supplement_1/S60

[2] http://healthinfo.uclahealth.org/yourfamily/children/NewsRecent/6,745624

[3] https://www.uclahealth.org/five-early-signs-of-autism

Molly Huggins

Molly is a member of our creative team, mom of four water-loving babies, and a fierce advocate for CPR training and really early swim instruction.

The post Early Intervention for Children with Autism Spectrum Disorders appeared first on One with the Water.

Swimming Therapy for Stereotypical Autistic Behavior

It’s been common knowledge for some time that aquatic therapy has a myriad of positive outcomes for children with ASD. However, in 2004, some researchers set out to determine the specific effects of swimming on motor performance in children with ASD, with the following results. After ten weeks, not only did strength and flexibility increase, so did balance, agility, and power. Also, the number of stereotypic behaviors decreased by about half. These included spinning, swinging, delayed echolalia and no reaction or delayed reaction to a stimulus within 5 seconds. (2)

An additional study done of occupational therapists reported that while reducing stereotypic behaviors was a goal always addressed only half of the time, therapist-reported decrease in stereotypic behaviors reduced across all sessions over 50% of the time. (3)

The literature, while still sparse in this specific area even now, is clear. The natural repetitive motions used in swimming and therapeutic properties of the water can mimic the repetitive and self-soothing behaviors used by children with ASD.

Aquatic therapy for children and adults with an Autism Spectrum disorder offers a definitive decrease in stereotypical autistic behavior, along with the previously discussed benefits of increased cardiovascular health and better overall fitness levels, enhanced social skills, improved aquatic skills, and better adaptation to change.

At One with the Water, our founder, Coach Rippetoe Coach Kenneth has extensive knowledge of the principles used in the field of Applied Behavior Analysis (ABA) and the ethical considerations involved in working with children with autism. Additionally, Coach Rippetoe is a Level 4 Disability Swim Coach certified by the American Swimming Coaches Association.

Register today for our premium swim lessons.

*Sources:

(1) Dickie, V. A., Baranek, G. T., Schultz, B., Watson, L. R., & McComish, C. S. (2009). Parents’ reports of sensory experiences of preschool children with and without autism: A qualitative study. American Journal of Occupational Therapy, 63(2), 172-181.

(2) Yilmaz, I., Yanarda, M., Birkan, B., & Bumin, G. (2004). Effects of swimming training on physical fitness and water orientation in autism. Pediatrics International, 46, 624–626.

(3) Dubois, M. (2011). Aquatic Therapy for Children with an Autism Spectrum Disorder: Occupational Therapists’ Perspectives.https://soundideas.pugetsound.edu/cgi/viewcontent.cgi?referer=https://scholar.google.com/&httpsredir=1&article=1021&context=ms_occ_therapy

Molly Huggins

Molly is a member of our creative team, mom of four water-loving babies, and a fierce advocate for CPR training and really early swim instruction.

The post The Effect of Swimming on Stereotypical Autistic Movement appeared first on One with the Water.

Child fMRI Study at USC!

The University of California is conducting a MIND (Motor InterPersonal Neuroimaging Developmental) Study using magnetic imaging to study the brain. They are looking for children age 8-16 years old who are:

1. Typically developing
2. Clumsy or struggling with things like handwriting or sports
3. Diagnosed with Autism Spectrum Disorder or Asperger’s
4. Diagnosed with Developmental Coordination Disorder/Dyspraxia

Be on the forefront of autism developmental research.

“The goal of this USC study is to look at brain functioning and how it relates to coordination and social skills in developing children. We hope to better understand children’s social and motor abilities using functional magnetic resonance imaging (fMRI). Using this safe brain imaging technique, we can take pictures of children’s brains while they observe, think about, and do different motor tasks.”

A few key points to know:

• Airfare and hotel are not covered, but your child can earn up to $150
• Each participant will also receive pictures of his/her brain.
• This study involves 8-10 hours of participation split across 2 separate visits. Each visit will last anywhere from 4-5 hours. Evening and weekend appointments are available.
• All procedures performed during the study are safe and have no known harmful effects. They are noninvasive and painless. MRI does not involve exposure to radiation.
• Information and results of all testing, will be kept strictly confidential.

