REFRAMING AUTISM

THE A.R.T. TOOLKIT

A.R.T. TOOLKIT

Be Guided to Calmness

The A.R.T. Toolkit comprises a range of unique mind and body tools, designed to safely guide people on the autism spectrum to a calm and centered state

VIDEO: ABOUT THE A.R.T. TOOLKIT, IN BRIEF.

"When we have a meltdown the body is literally overloaded and it's only recourse is to 'drop out'. There is no resilience. The only thing to do is to be kind to your system till it recovers and resumes. We don't build resilience by more impact and force."

Holly Bridges
Tools

THE A.R.T. TOOLKIT

The A.R.T. Toolkit is a range of modalities that address typical issues faced by those on the autism spectrum. Each tool may comprise various elements, and is designed to equip autists, their supporters and professionals with the basic tools to employ A.R.T. therapeutically.

The tools may be tailored to the individual, and each has a series of progressively more sophisticated techniques to restore a connection between the brain and nervous system. This steadily progresses a greater and greater level of resilience and self-control.

ART//REFRAME

  • Making A.R.T. meaningful and relevant to the student: the need to ‘reframe’ autism from a perceived – largely mental – ‘deficit’ to an opportunity to grow and thrive; and where the body plays a leading role.

  • Comprises: Mind Work

TYPICAL NEED STATES: JADED, DISAPPOINTED WITH PREVIOUS THERAPIES, FAILURE, DISILLUSIONED, DISHEARTENED, HOPELESSNESS, OUT OF TOUCH, LOW SELF-ESTEEM, RESISTANCE, RIGID THINKING, DEFENCE MODE

ART//BODY COGNITION

  • Introducing the concept and opportunity of recognising calm, ‘centered’ states. Building and continually developing the student’s ‘body awareness’.
  • Comprises: Mind Work, Sensory Awareness

TYPICAL NEED STATES: POOR BODY AWARENESS, POOR SELF-IMAGE, HEARING AND BALANCE PROBLEMS, ANXIETY, BLACK AND WHITE THINKING, OVERLY DEPENDENT ON OTHERS, ANGER ISSUES, ATTENTION, AND CONCENTRATION

ART//POINTS

  • Bringing the body into a state of calm connection through holding acupressure points, to help the student safely gain awareness of their ‘internal state’.
  • Comprises: Mind Work, Sensory Awareness

TYPICAL NEED STATES: POOR BODY AWARENESS, POOR SELF-IMAGE, HEARING AND BALANCE PROBLEMS, ANXIETY, BLACK AND WHITE THINKING, OVERLY DEPENDENT ON OTHERS, ANGER ISSUES, ATTENTION, AND CONCENTRATION, EXCESSIVE WORRY, SEPARATION ANXIETY

ART//BALL

  • Reducing sensory over-stimulation in the body.
  • Re-connecting the student’s ‘body system’ – through movement, relaxation and physical perception.
    Comprises Mind Work, Sensory Awareness, Physical exercises.

TYPICAL NEED STATES: POOR BODY AWARENESS, POOR SELF-IMAGE, HEARING AND BALANCE PROBLEMS, ANXIETY, BLACK AND WHITE THINKING, OVERLY DEPENDENT ON OTHERS, ANGER ISSUES, ATTENTION, AND CONCENTRATION, EXCESSIVE WORRY, SEPARATION ANXIETY, MOTOR COORDINATION, CLUMSINESS, SPATIAL ORIENTATION, MOTOR APRAXIA, SENSORY PROCESSING ISSUES

ART//SCANS

  • Upgrading the student’s ‘internal body map’ through mindful body scans.
  • Comprises: Mind Work, Sensory Awareness, Meditation & Mindfulness.

TYPICAL NEED STATES: POOR BODY AWARENESS, POOR SELF-IMAGE, HEARING AND BALANCE PROBLEMS, ANXIETY, BLACK AND WHITE THINKING, OVERLY DEPENDENT ON OTHERS, ANGER ISSUES, ATTENTION, AND CONCENTRATION, EXCESSIVE WORRY, SEPARATION ANXIETY MOTOR COORDINATION, CLUMSINESS, SPATIAL ORIENTATION MOTOR APRAXIA, SENSORY PROCESSING ISSUES, SPEECH AND HEARING PROBLEMS, DIGESTIVE ISSUES, BRAIN FOG, OVERWHELM AND SHUT-DOWN, FOOD SENSITIVITIES, INSOMNIA, EXCESSIVE WORRY, COMMUNICATION AND ARTICULATION, MUDDLED THINKING, DEPRESSION, LOW SELF-ESTEEM, SENSORY SENSITIVITIES

ART//VISION

  • Engaging and retraining how the student uses his or her eyes, in line with the refined body state.
  • Comprises: Mind Work, Sensory Awareness, Meditation & Mindfulness, Physical exercises.

