Hydrotherapy pd penderita autis

Authors:
Ida Narulita Dewi*, Widodo Judarwanto**. Departement of Medicine Rehabilitation
Ciptomangunkusumo Hospital of Jakarta Indonesia*, Clinic for Children, Bunda Hospital Jakarta
Indonesia ****
I. INTRODUCTION
Autism is a pervasive developmental disorder. This means that most people on the autism
spectrum have delays, differences or disorders in many areas -- including gross and fine motor
skills. Children on the spectrum may have low muscle tone, or have a tough time with
coordination and sports. These issues can interfere with basic day-to-day functioning -- and
they're almost certain to interfere with social and physical development.
Children with Autism would rarely be termed physically disabled (though there are some autistic
children with very low muscle tone, which may make it difficult to sit or walk for long periods).
Most children with autism do, however, have physical limitations.
Aquatic experiences provide unique and essential opportunities for children with autism. A well
designed and carefully implemented instructional aquatics program can be instrumental in
promoting health and wellness by helping children with autism learn skills that can be used
throughout their lifespans (Auxter, Pyfer. & Huettig. 2001; Lepore, Gayle, & Stevens. 1998).
Tony Attwood, an internationally respected expert in the education of learners with disabilities
with autism spectrum disorders (ASD), acknowledged the important role of aquatics for children
with ASD. Attwood (1998) suggested the ability to swim was less affected in children with ASD
than other movement activities. He also suggested swimming can enhance a child's competence
and foster an appreciation of proficient movement.
Kito Kitahara. the philosopher and educator who founded and developed Daily Life Therapy, one
of the best validated pedagogical approaches for children with autism, acknowledged the
importance of aquatics. Kitahara supported aquatics, as a critical part of the Daily Life Therapy
curriculum, because it diffused energy and required coordination of hand and leg movements
(Kitahara, 1984).
There is considerable documentation of the potential physical. motor, social, and emotional
values of a well-designed aquatics program for learners with diverse abilities Broach & Datillo,
1996: Cowart, 1998; Figuera, 1999: Harris, 1995: Hurley & Turner, 1991; Hutzler, Chaman,
Bergman, & Sweinberg, 1997, 1998: Killian. Joyce-Petrovich. Menna, & Arena. 1984:
Langendorfer, 1986: Langendorfer & Bruya, 1995; Lepore, Gayle, & Stevens, 1998; McBride-
Conner, 2001; McHugh, 1995; Peganoff, 1984; Stopka, 2001; Woods, 1992).
Although individuals who teach aquatics to children with autism know inherently aquatics is an
effective venue, there is little documented evidence of the effectiveness of aquatic intervention.
Cowart (1998) provided case study evidence of the effectiveness of aquatic intervention with hard
to reach children whose behavioral characteristics were consistent with educational diagnoses
associated with autism spectrum disorders.

The purpose of this article is to describe achievements the role of hydrotherapy in recreational
therapy for autism spectrum disease.
I. AUTISM SPECTRUM DISEASE
Autism is a lifelong neurological and biological developmental disability that begins at birth or
during the first three years of life. Current prevalence rates indicate an incidence of about 2 in
1000. Although the cause is still unknown, Autism appears to be associated with some hereditary
factors. The risk of Autism is three times more likely in males and is not isolated to any one race,
culture or socioeconomic group.
The Diagnostic Statistical Manual of Mental Disorders (DSM IV, l994) places Autistic Disorder
under the broader category of Pervasive Developmental Disorders, which includes Autistic
Disorder, but also Rett's Disorder, Childhood Disintegrative Disorder, Asperger's Disorder, and
PDD not otherwise specified.
Autism may be manifest in infancy as impaired attachment, but it is more often identified in
toddlers, mostly boys, from 18 to 30 months of age, in whom parents or pediatricians note an
absence or delay of speech development and a lack of normal interest in others or a regression
of early speech and sociability.6 Autistic traits persist into adulthood, but the outcomes of the
disorder vary from little speech and poor daily living skills throughout life7 to the achievement of
college degrees and independent functioning.2,8 Adults with autism may pass as being merely
odd or reclusive, or they may be given a diagnosis of obsessive–compulsive disorder, schizoid
personality, simple schizophrenia, affective disorder, mental retardation, or brain damage.
