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🟩 Fine motor skills  refer to movements primarily performed by the smaller muscle groups in the body. For example, manual activities such as sewing 🪡, sculpting, drawing 🖍, using scissors ✂️, playing most musical instruments 🎻🎹, and foot activities like small adjustments in the ankle and foot, which are essential for accuracy in actions like kicking a ball. 🟩 Fine movements are an integral part of motor development—for instance, adjusting hand position during ball dribbling, aligning foot placement while walking 🦶, or setting the angle of the foot when kicking a ball. They also play a crucial role in other areas of children’s development, such as learning, personal grooming, sports, games, physical activity, recreational activities, and social development. 🟩 Personal grooming activities, such as brushing hair or teeth 🪥, are considered fine motor tasks. Children who struggle with developing fine motor skills in these areas may appear messy or unkempt, which can affect their social relationships and their self-perception. 🟩 Fine movements can also be significant in sports, games, physical activities, and recreational pursuits, which are generally associated with gross motor skills. For example, while throwing a ball is typically considered a gross motor activity, it also involves fine motor characteristics—small adjustments of the hand or fingers are critical for the accuracy of the throw. 🌠 Research has shown that fine and gross motor skills in games are among the best indicators of a child’s social status. 🌠 🟩 Additionally, a significant link has been found between fine motor skills, involving object exploration in space from early childhood, and improvements in problem-solving and social understanding. A child who manipulates and explores objects 🤏 not only acquires information about various shapes and materials but also creates opportunities to learn sounds and words 🗣, thereby supporting the development of multisensory integration. Presenting or sharing an object with another person creates an opportunity for children to be exposed to the verbal label associated with it. 🟩 Sustained attention to activities with objects also has a significant impact on cognitive development 🧠. The ability to reach and grasp objects significantly enhances children’s interaction with their external environment and their knowledge of it. For instance, focusing on distinct features of an object while manipulating it helps infants associate specific meanings with certain cues during vocabulary acquisition. Thus, when infants reach out and grasp an object, they gather information from their environment and learn to regulate their movements, which gradually become more precise and goal-directed. 🟩 Consequently, mastery of fine movements can enhance overall motor performance, contributing to higher levels of physical fitness, improved personal grooming and appearance, more mature movement abilities, improved cognitive capacity, and greater success in social interactions 🫂.

🟡 We all experience transitions in our daily lives. Daily life consists of various segments, often fast-paced and interconnected, forming a continuous routine. 🟡 For most of us, these transitions are seamless. The daily routine becomes second nature, with transitions between activities barely noticeable. Sometimes, we even use them for small conversations or moments of peace, such as during a commute. 🟡 Children, too, usually manage transitions well. They shift smoothly between home and school or daycare, between mealtimes and homework, and within their structured environments—moving between lessons, breaks, outdoor play, and meals. 🟡 A sense of security, familiarity, and predictability plays a big role. Feeling secure in familiar environments, knowing the daily schedule, communicating difficulties with parents or teachers, mental flexibility, and the ability to adapt to changes all help children handle transitions smoothly. 🟡 For many autistic children, transitions can be far more challenging. Children across different ages and functioning levels often show rigid behaviors, experience high anxiety levels, and struggle to communicate difficulties. This may stem from difficulties in using language, alternative communication, or effectively expressing feelings and needs. 🟡 These children often cling to routines and create rituals to cope. Neurological differences, sensory overload from external and internal stimuli, fragmented thinking, and a slower processing time for adapting to changes compound their challenges. Even minor changes can lead to stress, anxiety, and behavioral problems. Resistance to ending one activity and transitioning to the next, strong reactions to changes in a familiar route, or unexpected staffing changes at school or daycare are common challenges. 🌠 For these children, uncertainty can be deeply unsettling. When things do not follow the familiar or expected path, the lack of predictability can be frightening. 🌠 🟡 Clinging to routines and rituals can provide calmness and cooperation. While consistency is essential, life inevitably involves variables like weather changes, traffic jams, staffing changes, or sudden schedule shifts. 