Creative Approaches to Enhancing Relationships with Nonverbal Children with Autistic Spectrum Disorder Lauren Gagliardi, MA, BC-MT Amy R. Hunter, MA, BC-DMT, LPC

Strengths of Non-verbal Children with ASD Creativity Passions Comprehension Unique expression Imitation and more….

Areas Needing Support Communication Awareness of & Relation to others Reciprocal & Shared Connections

Creative Arts Therapies The psychotherapeutic use of art modalities and creative processes to enhance overall health & well-being Furthers the Physical, Emotional, Cognitive, Expressive, Social, & Developmental integration of the individual Art Therapy, Dance/movement Therapy, Music Therapy, & Psychodrama Focus is on Non-verbal Creative Transformation

Creative Arts Therapies Settings Psychiatric Hospitals Nursing Homes Drug Treatment Centers Medical Facilities Prisons Early Intervention Programs Crisis Centers Veteran Associations Schools Populations ADHD Breast Cancer Parkinson's Substance Abuse Eating Disorders Learning Disabilities Schizophrenia Depression Trauma Autism Board Certification, LPC in multiple states, NCC, and Nationally recognized Professional Organizations

Music Therapy American Music Therapy Association In other words… The clinical and evidenced- based use of music interventions to accomplish individualized goals within a therapeutic relationship by a credentialed professional The use of music, whether recorded or live, known or improvised, to work on and reach specific goals

Why Music Therapy? Principles of MT Everyone has experiences with musical elements, therefore everyone can relate to music in some way. Elements of music are preverbal –Rhythm, pulse, tone, tempo, pitch, timbre, contour, dynamics Music is inviting & engaging. Music is non-threatening. Music can be non-verbal. Music brings out healthy aspects of people.

Music Therapy and ASD “Music is a basic human response. The malleability of music makes it a medium that can be adapted to meet the needs of each individual.” -Wigram, Pedersen, & Bond Goals include: –Building an awareness of self and others –Increasing tolerance of social interactions –Increasing impulse control and delaying gratification –Increasing purposeful communication –Developing experiences in the present moment –Reaching fullest potential

Dance/movement Therapy Psychotherapy that uses movement & non-verbal language as the primary tool for relating, assessing, and intervening with clients. Goals include improvements in: - Impulse control - Body image & Body awareness - Resilience - Spatial awareness - Communication - Emotional awareness & regulation - Flexibility - Social awareness & Relational capacities

Theories & Principles of D/MT Movement is fundamental & universal to human existence. We communicate non-verbally with our bodies everyday through gestures, facial expressions, body posturing, and spatial proximity. We each have unique ways of moving that reflect who we are as individuals: biology psychological processes personality family experiences emotions culture The body & mind are connected and interrelated. Changes in one have corresponding changes in the other.

D/MT with Children Movement is the language of children! They learn with & through their bodies every day. Movement is developmental. DMT can help children gain essential, developmental skills by mastering movements & qualities that correspond with specific developmental stages. Movement & play provide a safe means for a child to identify, communicate, and manage feelings.

Enhancing Relationships with the Non-verbal Autistic Child Where to start: Build Trust Allow the child to be who he/she is without imposing Allow free exploration & improvisation Recognize his/her strengths & passions Be witness to the child’s authentic self

Acknowledge & Accept Who the Child is Mirroring - joining with the child in a truly authentic manner -Not simply imitating or copying, but experiencing the child’s subjective world Movement: actions, qualities (tension, direction, strength, speed, intention) gestures, spatial patterns, facial expressions, eye-contact, breath Music: style, rhythm, tempo, dynamics, tone, timbre * The child can trust you if you appreciate their unique self- expressions. Verbal example (Justin D.) & video case example Experiential: volunteer to mirror LG and AH then split into pairs and mirror one another Process experience, questions, what was the experience like leading? being followed?

Build Interpersonal Awareness The child begins to recognize that you are there to support & enhance their experience. Reciprocity: give and take, each giving equally to an interactive experience Joint attention: focusing on a mutual task Empathetic Awareness: being able to accommodate for others, not just using others for their own benefit

Develop a Shared Experience Mutual Acceptance: the child is able to express her/himself and also connect with you in an authentic way Reflection: you can both build upon the childs’ passions to develop meaning Authentic Understanding: recognizing & sharing in the joy of the child as they share in the joy of you

“We have an opportunity to engage with them in their language, in their world, rather than ask them to speak to us in ours. If we speak their language, or at least offer it to them as a means of speaking, they will entrust us with a willingness for playing together that will have the potential for real transformation.” -Dennis McCarthy

Resources American Music Therapy Association American Dance Therapy Association McCarthy, D. (2008). Speaking about the unspeakable: Non-verbal methods and experiences in therapy with children. London, England: Jessica Kingsley Publishers. Wigram, T., Pedersen, I.N & Bonde, L.O. (2002). A comprehensive guide to music therapy: theory, clinical practice, reaserch and training. London, England: Jessica Kingsley Publishers.