The main symptoms of autism9,10,11 are deficits in sociability, reciprocal verbal and nonverbal
communication, and the range of the child's interests and activities. Contrary to popular view,
children with autism may be affectionate, but on their terms and without the expected joy and
reciprocity. Parents of such toddlers may describe them as independent rather than aloof and
may be proud of their supposed self-sufficiency. The inordinate shyness, fearfulness, anxiety, or
lability of mood of the child with autism may be replaced by detachment or depression in
adolescence. Unprovoked aggressiveness, if not dealt with early, may become a major problem
and lead to a need for heavy medication or institutionalization.
No drug or other treatment cures autism, and many patients do not require medication. However,
psychotropic drugs that target specific symptoms may help substantially. The effectiveness of
methylphenidate in improving attention capacity can be assessed rapidly because of the very
short half-life of the drug. With other psychotropic agents, an initial small dose of a single agent
should be given; the dosage should be increased sufficiently slowly to gauge effectiveness before
any switching of drugs. Serotonergic antidepressants are often prescribed to control stereotypies,
perseveration, and mood swings, but controlled trials of these drugs in autism are needed. In
view of the potential need for their long-term use, especially to control aggression, medications
must not have sedative effects or produce irreversible side effects such as tardive dyskinesia.
The most important intervention in autism is early and intensive remedial education that
addresses both behavioral and communication disorders. The effective approaches use a highly

structured environment with intensive individual instruction and a high teacher-to-student ratio.
Occupational and physical therapy should address specific deficits. Parents need specific
instruction in how to deal with tantrums and destructive behavior and in useful techniques for
keeping their children organized and occupied so as to minimize detrimental effects on the family.
II. DISABILITY IN AUTISM SPECTRUM DISEASE
The main symptoms of autism are deficits in sociability, reciprocal verbal and nonverbal
communication, and the range of the child's interests and activities. Contrary to popular view,
children with autism may be affectionate, but on their terms and without the expected joy and
reciprocity. Parents of such toddlers may describe them as independent rather than aloof and
may be proud of their supposed self-sufficiency. The inordinate shyness, fearfulness, anxiety, or
lability of mood of the child with autism may be replaced by detachment or depression in
adolescence. Unprovoked aggressiveness, if not dealt with early, may become a major problem
and lead to a need for heavy medication or institutionalization.
Although the lack of a drive to communicate or the withholding of speech has a role in all silent
children, young children with autism have actual language disorders as well. Comprehension and
the communicative use of speech and gesture are always deficient, at least in young children with
autism. A compromised ability to decode the rapid acoustic stimuli that characterize speech
results in the most devastating language disorder in autism: verbal auditory agnosia or word
deafness.15 Children with verbal auditory agnosia understand little or no language; they therefore
fail to acquire speech and may remain nonverbal.
Less severely affected children, with a mixed receptive–expressive disorder, have better
comprehension than expression, which consists of impoverished, poorly articulated,
agrammatical, and sparse speech. Other children with autism who speak late may progress
rapidly from silence or jargon to fluent, clear, well-formed sentences,14 but their speech may be
literal, repetitive, and noncommunicative and is often marked by striking echolalia or "overlearned
scripts." Some of these children speak nonstop to no one in particular in a high-pitched, singsong,
or poorly modulated voice and perseverate on favorite topics.
Children with Autism often have low muscle tone, self-injurious behavior, and unusual sleeping
patterns. Autism is associated with various kinds of neurobiological symptoms, which may include
unusual reflexes and high rates of seizure disorder. Children with Autism have significant sensory
and perceptual problems, including inconsistent response to sounds. They are very distractible
and will over or under react to stimuli. They usually dislike certain textures. They may have a
strong sensory need to smell or lick and they have a great deal of trouble screening sounds and
processing words.
Young children with autism do not know how to play. They may manipulate or line up toys without
apparent awareness of what the toys represent, and they do not engage in pretend play, which, in
normal children, starts before the age of two. The observation of what a preschool child does with
representational toys is a sensitive and efficient way to detect autistic traits.