For more information, see attached flyer (LA MIND Brochure) and contact them at: Chan.usc.edu/minds ~ AZLab@usc.edu ~ (424) 888-2543.

Molly Huggins

Molly is a member of our creative team, mom of four water-loving babies, and a fierce advocate for CPR training and really early swim instruction.

The post USC Study-See Stars and Your Brain in LA appeared first on One with the Water.

A recent study indicated that the risk of drowning for children with autism is 160x greater than the general population. That alone is a compelling argument for teaching children diagnosed with ASD the lifesaving skill of swimming. But there’s more!

3 Reasons to teach children with Autism to swim.

Multiple studies conducted within the last 20 years provide substantial evidence of the physical and social benefits of swimming for children with ASD.

First: It’s great at increasing physical fitness and swimming ability in children with ASD. This is important when considering that childhood obesity, while declining, is still an epidemic in America. In one study, after ten weeks of beginning swimmer training, the swimmer saw an significant improvement in balance, agility, cardiac fitness, and muscle strength. In other studies, all the children showed a dramatic increase in their swimming ability, proving what we already know – a comprehensive learn-to-swim program tailored to children with autism is highly effective at increasing swimming skill and physical fitness. Additionally, everyone can (and should) learn the lifesaving skill of swimming.

Second: Swimming has been shown to reduce the repetitive motion/behaviors commonly associated with autism. In one of the above studies, not only did the 10 week program increase physical fitness, the swimmer experienced a clear reduction in repetitive behaviors. Additional studies have shown similar results. The natural repetitive motions used in swimming and therapeutic properties of the water can mimic the repetitive  and self-soothing behaviors used by children with ASD.

Third: Children with autism often struggle mightily with communication, social interaction, and behavior. Swimming can help improve social interactions with peers and decrease antisocial behaviors. Multiple studies show that swimmers with autism were able strengthen social connections and enhance acceptance among their peers and classmates. Plus, swimming encourages parallel play and observational learning.

Donate

What we do matters because the evidence is clear. Swimming doesn’t just have the potential to save lives, but to effect lifelong change for good.

Join us by donating to help us provide need based scholarships for high risk, high need children. When you donate to One with the Water, you impact a child’s life on every plane – mentally, physically, and emotionally. For their lifetime.

Molly Huggins

Molly is a member of our creative team, mom of four water-loving babies, and a fierce advocate for CPR training and really early swim instruction.

The post The Science of Swimming: Autism appeared first on One with the Water.

Swimming lessons are vital to protect the life of a child with ASD.

Autism, or autism spectrum disorder, is the term applied to a range of conditions indicated by challenges with social skills, repetitive behaviors, speech and nonverbal communication. (From Autism Speaks). According to the CDC, 1 in 68 children are diagnosed with ASD.

The recently published study, led by Dr. Guohua Li, a professor of epidemiology from Columbia University Mailman School of Public Health in New York, examined over 32 million death certificates from 1999 to 2014. They found 1,3067 people with an ASD diagnosis who had died in that period. Their research showed that the annual death rate had increased SEVENFOLD in the fifteen years they studied. And according to Dr. Li, speaking with Medical News Today, that number doesn’t take into account the fact that autism-related deaths often go underreported.

28% of the total deaths were due to injury. Suffocation, asphyxiation, and drowning made up a staggering 80% of mortal injuries to children with ASD.

At least one of those is highly preventable. 

“Our analysis reveals that children with autism are 160 times as likely to die from drowning as the general pediatric population. Given the exceptionally heightened risk of drowning for children with autism, swimming classes should be the intervention of top priority.” – Dr. Li

160 TIMES. Let that number sink in.

Drowning is preventable

Wandering commonly occurs with autistic children, and because children with autism often have limited social and communication skills, they may seek out bodies of water as a serene place to calm themselves and relieve anxiety. Often with tragic outcomes. “Swimming ability for kids with autism is an imperative survival skill.” – Dr. Li.

As soon as a child receives an Autism Spectrum diagnosis, often around the age of 2 or 3, Dr. Li recommends signing them up for swimming lessons. (And at One with the Water, we believe ALL children that age should be in swimming lessons, but that is a different story altogether). Even before other kinds of therapy if need be. And as a side note, there is evidence that swimming produces results for children with ASD in other therapeutic environments.

