From fixing to connecting-developing mutual empathy guided through movement as a novel path for the discovery of better outcomes in autism

Abstract

This article presents the theoretical foundation of two well established movement-based methods that represent a fundamental departure from most current interventions and are applied globally with children and adults experiencing diverse motoric, cognitive, and social challenges as well as with high functioning individuals: the Feldenkrais method and Anat Baniel Method^® NeuroMovement^®. These methods are based on leveraging neuroplasticity through the utilization of movement, not as "exercise" or externally imposed motor sequences, but as a means for effective, two-way felt communication with the recipient and their brain. Through connecting with the recipient, starting where they are-motorically, emotionally, and cognitively, we follow their unique responses, moment-by-moment, creating a dance-like dyadic process of self-discovery that mimics the spontaneous, organic way typically developing children play, learn, and grow. Practitioners in these methods, by joining and creating mutual connection with the recipient, help turn the subjective experience of the recipient into a reliable means of attaining spontaneous, mutually generated emergent learning in the recipient. In this process the autonomy of the recipient is respected and enhanced. Our work will be described through direct applications to autism seen as a neuro-motor-sensing disorder where those challenges can be transcended through the dyadic dance embodied in our techniques. Since 87% of children with autism spectrum disorder have significant movement challenges, we propose that movement, as a means for effective two-way communication with the child and their brain, needs to play a central role in autism intervention. In this article we outline how our interventions take place through case studies, vignettes and discussion, separately for each of the two methods. This article will also include recommendations for conducting investigations that characterize some of the basic components of these two methods, utilizing experimental designs and recently developed technologies and biometrics that generate unique individual profiles of both the receiver and the provider of the intervention, and of the interbrain synchrony, correlate them with changes in movement organization, cognitive functioning and coherence, and track changes in the signal-to-noise ratio. These methods should enable refinement and scalability of tracking and assessing the mechanisms and effectiveness of the interventions.

Keywords: autism; connection; empathy; learning; movement; neuroplasticity; signal-to-noise ratio; transformative change.

FIGURE 1

I (Anat) sat facing J. J abruptly and forcefully arched his back, throwing his head way back, then returned to leaning against his dad.

FIGURE 2

Expecting J to arch again, I gently placed my hands on his pelvis – on his iliac bones – in a way that did not put any weight or pressure on his pelvis.

FIGURE 3

He then went into his fourth cycle of arching while I removed my hands from his pelvis and placed one hand on J’s back, supporting it, and my other hand on his sternum (chest).

FIGURE 4

I then said “this is your foot, let me show it to you, and began taking the sock off, slowing way down and exaggerating the process.

FIGURE 5

From this point, J was alternating between looking straight at me for long periods of time, to looking at the leg I was moving. He was fully and continuously attentive, indicating that he is aware, and taking in the experience.

FIGURE 6

During the session J briefly tried feeding me the apple he was holding.

FIGURE 7

He giggled with delight when I was “shaking” his arm; he responded with “ah” for “yes” when I asked him if he had like me to do it again, and he looked at me in anticipation, expecting me to do it.

FIGURE 8

Skillful empathy “Can two walk together, except they be agreed?” Amos 3:3 King James Version, Holy Bible.

FIGURE 9

Gabriel walking before the sitting ATM. See short Video 2.

FIGURE 10

Gabriel in sitting, Lifting and dropping his pelvis, he senses the interaction with gravity. First being guided by the teacher, then gradually becomes active in this exploration. See short Video 3.

FIGURE 11

Gabriel, walking after doing the sitting lifting/dropping pelvis. Walking is smoother with less wobbling and better dynamic regaining of stability in each step. See short Video 4.

FIGURE 12

Lesson with Yochai. The FM starts a learning process with what the student already knows. See Supplementary Video 4 which shows the entire lesson.