Some children with autism have unusually long attention spans during self-initiated activity,17
although they are virtually incapable of focusing on a joint endeavor with another person.18 They
often have temper tantrums if someone tries to make them switch activities or if a ritual behavior

is interrupted. An inability to concentrate, together with intrusive stereotypies such as hand
flapping, may prevent children from engaging in meaningful activity or social interaction. A
decreased need for sleep and frequent awakenings during the night are particularly troublesome
for parents and care givers.
Approximately 75 percent of persons with autism are mentally retarded; their cognitive level is
significantly associated with the severity of their autistic symptoms.Preschool IQ tests do not
predict outcome reliably, because some children in effective treatment programs improve
significantly. The results of neuropsychological testing typically reveal an uneven cognitive profile,
with nonverbal skills generally superior to verbal skills (except in Asperger's syndrome, in which
the reverse pattern may exist).20 Poor insight into what others are thinking persists throughout
life. Creativity is usually limited. A small minority of persons with autism have surprisingly good
musical, mathematical, or visual–spatial abilities, despite profound deficits in other domains. In
cases in which these abilities are astounding, patients with autism may be called savants
(formerly idiot savants).
The neurologic substrate of autistic deficits is unknown. In young children, common findings
include increased joint laxity and hypotonia, clumsiness, apraxia, and toe walking. Motor
stereotypies are often striking and, besides hand flapping, may include pacing, spinning, running
in circles, twirling a string, tearing paper, drumming, and flipping light switches, as well as oral
stereotypies like humming or incessant questioning. Self-injurious behavior such as biting, head
banging, and gouging may be an extremely severe form of stereotypy, which current theory
attributes to increased levels of endorphins. In relatively well-functioning adults, childhood
stereotypies often persist in an unobtrusive miniaturized form, such as finger rubbing, that may
pass unnoticed.
Children with autism may react paradoxically to particular sensory stimuli, being sometimes
hypersensitive and sometimes oblivious to certain sounds, tactile stimuli, or pain. They may sniff
their food and have an intense dislike of certain tastes or textures. Visual perception is usually
superior to auditory perception. Such children may cover their ears and stare with fascination at
some visual displays and have an outstanding rote visual or auditory memory.
The lifestyle of children with Autism includes many challenges due to their organizational and
sequencing problems. These children don’t know where to start, what comes next, or when a task
is finished. This creates significant difficulties with organizing their day or their activity
involvements.
III. THE BASIC PHYSICAL THERAPY IN AUTISM
Physical therapists (often called "PTs") are trained to work with people to build or rebuild strength,
mobility and motor skills. Most physical therapists hold an Associates, Bachelors or Masters
Degree in physical therapy, and have worked in the field as an intern before working on their own.
They may also be board certified by a national and/or state governing board.
Most physical therapists work in clinical settings and/or home settings, and most work with
patients who are recovering from injuries. Many also work with people recovering from stroke. Asubset of physical therapists work with children and adults who are coping with lifelong disabilities
such as cerebral palsy, spina bifida, or related neurological disabilities.
Dance and movement therapy, hippotherapy (therapeutic horseback riding), aquatic therapy
(therapeutic swimming), recreational therapy and even play therapy may also be offered by
people with a background in physical therapy. While none of these specialized services is likely to
be supported by medical insurance, many may be right for your child.
Physical therapists may work with very young children on basic motor skills such as sitting,
rolling, standing and playing. They may also work with parents to teach them some techniques for
helping their child build muscle strength, coordination and skills.
As children grow older, physical therapists are more likely to come to a child's preschool or
school. There, they may work on more sophisticated skills such as skipping, kicking, throwing and
catching. These skills are not only important for physical development, but also for social
engagement in sports, recess and general play.
In school settings, physical therapists may pull children out to work with them one-on-one, or
"push in" to typical school settings such as gym class to support children in real-life situations. It's
not unusual for a physical therapist to create groups including typical and autistic children to work
on the social aspects of physical skills. Physical therapists may also work with special education
teachers and aides, gym teachers and parents to provide tools for building social/physical skills.