🟡 To ease transitions for children and families, it’s important to focus on what can be controlled and what cannot. Practice handling changes, but first establish a solid, predictable routine. Practical Tips for Smoother Transitions ✅ Create a visual, adaptable schedule. Use communication symbols, simple written sentences, color-coded clocks, hourglasses, or arrows to indicate transitions. Spend time reviewing the schedule with the child to help them internalize what to expect. ✅ Prepare the child in advance (Priming). Priming involves giving clear, calm explanations of upcoming events or potential challenges. For example: “We’re going to daycare, but your regular teacher won’t be there today. Instead, you’ll meet…” ✅ Give advance warnings for transitions. Before ending an activity, notify the child: “In 5 minutes, we’ll finish eating and go shower.” “In 10 minutes, screen time will be over.” Use meaningful tools, like an alarm clock. ✅ Use visual aids and practice simple flowcharts. For example: “Now – [Child’s photo] – playing. Later – you – shower. After that – you – go to sleep.” ✅ You decide, not the child. When it’s time for a transition, use the visual aids to establish the decision. Parents make the call, not the child. ✅ Practice different travel routes. During non-urgent times, introduce alternative routes. For example: “Today we’re going to Grandma and Grandpa’s using a different road. It will be different, but we’ll be together, and we’ll end up in the same place.” Point out landmarks: “We’ll see the playground, the grocery store, and then we’ll get to the street you know.” ✅ Introduce one change at a time. When starting something new, such as therapy, a move, or a household change, keep it gradual. For example: Let the child visit the new house a few times without entering. Introduce a new item in therapy for observation only. Allow the child time to process new experiences. ✅ Create a calming toolkit. Identify items or activities that help the child relax when overwhelmed. It could be a specific song, a comfort object, or another tool that provides a tangible connection during transitions. Keep these resources accessible. ✅ Use social stories. A social story that describes a problem and offers a solution can be highly effective in many situations. 🟡 The more a child learns to rely on a structured routine, feels secure within clear boundaries set by caregivers, and understands that changes are inevitable but manageable, the fewer and less intense their struggles will become. 🟣 We’d love to hear how these strategies work for you! Share your experiences.  🟣

When the social world becomes a complex challenge, teenagers on the autism spectrum need a space where they can develop their social skills gradually, enjoyably, and in a personalized manner. This is exactly why the social groups for youth in Or Akiva and the surrounding area were established - a safe, empowering, and professional place where friendships are built gradually, personal connections are strengthened, and self-confidence develops. What are the social groups for youth with autism? The groups are designed for teenagers on the autism spectrum and are tailored to the individual needs of each participant. The main goal is to provide each individual with essential social tools and skills in a controlled and supportive social environment.The activities in the groups are diverse and vary according to the participants' level of functioning. They are intended to help them integrate into social situations, build relationships, and improve communication skills and social understanding. The importance for youth - Moving from the circle of loneliness to the circle of friendships. One of the most significant benefits for teenagers participating in social groups is breaking out of the feeling of loneliness. Many teenagers on the autism spectrum experience difficulty in building social connections and often have to deal with persistent feelings of loneliness. In our groups, they learn how to create social connections naturally, where meeting with their peers allows them to share experiences that promote positive interaction. In the group, they get the opportunity to be themselves without fear of judgment. This is a space where everyone is accepted as they are, with emphasis on developing personal strengths and progressing at an individual pace. Additionally, the groups help in strengthening self-confidence, as teenagers discover they are capable of handling social situations and creating genuine connections. What do the group participants receive? During the meetings, the teenagers enjoy a wide variety of activities designed to encourage social interactions and strengthen communication skills. Among other things, they learn: How to understand the social situation they are in and respond appropriately. Methods for verbal and non-verbal communication with group members. Ways to deal with conflicts and solve social problems. Improving social skills through games and joint activities. Tools for dealing with social networks. All of these are done with close professional guidance from therapists and group facilitators, who ensure that each child progresses according to their needs and abilities. Emotional and Social Development in a Group The groups allow teenagers to experience a sense of belonging and discover that friendships are not only possible but also enjoyable and rewarding. When they are in the company of peers who face similar challenges, an environment is created where everyone feels comfortable, leading to positive emotional development.The teenagers develop abilities to express their feelings more clearly, learn about empathy and acceptance of others, and create social connections that continue beyond the boundaries of the group. A professional framework that supports personal growth The social groups for teenagers on the autism