Swimming lessons can save a life. Drowning is preventable! At One with the Water, our coaches are equipped to teach children & adults with: ADD & ADHD, Anxiety, Autism Spectrum, Down and CHARGE syndrome, Sensory Integration Issues, auditory processing disorders, amputation, Cerebral Palsy, Spina Bifida, spinal cord injury, obesity, and other disabilities.

Please don’t wait. Swimming lessons could be the difference between life or death.

Help us save lives!

Partner with us today to teach economically disadvantaged children, special needs children, and Service-Disabled Veterans to become One with the Water! Be a hero today, and when you donate now, you can help reduce the risk of drowning for children by up to 88%! Be a hero and help us save the life of a child.

Want more details? Visit our foundation page to be a hero.

Molly Huggins

Molly is a member of our creative team, mom of four water-loving babies, and a fierce advocate for CPR training and really early swim instruction.

The post Surprising New Research: Autism and Swimming appeared first on One with the Water.

Now, imagine attempting this with children with Autism Spectrum Disorder, or who struggle with sensory processing disorders (SPD). Imagine communication with an autistic child whose only language is nonverbal. Or an autistic child who can hardly bear the volume and sound of your voice. The reality is, all children want to communicate, and they all desperately want to be understood.

I’m returning to the excellent book I wrote about previously, (How to Talk So Little Kids Will Listen, written by parenting and education experts Joanna Faber and Julie King), to highlight how we as parents, but also as coaches at One with the Water practice these communication skills with our children and clients who have an Autism spectrum or SPD diagnosis.

7 Tools for Effective Communication with Children on the Autism Spectrum

According to Ms. Faber and Ms. King, the basic premise is this: Children who don’t physically process sensory input and emotion in a neuro-typical way can be overwhelmed by the experiences, even from parents.

“Our world feels wrong to them.” So how do we bridge that gap?

1. Join them in their world. What are they interested in? Legos, blocks, video games, whatever their passion, join them in their space, while respecting their boundaries, and show some interest. Ask questions, parallel play, etc. Find out what they love and learn about it. For the pool scenario, this helps build relationship and trust before asking a child to do something new and scary.

2. Take time to imagine what they are experiencing. In laymen’s terms, put yourself in their shoes. How does that play out in the pool? Remember Kenneth’s first swim lesson? Do you have a traumatic experience related to water? Draw on your memories, or whatever you need to do, to recognize and validate their feelings. Empathy is a key in communication.

3. Put into words what kids want to say. Sometimes, this is needed for various reasons – perhaps their brain to mouth connection or mouth coordination hasn’t developed fully yet: not enough words, or difficulty forming words, etc. Expand on the words they are using by repeating statements and displaying similar emotions. “Children who have difficulty communicating still want to express themselves and be understood.” Just like us, when children feel understood, they feel calmer, more connected and better able to cope with frustration.

4. Adjust expectations! Manage the environment, not the child. This is HUGE in the pool. What may seem like a small thing to one child can be an enormous victory for another. In addition, the pool in particular is a sensation-heavy environment that may need to be introduced slowly. It may take time to learn their rate of growth, improvement, and ability level. Celebrate each success as it happens, knowing the effort and courage your child has put forth.

5. Use alternatives to the spoken word. For some, nonverbal communication may be their only avenue. Take the time to write a note or directions for them. Use clear, dramatic gestures, or even draw a picture. All categories of kiddos benefit from multiple ways to receive and process information. Incorporate colorful charts, happy songs, and easy checklists into their routine. You will all benefit, I promise.

6. Tell them what they can do instead what they can’t. Children who process words literally may be confused by “don’t” commands. If you need to stop a behavior, try redirecting, or offering positive communication (Works in helicopters too – When I flew, we had a crew coordination skill actually named positive communication. Our task was to give commands, information, and directions in positive language. “Turn left,” instead of “Don’t turn right.” When you are turning to avoid hitting things, it’s easy to see that a misunderstanding can be fatal.) While not quite as serious, the same principle applies in the pool, and is still a matter of staying safe.