Most of the time, physical therapy is included in early intervention programs offered by school
districts and other local providers. Physical therapists are likely to be subcontracted on an hourly
basis. It's also relatively easy to find a physical therapist through local hospitals and rehabilitation
centers, though those individuals are less likely to have specific training and experience with
autism.
IV. RECREATIONAL THERAPY
A recreational therapist utilizes a wide range of activity and community based interventions and
techniques to improve the physical, cognitive, emotional, social and leisure needs of their clients.
Recreational therapists assist clients to develop skills, knowledge and behaviors for daily living
and community involvement. The therapist works with the client and their family to incorporate
specific interests and community resources into therapy to achieve optimal outcomes that transfer
to their real life situation
Recreational therapy embraces a definition of "health" which includes not only the absence of
"illness", but extends to enhancement of physical, cognitive, emotional, social and leisure
development so individuals may participate fully and independently in chosen life pursuits. The
unique feature of recreational therapy that makes it different from other therapies is the use of
recreational modalities in the designed intervention strategies. Recreational therapy is extremely
individualized to each person, their past, present and future interests and lifestyle. The
recreational therapist has a unique perspective regarding the social, cognitive, physical, and
leisure needs of the patient. Incorporating client's interests, and the client's family and/or
community makes the therapy process meaningful and relevant. Recreational therapists weavethe concept of healthy living into treatment to ensure not only improved functioning, but also to
enhance independence and successful involvement in all aspects of life.
Therapeutic recreation specialists use a battery of techniques to incorporate movement with
healing and improved fitness for their patients. Aquatic therapy, the use of water to improve
physiological and psychological functioning, is often a valuable and enjoyable technique used by
therapeutic recreation specialists. Improvements associated with aquatic therapy have been
observed for many people with disabilities including individuals with multiple sclerosis, cystic
fibrosis, spinal cord injury, arthritis, orthopedic impairments, cerebral palsy, acquired brain injury,
ALS, development disability, and autism.
Autism has numerous treatment implications for recreational therapy because of the significant
impact on an individual’s lifestyle. The main features of Autism include severe delays in language
development, inconsistent pattern of sensory responses, uneven patterns of intellectual
functioning with peak skills in some areas and significant deficits in others, and marked restriction
of activity and interests. Beyond the public perception of Dustin Hoffman’s performance in the
movie Rain man, most people understand very little about this complex disorder that affects every
aspect of an individual’s life.
Socially, children with Autism may lack awareness of others, have severe anxiety around others,
experience difficulties with reciprocity, and significant difficulties with socialization. A child with
Autism will usually lack any kind of a social smile or eye contact. They lack ‘normal’ responses to
people, they may laugh and giggle inappropriately or cry and tantrum easily. The usually have
poor play skills, and spend time alone rather than with others. They show little interest in making
friends and usually lack the ability to form personal attachments. Often children with Autism lack
spontaneous or imaginative play. They do not imitate others' actions and they don't initiate
pretend games like other children.
Recreational therapy interventions can help address many of these affected life areas.
Recreational therapy can play a primary role in enhancing the quality of life and productivity of a
child with Autism. According to the American Therapeutic Recreation Association, Recreational
therapists offer individuals with disabilities the opportunity to resume normal life activities and to
establish/re-establish skills for successful social integration.
Among the range of interventions that a recreational therapist might choose, one unique and very
successful alternative for individuals with autism is aquatic therapy. Water activities provide
autistic children with proprioceptive and tactile input. Children with Autism have significant
sensory difficulties, and are very distractible. These children over or under react to stimuli in their
environment and have very strong reactions to certain textures. The warm water provides a safe
and supported environment, which not only supports the children, but also provides them with
hydrostatic pressure that surrounds their body in the water. This pressure actually soothes and
calms the children, providing the necessary sensory input they crave.
Aquatics activities are a fun and enjoyable experience that have many physical, psycho social,
cognitive, and recreational benefits. Research continues to support the concept that water is the
ideal medium in which to exercise or rehabilitate the body. Water provides an environment, which
reduces body weight by 90%, decreasing stress or impact on the body. Warm water also reduces
spasticity and relaxes muscles.