spectrum are guided by a professional and experienced team that understands the special needs of each child and is deeply familiar with the processes that teenagers in general, and autistic teenagers in particular, go through. The groups are managed in a format of group activities, shared games, discussions, and participation in experiential activities aimed at strengthening the ability of teenagers to communicate and integrate into a social environment. The content taught is science-based and founded on approaches that have been tested and shown to be effective in advancing children on the autism spectrum, such as the "I in the Group" model by Prof. Nirit Bauminger-Zviely from Bar-Ilan University and the PRT model from the Koegel Autism Center at Stanford University in the USA. Summary If you're looking for a way to promote your child's social and emotional development, the social groups for teenagers on the autism spectrum in Or Akiva are exactly the solution.There are no magic solutions and a lot of work is required. However, with an emphasis on inclusion, professional support, and a safe environment, your teenagers will be able to break free from feelings of loneliness, develop meaningful relationships, and experience emotional and social growth. For more information and registration

For autistic children, the process of toilet training and transitioning to using the bathroom can be challenging at all levels of functioning. However, with proper preparation and personalization, it can be made easier and turned into a successful process. Delays in the process can stem from difficulty in awareness of needs, anxiety, regulation difficulties, constipation or holding back, and more. Additionally, previous unsuccessful attempts can leave a feeling of confusion for both the child and parents. Many parents find themselves dealing with difficulties in the process, and for children on the spectrum, one of the most important and basic things is consistency, along with personalization to the child's strengths and abilities.   🟡 How to start the toilet training process for children on the autism spectrum? The first stage in the toilet training process is preparing the groundwork and checking the starting point from which it's best to begin.   Monitoring and routine 🕐: Consistency is one of the most important things for children on the autism spectrum. Therefore, it's recommended to change diapers in a fixed place, like the bathroom, and create a connection between using the bathroom and toileting needs. It's recommended that parents talk about themselves out loud and say clear words like "I'm going to the bathroom to pee" or "I'm pooping now". This will give the child a clear connection between words and actions. Improving bathroom visibility 🚗🎲: It's worthwhile to make the bathroom an attractive place. Use favorite toys, symbols, or drawings; this will make it easier for the child to create a positive association with the bathroom. Emotional and visual preparation 👀: If the child likes books or videos, enrich your collection and incorporate reading books, watching, and talking about those suitable for the toilet training process into your routine. Gradual progression and independence 📈: Engage the child to be a full partner in their changes. The child can lower their pants and underwear alone, throw the diaper in the trash, dress themselves with necessary help, wash hands alone. This way, responsibility for the process will gradually transfer to them. During the change, verbalize things: "You felt there was poop that wanted to come out, the poop came out now". Reinforce that the child is already big and independent, that they lift by themselves, undress by themselves. Check if the child has awareness of toileting needs? Do they report before or after, do they feel discomfort when the diaper is dirty? Do they use the bathroom at a fixed time? Do they hide in a specific place or stand in a fixed position? If so, talk about it and raise their awareness. "Every day after lunch you poop... Soon you'll learn to poop in the toilet, like us." 🟡 How to progress with the toilet training process for children on the autism spectrum? When you want to start toilet training and the process is progressing, we'll move to a more precise monitoring stage. Dryness checks 💦: Check the diaper and see how often it's wet, and essentially, if the child knows how to hold it. It's recommended to involve the child in this process. Using a personalized social story for the child 📕: After we have information, we can prepare an important aid for the child, the social story. A social story contains the child's picture and their personal toilet training characteristics.The social story provides visual and emotional support for the process, and can be repeated throughout the day. It's recommended that the social story has a copy in every significant environment for the child. Home, kindergarten, etc. The story describes the process and creates a more personal connection to the child. The child becomes more involved and active, and the process is present not only during toileting. Tracking sheets 🗓: These help parents document step by step and make decisions during the training. ✅ When the groundwork is ready, the child is aware that a change is coming soon, we know their habits, we've worked on independence and creating an emotional connection of the child to the process, we have aids for adults (tracking sheets) and aids for the child... we begin! How exactly do we do this, what do we do with sudden constipation that appears? Why is he suddenly urinating every moment and not holding it? What do we do with absolute refusal to sit on the toilet? We can elaborate in a personal meeting and tailor the process for each child. For more detailes: https://shorturl.at/9yiHp 074-7060411 054-4679996

