Autism. Part 2. Motor stereotypes and excessive tactile sensitivity in a child with autism: reasons and recommendations for parents
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Part 1. Causes of occurrence. Raising a child with autism
- Part 3. Protest reactions and aggression of a child with autism: causes and methods of correction
- Part 4. Life is illusory and real: special symptoms in children with autism
- Part 5. Speech disorders in autistic children: systemic causes and methods of correction
- Part 6. The role of the family and environment in the upbringing of autistic children
An autistic child, falling into the field of vision of specialists, often demonstrates a whole palette of various disorders. At the same time, it often remains unclear what they are caused by. When looking at these pathological manifestations from the point of view of Yuri Burlan's System-Vector Psychology, it is easy to see that they are all caused by a distorted picture of the development of various vectors in a child with an injured sound vector. Why is this happening?
Cause and effect
The autistic child really gets the primary mental trauma through a negative impact on the dominant sound vector. Loud sounds, noisy music and even parental quarrels could have such an impact, as a result of which a child with a sound vector is fenced off from the world and ceases to perceive information from the outside.
Alas, this is not the only tragedy. In the modern world, there are practically no single-vector people. And disturbances in the dominant sound vector cause an avalanche-like cascade of deviations in the development of all other vectors that are assigned to the child from birth. As a result, we are faced with a mixed picture of numerous pathological manifestations. Thus, the development of the child as a whole depends on the state of the sound vector.
In this article, from the point of view of the System-Vector Psychology of Yuri Burlan, we will analyze the mechanism of how the development of the cutaneous vector is disrupted in childhood autism, and what symptoms appear in this case. By realizing the systemic causes of their child's behavior and relying on the recommendations of this and other systemic articles, parents will be able to create the most comfortable conditions for the development of the innate abilities of an autistic child.
About the developmental features of a healthy child with a skin vector
To a healthy baby, the skin vector imparts amazing mobility and dexterity, good motor skills. From birth, these babies have especially sensitive skin that is receptive to the slightest touch. Physical punishment is unbearable suffering for a skin child, they should never be beaten.
Children with a skin vector have an engineering and design mindset. From early childhood, they enthusiastically build something, be it the first tower made of blocks or a complex spaceship from all the furniture that has turned up under the arm in the house. They have excellent rational thinking based on an innate sense of benefit and benefit. They learn counting skills earlier than other children. In the future, this will help a child with a skin vector become an excellent engineer, merchant and even a lawyer.
What happens when the cutaneous vector develops under conditions of sound trauma, that is, in childhood autism?
Distorted picture of early development in a skin-sound autistic child
If we are talking about primary autism (that is, the child received a sound trauma while still in the womb), then already from infancy not only the disorders characteristic of any autistic are visible (does not respond to a name, insufficient eye contact). At the same time, other unfavorable symptoms associated with the distorted development of the skin vector are growing.
Having especially sensitive skin, such children from infancy protest shouting against the usual procedures for changing, bathing, combing and cutting nails and hair. Stroking or light massage also causes them severe discomfort. Many mothers of skin-sounding autistic children note that when feeding, the child twirls and twirls in his arms, as if trying to get rid of the mother's embrace. It was possible to calm the child down only by laying him on the bed next to him, after which the baby could take the breast.
If a child develops autism after birth, symptoms appear later. The child also begins to protest even when washing and dressing. He often tends to take off his clothes completely and be naked, regardless of the temperature in the house. One gets the impression that, in general, any kind of touch is unbearable for him.
This is confirmed by another observation of the parents - the child categorically protests against hugs and kisses, and cannot stand sitting on parental arms for more than a few seconds.
Paradoxically, at the same time, the child often experiences great pleasure from such games with adults, when he is thrown, twisted, circled. At the same time, there is no emotional contamination from the smile of an adult. Presumably, the joy is delivered directly by the sensations of one's own body.
In fact, this is how an autistic child with a cutaneous vector has the first experience of motor autostimulation. But sometimes skin-sound children with an injured sound vector from an early age learn to get such satisfaction of their needs without the participation of their parents: for example, they bang their head against the side of a stroller or with their backs against the wall of the arena.
From an early age, they also begin to experience a special pleasure from swinging: for hours such a child can swing back and forth, sitting in the arena (this can be explained by the fact that the skin vector is responsible for rhythm, movement, tact).
Progression of pathological symptoms after 1 year
In a healthy child with a cutaneous vector, from the moment of mastering walking skills, motor activity begins to rapidly increase. In an autistic child with a skin vector, the same thing happens: parents often note that such a child did not go, but immediately ran. Moreover, as a rule, this happens even earlier than the average statistical norm - about 9-10 months. But, unfortunately, the characterization of these motor skills in autism also takes the form of pathological symptoms.