V. HYDROTHERAPY OR AQUATIC THERAPY
Aquatic Physical Therapy is the evidence-based and skilled practice of physical therapy in an
aquatic environment by a physical therapist or by a physical therapist assistant who is under the
direction and supervision of a physical therapist. Aquatic Physical Therapy includes but is not
limited to treatment, rehabilitation, prevention, health, wellness and fitness of patient/client
populations in an aquatic environment with or without the use of assistive, adaptive, orthotic,
protective, or supportive devices and equipment.
The buoyancy, support, accommodating resistance and other unique properties of the aquatic
environment enhance interventions for patients/clients across the age span with musculoskeletal,
neuromuscular, cardiovascular/pulmonary, and integumentary diseases, disorders, or conditions.
Aquatic Physical Therapy interventions are designed to improve or maintain: function. aerobic
capacity/endurance conditioning, balance, coordination and agility, body mechanics and postural
stabilization, flexibility, gait and locomotion, relaxation, muscle strength, power, and endurance
Interventions used in Aquatic Physical Therapy include, but are not limited to, therapeutic
exercise, functional training, manual therapy, breathing strategies, electrotherapeutic modalities,
physical agents and mechanical modalities using the properties of water and techniques unique
to the aquatic environment
Water as a Therapeutic Environment
The combination of water's physical properties and the prescribed activity creates a unique
environment for many physiological benefits. There are many physical laws of the water that
therapists should apply in aquatic therapy. Of them, buoyancy and hydrostatic pressure, are the
most important. Archimedes' principle states that when a body is wholly or partially immersed in a
fluid at rest, it is acted upon by a buoyant or lift force, equal to the weight of the displaced fluid. It
is this buoyancy, applied to activity in the water, that is of such value in physical treatment.
Buoyancy can be used in three ways: as assistance, as support and as resistance. In addition an
individual has enhanced freedom in the water.
For example, a person who is fully immersed in water experiences approximately a 90%
reduction in body weight, thus reducing the impact on the muscular skeletal system often
associated with land-based activity. Another property, hydrostatic pressure, supports the body in
the upright position with equal water pressure on all aspects of the body. This support enables
people who have difficulty walking on land to walk in the water. Although, there are many aspects
of water physics that contribute to the therapeutic potential of treatment in the water, hydrostatic
pressure, buoyancy and the warmth of the water create an environment that often is more
conducive to achieving therapeutic goals than some land-based exercise.
Water Temperature
Water temperature should be considered when examining the best environment to achieve
therapy goals. The literature presents various opinions of the ideal water temperature depending
on the disability and the level of activity in the water. Temperatures between 89.6 and 97 degrees Fahrenheit are most commonly cited as temperatures to achieve relaxation, decreased pain and
reduced spasticity. Some professionals suggest that water temperatures above 95 degrees may
produce debilitating consequences. To further complicate the water temperature debate,
temperatures of 78 up to 86 degrees Fahrenheit have been recommended for individuals with
multiple sclerosis who are susceptible to heat-induced fatigue.
Abbreviated Definition of Aquatic Physical Therapy:
Aquatic Physical Therapy is the scientific practice of physical therapy in an aquatic environment
by physical therapists and physical therapists assistants. Aquatic Physical Therapy includes but
is not limited to treatment, rehabilitation, prevention, health, wellness and fitness of patient/client
populations in an aquatic environment. The unique properties of the aquatic environment
enhance treatments for patients/clients across the age span with musculoskeletal,
neuromuscular, cardiovascular/pulmonary, and integumentary (skin) diseases, disorders, or
conditions.
Abbreviated Definition of Aquatic Physical Therapists:
Aquatic Physical Therapists are licensed physical therapists who perform an examination and
evaluation to establish a functional diagnosis, prognosis for functional recovery, and need for PT
treatment with a plan of care. Aquatic Physical Therapists and Physical Therapist Assistants
provide PT treatments in a safe aquatic environment taking into consideration transition to land
based functional activities and communication with the patient-care team.