TYPICAL NEED STATES: POOR BODY AWARENESS, POOR SELF-IMAGE, HEARING AND BALANCE PROBLEMS, ANXIETY, BLACK AND WHITE THINKING, OVERLY DEPENDENT ON OTHERS, ANGER ISSUES, ATTENTION, AND CONCENTRATION, EXCESSIVE WORRY, SEPARATION ANXIETY MOTOR COORDINATION, CLUMSINESS, SPATIAL ORIENTATION MOTOR APRAXIA, SENSORY PROCESSING ISSUES, SPEECH AND HEARING PROBLEMS, DIGESTIVE ISSUES, BRAIN FOG, OVERWHELM AND SHUT-DOWN, FOOD SENSITIVITIES, INSOMNIA, EXCESSIVE WORRY COMMUNICATION AND ARTICULATION, MUDDLED THINKING, DEPRESSION, LOW SELF-ESTEEM, , SENSORY SENSITIVITIES, VISUAL DISTURBANCES, READING, SPELLING, DYSLEXIA

ART//PLAY

  • Re-negotiating the student’s knowledge of body and emotional flexibility through setting small, achievable goals.
  • Comprises: Mind Work, Sensory Awareness, Meditation & Mindfulness, Physical exercises, Coaching.

TYPICAL NEED STATES: POOR BODY AWARENESS, POOR SELF-IMAGE, HEARING AND BALANCE PROBLEMS, ANXIETY, BLACK AND WHITE THINKING, OVERLY DEPENDENT ON OTHERS, ANGER ISSUES, ATTENTION, AND CONCENTRATION, EXCESSIVE WORRY, MOTOR COORDINATION, SEPARATION ANXIETY, CLUMSINESS, SPATIAL ORIENTATION MOTOR APRAXIA, SENSORY PROCESSING ISSUES, SPEECH AND HEARING PROBLEMS, DIGESTIVE ISSUES, BRAIN FOG, OVERWHELM AND SHUT-DOWN, FOOD SENSITIVITIES, VISUAL DISTURBANCES, READING, SPELLING, DYSLEXIA, INSOMNIA, COMMUNICATION AND ARTICULATION, MUDDLED THINKING, LOW SELF-ESTEEM, SENSORY SENSITIVITIES, TEMPER, TEARS, FOOD AVERSIONS, DISCONNECT OF MIND AND BODY

ART//ASSETS

  • Re-appraising the student’s knowledge of his or her physical and emotional capacity to attain personal / life goals.
  • Comprises: Mind Work, Sensory Awareness, Meditation & Mindfulness, Physical exercises, Coaching.

TYPICAL NEED STATES: POOR BODY AWARENESS, POOR SELF-IMAGE, HEARING AND BALANCE PROBLEMS, ANXIETY, BLACK AND WHITE THINKING, OVERLY DEPENDENT ON OTHERS, ANGER ISSUES, ATTENTION, AND CONCENTRATION, MOTOR COORDINATION, SEPARATION ANXIETY, CLUMSINESS, SPATIAL ORIENTATION MOTOR APRAXIA, SENSORY PROCESSING ISSUES, SPEECH AND HEARING PROBLEMS, DIGESTIVE ISSUES, BRAIN FOG, OVERWHELM AND SHUT-DOWN, FOOD SENSITIVITIES, INSOMNIA, EXCESSIVE WORRY COMMUNICATION AND ARTICULATION, MUDDLED THINKING, LOW SELF-ESTEEM, , SENSORY SENSITIVITIES, , TEMPER, TEARS, FOOD AVERSIONS, DISCONNECT OF MIND AND BODY, LOSS OF EMPLOYMENT, GAINING EMPLOYMENT, MOVING OUT OF HOME, RELATIONSHIPS, INDEPENDENCE, INDEPENDENT LIVING, FACING FEARS, DEPRESSION

A.R.T. - A NEW DIRECTION

Holly gained a strong desire to develop a more conducive autism therapy. The idea that autism as a ‘brain deficit’ meant that therapists came hard up against a ‘glass ceiling’ of what could be achieved for people on the spectrum. She also saw just how many people were disenchanted with the current system and how much they needed a more expansive and positive model.