7. And finally, be playful! When we teach, most of the lesson is playful and imaginative. We hunt for pirate treasure, swim with mermaids, or talk to mermaids and other popular characters under water. We teach them our favorite tune by humming, which causes bubbles to come out of our noses! For a child with a fear of submerging his face, starting with “Simon Says” and proceeding to a pirate treasure hunt makes the experience not only tolerable but creates a sense of adventure. Part of our job as parents and coaches is to aid in their transition from the literal to the imaginative, to broaden the edges of their world, creating a richer place in which to live, love, and learn.

Remember, all of the above tasks outlined by the authors require patience, and a celebration of milestones and small victories. Nothing we do, in parenting, or in coaching, is a quick fix, but rather the result of hard work, commitment, and a deep love and affection for the little ones in our care. One with the Water is passionate about teaching your children to be confident, courageous, successful, and safe.

Become a Hero

Have you already experienced what swimming can do? Partner with us today to teach economically disadvantaged children, special needs children and Service-Disabled Veterans to become One with the Water! Be a hero today, and when you donate now, you can help reduce the risk of drowning for children by up to 88%! Be a hero and help us save the life of a child.

Molly Huggins

Molly is a member of our creative team, mom of four water-loving babies, and a fierce advocate for CPR training and really early swim instruction.

The post Autism Spectrum and Communication Solutions for Children appeared first on One with the Water.

I know what you may be thinking. The gluten free casein free diet sounds great, but there is no way my child is going to eat that way! All he eats is pasta and cheese! I completely understand. My son used to be the pickiest eater. More often than not, dinner time felt like World War III.

It’s Worth It

I remember when I started an autism nutrition diet for my son James. He was only 2 ½. I decided to take out dairy first because I was still confused about what gluten was. I remember the first night I gave my son a little almond milk instead of regular cow milk before bed. He didn’t drink it. I felt like I was depriving him. I started questioning my decision already. The next night we tried the almond milk again, and once again he didn’t drink it. We sauntered off to bed, but this time when I leaned in to kiss him goodnight he didn’t turn away! This was the first time he let me kiss him square on the mouth! I remember cheering, clapping, and celebrating with tears flowing down my cheeks. I must have kissed him 50 times in a row. It was absolutely incredible! I decided right then and there that I would commit to doing whatever it takes to help my son. I felt empowered. I didn’t care that the pediatrician thought diets didn’t work. We just had to figure out how to help his little body heal so he would be able to express that love more easily.

First Things First

The most important thing with autism nutrition is to get clear on your intention for changing your child’s diet. When you know your “why” you can tolerate almost any “how.” My “why” was the fact that I wanted to connect with my son in a loving way. When I saw the spark of possibility in such a short amount of time, I decided that it didn’t matter how difficult it may be, it was worth it. The “how” would come with dedication and practice.

You Are Not Alone

If you feel like your child is extremely picky you are not alone. Up to 70% of parents with children on the spectrum report problems with excessively narrow eating habits. So how can you encourage your child to try new things?

Your attitude is everything! When you get frustrated, your child is likely to get frustrated. Then they will probably be less likely to try a new food. Believe me, I know this from experience! If you can shift your attitude from being upset to realizing that your child is doing the best he can it is helpful. There are several reasons a child may be limiting foods including food allergies or sensitivies; sensory difficulties; food and/or chemical addictions in processed foods; yeast, viral or microbial overgrowth; and control issues.

When I realized that James wasn’t just “being defiant” it was easier for me to be gracious with him. I started making meal time more of a game. If he didn’t eat what I made for him I told myself, “Great! Now there is more for me!” Don’t think of food as being wasted, but a valiant loving effort on your part to feed your child the best food possible.

Patience is a Virtue!

Don’t worry if you offer a new food and your child doesn’t try it. It can take ten tries or more before a child might accept a new food. There are some people who save the food that wasn’t eaten and serve it for the next meal. (I tried this too. Unsuccessfully I might add.) I have found that waiting a few days before offering the food again will help the child be more willing to try it.

Mealtimes Can Be Fun

Kids love to play. With autism nutrition, consider the possibility that mealtimes can be a fun time to play. I know your mother probably told you not to play with your food. She probably wasn’t trying to feed a child on the spectrum either!