The difference is that aquatic physical therapy requires the “skilled service” of a PT and/or PTA
which may include: (a) the clinical reasoning and decision making skills of a PT/PTA; (b) the
patient has impairments and/or disabilities which can be minimized or eliminated with aquatic
physical therapy; and (c) the patient has potential for reaching new functional goals/outcomes to
improve quality of life and ease burden of care
Is aquatic physical therapy effective? This is a rather broad “tell me every thing you know”
question. Perhaps volumes could be written on this topic. For information on various topics,
please refer to The Aquatic Physical Therapy Bibliography.
Are there particular patients that should or should not have aquatic physical therapy?
Indications/contraindications? Indications and contraindications are covered on pages 29 and 30
in “Developing an Aquatic Physical Therapy Program."

VI. ROLE HYDROTHERAPY IN PHYSICAL THERAPY FOR AUTISM
However, a vigorous therapeutic approach, providing physical and occupational therapy,
hydrotherapy, horse riding and music therapy, is recommended as a means of improving
functional abilities (1–6).
The role of hydrotherapy are to promote relaxation, improve circulation, restore mobility,Hydrotherapy promotes balance and helps develop protective responses, as well as giving relief
and pleasure to Rett syndrome sufferers (7, 8). In the case described here, the amount of
stereotypical movements decreased after hydrotherapy and purposeful hand functions and
feeding skills increased Appropriate intervention strategies using different therapeutic techniques
have been described and they are effective in facilitating communication, maintaining hand
function and ambulation, preventing deformities and reducing stereotypical hand movements in
ASD. The elbow restraint and hand splints are effective in reducing stereotypical movements in
children with Autism Spectrum disease (10–13). However, some children with Autism Spectrum
Disease react with anxiety during the application of elbow restraints and do not accept the splints.
Because hydrotherapy application has a relaxing effect, the girl. in that methods was calm in the
pool and had no stereotypical movements. After hydrotherapy, stereotypical hand movements
decreased and purposeful hand functions and feeding skills increased in children with ASD.

VII. MANAGEMENT RECREATIONAL TREATMENT WITH HYDROPTHERAPY

Recreational therapists who choose to add aquatic therapy as an intervention approach for their
clients with Autism can realize a great many benefits, but proper planning is essential. The
application of hydrotherapy, stereotypical hand movements had decreased and purposeful hand
functions and feeding skills increased in this case. Whether hydrotherapy has a positive effect on
the functional use of the hand in Autism Spectrum Disease should be investigated using more
subjects.
Aquatic therapy has been used for various purposes with children who have additional needs.
There has been no specified Aquatic Therapy Program for children with ASD found in my
literature search, therefore this author has developed and researched a program for young
children between 3-5 years with a diagnosis of Autism Spectrum Disorder. The main aim of the
program is to foster interaction and communication between child and parent in a natural setting.
The program ran over ten weeks and was conducted by an Occupational Therapist at a local
public swimming pool. Children involved in the program were all receiving Early Intervention
Services from Pathways Early Childhood Intervention. Prior to commencement, each family
received a home visit to identify individual goals for their children. The weekly pool sessions
focused on developing: movement in the water; play skills; communication; independence and
consistent routines. Parent interaction and education was central to the program. Various
communication aids were introduced to model communication between parents, children and
other family members.
Research revealed that the children made gains in 71% of their goals and that the parents were
able to identify many areas of benefit for both their children and themselves, ranging from the
child demonstrating enhanced communication skills to the parent being able to enjoy an activity
with their child. The benefit of this evaluation is that it provides a rationale for the use of Aquatic
Therapy as an appropriate Occupational Therapy service provision.
For children with Autism aquatic therapy can focus on therapeutic play-based functional
movement, improving range of motion, helping to facilitate neurodevelopmental growth, improved
body awareness, increased balance, sensory integration, mobility skills and most importantly,
having fun. The Aquatic Therapy and Rehabilitation Institute defines Aquatic Therapy as "The use
of water and specifically designed activity by qualified personnel to aid in the restoration,
extension, maintenance and quality of function for persons with acute, transient, or chronic
strengthen muscles, reeducate walking, improve co-ordination and function and provide
recreation disabilities, syndromes or diseases". Clients with Autism present an interesting opportunity for
recreational therapists to use aquatic therapy interventions as part of their overall treatment plan.