Hyperactivity, disinhibition occurs. Yes, the child is running. But he runs without a goal, the impression is that the surrounding field of space captures and pulls him. He cannot focus his attention for a long time, his gaze "slides" along objects and people. Experts call such a set of symptoms "field behavior", but only system-vector psychology helps to understand what this behavior is associated with.
The number of stereotyped motor movements is constantly growing: strange gestures appear, the child takes unusual postures, walks on tiptoe, strains certain parts of the body, twists the fingers. He can also circle around his axis, rhythmically bend and unbend his fingers, shake his fingers or wrist, jump in place. Sometimes there is a completely pretentious drawing of such stereotypes.
The desire to swing, which began in infancy (sitting in the arena, or for a long time on a rocking horse) also develops into a motor stereotype, a constantly repeated unintelligible action. At the same time, sometimes the extraordinary dexterity, gracefulness and smoothness of movements when climbing and balancing simply admire. However, attempts to use these qualities to teach the child free movement fail.
Often, as a way of cognizing the surrounding world, the skin-sound autistic child prefers feeling objects. That is why he experiences a special pleasure from pouring cereals, the sensation of tearing and stratification of fabrics or paper, pouring sand or pouring water. If in a healthy child with a skin vector such interests arise only in infancy and are quickly replaced by constructive activity, then in an autistic child such manifestations can persist for many years.
Recommendations for raising a skin and sound child with autism
First of all, you need to remember about the mechanism of the formation of autism. This happens through trauma in the development of the sound vector. Consequently, the first and main condition for raising any autistic child will be “sound ecology” in the home.
Minimize the amount of household noise: from electrical appliances, loud music and the sound of a working TV. If your home is located above a road along which streams of cars are rushing, it is better to acquire soundproofing or even change your place of residence. Parents need to speak quietly, gently and calmly with each other and with the child. No offensive meanings should be allowed in speech either.
As for the peculiarities of the upbringing of a skin-sound autist, first of all, one should remember that it is absolutely impossible not only to beat, but even lightly spank such children. The skin is a particularly sensitive area, and even minimal stress can lead to disastrous results.
As a rule, parents who are not familiar with Yuri Burlan's System-Vector Psychology do exactly the opposite. Of course, it is hard for them to perceive such a huge variety of stereotypical movements in a child, and they try to suppress them in the simplest way - to slap on the arms, legs, back, or "whatever else he twirls and twists." This upbringing leads to the fact that even if by a miracle the child was able to stop making just such movements, they are replaced by ten new, even more elaborate ones.
Special recommendations for daily routine
Autistic children with a skin vector are often hyperactive and extremely restless. This disinhibition leads to overstimulation of the nervous system, especially towards the end of the day. Many parents of such children complain that they cannot establish a normal regime.
Meanwhile, this is the first thing to do in such a situation. Even a healthy child with a skin vector needs rules, a daily routine and actions, a system. Autistic people are no exception. But giving them the rules and the regime requires much more strength and consistency from the parents.
All regime moments (feeding, walking, exercising, sleeping) should take place strictly at the same time every day. At first, it may seem that you are building a barracks for your child with your own hands, but this is not at all the case. At first, he may protest, but then he will obey repeating rules, and it is better to feel within the given structure of time. Evening falling asleep will also improve.
The system of prohibitions and restrictions must be respected by all family members without exception. If necessary, let the compassionate grandmothers read this article. Get together and discuss once what the child is allowed and what is not, and in what cases the options are possible.
Further, the system of rules and restrictions should work in the same way for dad, mom, and other family members. If the child is strictly forbidden to touch the medicine, then no one will allow it. It doesn't matter that it is not at all dangerous to rustle empty packaging.
Considering the child's field behavior, the space should also be structured into zones. Such a child cannot eat and study in the same place. No matter how small the apartment is, try to divide it into zones: this is a play area, this is a table for classes, and we eat only in the kitchen.
How to equip a study area and organize the learning process
It is especially important that the workplace for studying with the child is equipped correctly: the table should stand along the wall, on which there is no need to hang anything. Autistic children with a skin vector already cannot concentrate for a long time, and if they are distracted by the view outside the window or a colorful poster on the wall, you simply will not achieve anything in the lesson.
A healthy child with a skin vector is very sensitive to questions of benefit and benefit, as well as to spending his time. The autistic child is no exception. Motivation will also work well here: if you do this, you get it. At first, you can offer a treat as a reward, and later - a trip to the park, on a swing, or to other places your child likes. If he perceives information poorly by ear, just show the photo where you will go after class.