Here are some things I have tried that my kids enjoy:
• Make faces on pizza with vegetables
• Cut fruit or veggies into fun shapes with mini cookie cutters
• Make a healthy dip they can dip their veggies in
• Use fun plates or utensils
• Read books with characters that eat healthy food

My kids are so competitive. They like to see who can finish first. The racing is not the best for digestion, but sometimes you just have to do whatever it takes to get the broccoli down!

Recognize Their Efforts

I never realized how many steps there are to eating until I tried to feed James. When we started out he wouldn’t even tolerate certain foods on his plate. He might scream or push it off. Then I tried to just get him to take a bite. I remember putting the spoon up to his mouth to try and get him to taste it and he would start dry heaving before it even touched his tongue. My goodness. Once I got some food in his mouth I figured he would have to eat it. He refused to chew and would hold food in his mouth for over an hour. Through all this I have learned that there are many steps a child goes through to successfully eat a food.

These include:
• Tolerating food on their plate
• Smelling it
• Touching it
• Putting food to their lips
• Touching it with their tongue
• Putting the food in their mouth
• Chewing the food
• Swallowing the food

Each step is one step closer to your child actually eating the food. Encourage your child when they make progress. “Wow, you touched it! So great!” Remember, patience is a virtue.

Study Your Child’s Favorite Foods

What foods could your child eat every day for the rest of his life? This is the key to getting your child to try new foods. Your job is to become a detective. What is it about the food that your child loves? Is there a certain texture, temperature, or flavor your child prefers? Are soft foods preferred over harder foods? Hot, cold, or room temperature? Spicy, bland, raw, or cooked? Once you discover what aspects it is about certain foods your child likes best, you can use that to your advantage when introducing new foods.

If your child likes crunchy textures you can make veggie chips. If they like soft textures you can make pureed veggies. Think mashed sweet potatoes. Veggies fries are also delicious too. My kids love dipping baked vegetable fries. They will gladly eat parsnip fries as long as they can dip it in ketchup. (Organic and gluten free ketchup without high fructose corn syrup, of course.)

Get Sneaky

I think we can all agree that the goal is to get our children to willingly eat a wide variety of nutritious fruits and vegetables every day. When your child has extremely limited eating habits it behooves you to get the food in whatever way is possible. This is where it pays to get a little sneaky.

Hiding veggies is one of my strong suites. There are many ways to do this. Shredded veggies can be added to breads or muffins. Pureed veggies can be added to muffins, meatballs, loafs, or patties, in pasta sauce or pancakes. (Use ¼-1/2 cup of puree per cup of pancake flour mix.)

If you child likes juice or smoothies you are in luck! You can get just about any fruit or veggie down the hatch with a fresh juice or smoothie. This was my saving grace with James. I was juicing every day. I had four different juice recipes using different fruits and vegetables. When I knew he was drinking his juice at breakfast, it gave me peace of mind when dinnertime came. I knew if he didn’t eat anything for dinner, at least I knew he had a few servings worth at breakfast.

Now that I am working and the boys are going to school, I am so thankful to have found Juice Plus. It is an incredible whole food supplement made from whole fruits and veggies that comes in a capsule or chewable. Since taking Juice Plus, the boys have both been eating more fruits and vegetables. Once the body gets a taste of all those valuable nutrients, there is some metabolic reprogramming happening that helps them desire more! The trick is getting the food in the body in a way that is tolerated.

Trust your instincts when it comes to feeding your child. There are lots of experts out there with tips and tricks that are helpful, but nobody knows your child better than you do. You have a relationship with your child that trumps anybody else. The trust and love you share will be advantageous to your shared success. Trust that you can do it and then just go for it. Remember, if they don’t eat it, there is more left for you!

www.nourishedwithlove.com

Kenny

Kenny is a baby Bottlenose dolphin, of the genus Tursiops, one of the most common and well-known members of the family Delphinidae, the family of oceanic dolphin. He is very playful and friendly and loves to frequently leap above the water surface. Kenny plays with water toys, enjoys making bubble rings, and plays well with other dolphins or other animals.

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