Due to their communication difficulties, children with Autism respond better to visual cues and
specific tangible rewards. Often using picture cards to explain what you are requesting the child
to do will work much better than verbal directions. In an aquatic environment these cards will
need to be laminated or somehow waterproofed. Using a digital camera or simply using handdrawn
pictures, the aquatic recreational therapist can place these pictures in a sequence for the
child. A simple strip of Velcro on a laminated card can greatly enhance the child’s ability to be
successful during aquatic therapy interventions.
Another way to ensure a more positive response is to use the ‘First, Then’ concept. When asking
the child to complete a task reinforce the concept of positive consequences using the phrase “fist
you need to___, then you can___”. Using rewards is very effective when dealing with children
and this also aids in understanding the concepts of time and task completion that children with
Autism may have difficulty with.
Children with Autism present significant safety risks when in the pool. Their lack of response to
verbal commands, and their distractible nature can present great challenges for even the most
careful therapists. It is essential to maintain intense supervision of these clients at all times,
particularly in an aquatic environment. Another factor to consider when providing aquatic therapy
is the high rate of seizure disorder that is common in children with Autism.
There are many important considerations when choosing aquatic therapy as an option for working
with children with Autism. The therapist must evaluate the water temperature and the distractions
in the aquatic environment. Because these children are very sensitive to sensory input, the water
temperature must be warm and comfortable, or the child will not respond favorably.
Lighting is another important factor. Children with Autism are very sensitive to light and have
been known to react poorly to certain types of lighting, especially bright florescent lights. Noise
can be an additional factor as most pool environments are noisy.
The instructional program was carefully designed to include a comprehensive pre-participation
assessment and on-going evaluation of each swimmer's progress. Potential positive impacts of
aquatics programs are maximized if developmentally appropriate assessment and intervention
programs are implemented (Gelinas & Reid, 2000; Langendorfer, 1986). This is particularly
critical in the early aquatic experiences of a young child with disabilities (Langendorfer & Bruya.
1995). Developmentally appropriate assessment and intervention programs were used
throughout. Assessment and subsequent intervention were based on a number of variables
including the child's age, experiences in the water, play skills, and interests and needs of the
family.
Each swimmer's aquatic skills were assessed initially, and subsequently, using the Texas
Woman's University Aquatic Skills Assessment (Huettig, 19981 based on the creative and
visionary work of David Armbruster (Armbruster. Alien, & Billingsley, 1968). Armbruster created
an instructional swimming program emphasizing the human stroke (dog paddle) as the key
movement element leading to acquisition of more sophisticated swimming skills.
Langendorfer and Bruya (1995) suggested the use of developmental aquatic assessment
instruments, in and because of their hierarchical structure, may help structure and improve
instruction. The TWU curriculum-based assessment instrument addressed a) water adjustment
skills: b) flotation skills; c) basic propulsion and breathing skills; d) swimming stroke skills: and e)
entry and exit skills. Skills in each of the five categories led. in a hierarchical fashion, to the
subsequent acquisition of the next skill. (www.twu.edu/INSPIRE. Select Aquatics.)
The curriculum-based assessment served as the basis for the instructional process. Specific
aquatic skills, in each of the five categories, served not only to give the instructor vital information
regarding the child's current level of aquatic performance. but also provided the framework for
instruction.
Aquatics instruction for each child was carefully designed and based on the student's individual
needs, identified through the comprehensive assessment, and systematically monitored in and
through individual aquatic education plans. Aquatic lesson plans were carefully prepared and
reviewed.
Some study to present a new and challenging model of treatment that combines two therapeutic
interventions: hydrotherapy and Snoezelen or controlled multisensory stimulation. The
combination of the two therapeutic approaches enhances the treatment effect by utilizing the
unique characteristics of each approach. This study believe that this combined model will further
enhance each media to the benefit of the clients and create a new intervention approach. This
study relates to a hydrotherapy swimming pool facility that has been established at the Williams
Island Therapeutic Swimming and Recreation Center, Beit Issie Shapiro, Raanana in Israel, after
acquiring many years of experience and gaining substantial knowledge both in the field of
hydrotherapy and Snoezelen intervention. Beit Issie Shapiro is a non-profit community
organization providing a range of services for children with developmental disabilities and their
families. Some study provides hydrotherapy and Snoezelen and presents a case study, which
will demonstrate the new model of treatment and show how this new and innovative form of
therapy can be used as a successful intervention.