Dear parents, At the "Bishvil HaKochav" Center, we understand the unique challenges in toilet training for children on the autism spectrum. Our professional guidance program is tailored to each child and includes a comprehensive assessment by a pelvic floor physiotherapist if needed. What does our program include? ✅ Comprehensive assessment of the child's readiness for toilet training. ✅ Building a personalized toilet training plan. ✅ Use of visual techniques and alternative communication as needed. ✅ Close guidance for parents throughout the process and adapting the home environment for the training process. ✅ Continuous communication with the educational staff in the learning framework and coordinating the toilet training process with them. In some cases, we recommend an assessment by a pelvic floor physiotherapist specializing in children. This assessment may include: 🎈 Examination of pelvic floor muscle function. 🎈 Assessment of muscle coordination and control. 🎈 Identification of physiological factors that may affect the toilet training process. Pelvic floor physiotherapy for children offers a gentle and non-invasive approach, specially adapted to the unique needs of children on the autism spectrum. Remember, every child progresses at their own pace, and we are here to support you and your child every step of the way. 💥 To schedule a consultation or for more information, contact us today! 🌈 Together, we will make the toilet training process a positive and empowering experience for your child 🌈 #גמילהמטיטולים #אוטיזם #בשבילהכוכב #ליוויהורים #פיזיותרפיהרצפתאגן

🟡Prevalence and Diagnosis🟡 Autism is more common among boys, but awareness of autism in girls is increasing. In the past, the estimated ratio was 1 girl to 4 boys on the autism spectrum. However, studies indicate significant under-diagnosis among girls, especially those who are high-functioning. Recent research suggests that the true ratio may be closer to 1:2. This means that many girls and women with autism are undiagnosed and face numerous challenges in their lives without receiving the support and understanding they need. 🟡Why is it More Difficult to Diagnose Autism in Girls?🟡 The diagnosis of autistic girls is more challenging due to: 📍Girls tend to exhibit less extreme symptoms:📍 Boys with autism are more likely to display repetitive behaviors and restricted interests, which are prominent symptoms of autism. Girls, on the other hand, may present more subtle symptoms, such as social difficulties, anxiety, or depression, which can be attributed to other factors. 📍Girls are better at masking:📍 Girls with autism often learn how to "fit in" with social norms, and therefore may succeed in hiding their symptoms. 📍Lack of awareness:📍 Until recently, the health and education systems were not sufficiently aware of the unique symptoms of autism in girls. Studies emphasize the importance of raising awareness among educators about the unique expressions of autism in girls. Increased knowledge among teachers can improve the identification of characteristics, understanding of needs, and provision of appropriate support. 📍Gender bias in diagnostic tools:📍 Many diagnostic criteria are based on characteristics observed in boys with autism, which may overlook the more subtle expressions in girls. 🟡What are the Unique Characteristics of Autism in Girls?🟡 Girls with autism may exhibit a wide range of symptoms, but some of the most common characteristics include: 🎭Social camouflaging: Autistic girls often develop sophisticated "camouflage" strategies for their social difficulties, including learning conversation phrases, mimicking social behaviors (e.g., from TV series), and using social scripts.🫂 👥Social difficulties: Girls with autism may struggle to understand social cues, manage conversations, and build relationships with others. 👩‍🎤Social motivation: Autistic girls show a greater tendency towards sociability, emotionality, and social interactions compared to autistic boys, but they may feel uncomfortable expressing affection, have difficulty forming social connections, or struggle with emotional breakdowns in certain situations. 👥Anxiety and depression: Studies indicate that high-functioning autistic girls are at increased risk for mental health issues, especially anxiety and depression. This may be related to the social difficulties they experience in daily life and the ongoing effort to mask their symptoms. 🤩Extroverted behavior: Some girls with autism may exhibit extroverted behavior, such as temper tantrums, impulsivity, and difficulty with self-control. 🐴Specific interests: The interests of autistic girls may be less "stereotypical" and more diverse than those of autistic boys. However, their interests can be intense but usually socially acceptable, such as animals, art, fictional characters, or psychology, which may further mask the diagnosis. 🗣Strong language abilities: Some girls with autism develop strong language skills and can use language in complex and creative ways. 🌠In conclusion, understanding autism in high-functioning girls is critical for early diagnosis and effective support. Recent studies emphasize the need for a gender-adapted approach to diagnosis and treatment that recognizes the unique characteristics of autistic girls.