Time is another story. Suppose you managed to motivate the child, and he is ready to study in anticipation of a reward. But the skin-sound autistic is extremely restless, in principle it is not clear to him when this torment will end, and he begins to get nervous literally a couple of minutes later.
Visualization of time can help here (for example, using an hourglass). Another way is to visualize the volume of upcoming tasks. Just use several boxes and number them. Put a task in each. First, this slide lies, for example, on the right side of the table. As you progress, you transfer the waste material to the other side. This gives the child a visual idea of how much more work remains to be done. Over time, there will be much fewer protests about this.
What to do
Children with skin vectors love to count. But in the autistic child, this takes on the character of a "counting-out", a repetitive stereotyped action. Therefore, teach as early as possible to correlate the real number of objects with the image of the figure. A practice like sharing table setting helps a lot. How many forks do you need? Take, count. Spoons, napkins, plates, etc. Later you can ask the question "how much is missing?"
Also, the dermal vector imparts to the child the desire to design. In autistic children, it translates into the construction of rows of all objects available to the child - cubes, cars, spoons, etc. In the activity, encourage your child to follow your pattern. A set of geometric shapes will be a great help, as an option - a magnetic set for use on a special board. Later, the child will be able to master the application. Puzzles are also very good for sono-skin children.
Useful for skin children and all kinds of games with unstructured material - sand, water, plasticine. They give the child a lot of such valuable tactile sensations. You can draw on the rump with your finger, sort the beans by color, or work with fabrics of different textures.
If the child perceives finger paints, this is another option for extracting pleasant and at the same time useful sensations. When the child's hand is well developed, he will enjoy working with colored sand, from which a multi-colored picture can be made.
Later, the skills of fine motor skills need to be complicated: applique and origami, coloring and tracing objects along the dotted line and contour, performing elements of writing.
What to do with motor stereotypes and tactile intolerance
With the correct development of the child's skin vector, tactile intolerance decreases itself over time. This is due to the fact that the child manages to fulfill his needs for the skin vector with the help of other available sensations. As a result, the tolerance of tactile contact is improved. True, we must not forget that the development of any skills can only occur when optimal conditions of comfort are created for the sound (dominant!) Vector of the child.
The autistic child gains this range of sensations through autostimulation. It will not work to instantly deprive a child of these activities. Therefore, at first, all that parents can do is to give meaning to the child's actions and teach how to use such actions in an adequate situation.
Example: the child sways back and forth. He is simply extracting sensations that are enjoyable. You teach him with a toy: “Let's rock the bear. Ah … The bear is sleeping … ". After some time, you will see that the child himself takes the toy to swing with it. This moment should be used to establish the rules: we swing the bear only at home. When a child tries to swing on the street, we carefully stop and ask the question: “Where is the bear? Houses. You come home and shake it. " At the same time, do not limit the rest of the motor stereotypes.
Thus, it is necessary to give meaning, and later to set the rules for other stereotypical actions of the child: shake your fingers - after washing your hands, we jump like a bunny - only during charging. As a result, over time, the child learns enough self-control to limit his stereotyped responses in the wrong situation.
Skin and sound autists can have, and vice versa, an increased need for tactile sensations - they constantly touch adults, stroke them. This can also become obsessive. But here the mechanism of action of the parents is the same: to help the child fill the dissatisfaction of desires in the skin vector through the beneficial activity described in the previous section.
Plus, this love of touch can be used in joint finger games, and a light massage will also be useful. As a result of the filling of the skin vector, both tactile intolerance and the excessive need for such contact will decrease over time.
General conclusions
This article shows what a huge amount of pathological symptoms can arise as a result of impaired development of the skin-sound ligament of vectors in a child diagnosed with autism. It is not surprising that when raising an autistic child with 3-4 or more vectors, where each vector adds its own symptoms, parents simply lose heart. It is simply impossible to understand this avalanche of symptoms without knowledge of system-vector psychology.
At the training on system-vector psychology by Yuri Burlan, you can thoroughly study the vector set of your child and, most importantly, understand the root of the problem - the sound vector - this allows you to understand the reasons for its manifestations and develop an adequate approach to solving each behavioral problem. Armed with the knowledge of system-vector psychology, you will be able to educate and develop a child no longer blindly, but clearly understanding all his psychological characteristics and potential.
Hear what a mother, whose child was diagnosed with ADHD and autism, tells about her results after undergoing training in system-vector psychology by Yuri Burlan:
You can find out all the information on free, introductory lectures on system-vector psychology by Yuri Burlan. To visit them, simply follow this link and register.
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