VIII. HYDROTHERAPY METHODS
Aquatic therapy draws from a broad spectrum of activities and movements, many of which are
land-based, but become less rigorous when performed in the water. Various aquatic therapy
techniques include: (a) Watsu which applies the movements of Zen Schiatsu to decrease muscle
tension, promote self awareness, relaxation and emotional release; (b) stabilization techniques
for improving balance, coordination, strength and circulation to joints using the freedom of
movement possible in the water; (c) Bad Ragaz which uses the water to provide proprioceptive
neuromuscular facilitation patterns rather than using a therapist to provide resistance; and (d)
deep or shallow water strength or endurance exercises. Each of these--as well as other methods-
-require proper training for proper and safe utilization.
The use of swimming as a therapeutic medium is a technical process that requires the combined
skills of teaching swimming and water safety, as well as understanding the hydrodynamics of the
water and implications and contraindications associated with use of water for therapy. For
example the Halliwick Method of instruction applies the principles of hydrodynamics and body
mechanics to advance a participant through four phases of skill development: mental adjustment,rotational control, controlling movement and balancing in the water, and independent movement
in the water.
In another example, a professional using the sequential swim method of instruction will apply
water properties to specific characteristics of the client's disabilities to enhance physiological and
psycho-social functioning, as well as independent water activity. No matter which method is used
to achieve independence, each incorporates all muscle groups, enhances proprioceptive skills,
and provides neurodevelopmental treatment (which facilitates normal patterns of movement and
posture). The potential of swimming to be adopted as a life-long leisure and fitness activity makes
it extremely appealing for therapeutic recreation specialists.
IX. THE HALLIWICK METHOD
The Halliwick method was used for the application of hydrotherapy. This method is based on
known scientific principles of hydrodynamics and body mechanics, and is divided into 4 phases:
adjustment to water; rotations; control of movement in water; and movement in water (8).
The hydrotherapy was applied in a swimming pool twice a week for 8 weeks. The programme
was carried out as a one-on-one project with the same physiotherapist. The girl’s physical abilities
were assessed 3 times: before and 5 minutes after a single hydrotherapy session and after 8
weeks of hydrotherapy. The tests included stereotypical movement analysis, functional hand
usage, hand skills, gait and balance, hyperactive behaviour, communication and social
interaction. Measurement of the number of stereotypical movements was made from a 5-minute
video camera recording. Hand skills consisting of grasping, holding, transferring small and large
objects from one point to another, finger feeding and drinking abilities were examined. The girl’s
functional hand use was assessed according to her performance in eating crackers placed on the
table. Picking up a cracker and putting it in her mouth was defined as successful finger feeding.
Before hydrotherapy, the most frequent movement was hand-tomouth, followed by handsqueezing
movements. Immediately after the hydrotherapy session, hand-to-mouth and
handsqueezing movements disappeared, although hand wringing movement appeared. In
addition, the amount of stereotypical movements decreased immediately after the hydrotherapy
and continued to decrease during the following 8 weeks. Feeding skills and hand skills in
transferring objects and holding them for 10 seconds improved following 8 weeks of
hydrotherapy. Before the application of hydrotherapy, gait apraxia, trunk ataxia and imbalance
were found in the physical assessment. After 8 weeks of hydrotherapy, walking balance
improved, interaction with the environment increased and hyperactive behaviour and anxiety
decreased.
X. CONCLUSION
The impairments, activity limitations, and participation restrictions seen in children with autism
can be wide-ranging and outcomes can be difficult to operationally define and measure. In many
study, clinicians identified the areas they perceived as improving as a result of role hydrotherapy in recreational treatment in Autism . This review could help narrow the field of likely outcomes as
a first step toward studies of the effectiveness of hydrotherapy for children with autism.

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