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Purim brings joy, costumes, noise-makers, and a lot of sensory input—which can be especially challenging for children on the autism spectrum. Purim is a very confusing holiday: suddenly, people don’t look the way they usually do. They have the same voice but a different appearance. There are many changes and sensory stimuli, which can lead to sensory overload. Coping with all this requires a lot of energy. Here are some key tips to help make the holiday a more pleasant and adapted experience: 🎭 Choosing the Right Costume ✔ Comfortable materials  – Choose a costume made from soft, non-irritating fabrics, without itchy tags or uncomfortable accessories. ✔ Allowing control  – If a child doesn’t want to dress up, consider a symbolic item like a hat or a T-shirt with a favorite character. You can also send the costume to school or kindergarten so they can try it on when they feel ready. ✔ Gradual exposure  – Introduce the costume in advance through play, gradual try-ons, or even a story about the character. 🔊 Coping with Noise and Sensory Stimuli ✔ Noise-canceling headphones  🎧 can be helpful in noisy environments (noise-makers, parties). ✔ Preparation in advance  – Show pictures or videos of Purim events and explain what will happen to reduce anxiety. ✔ Planning breaks  – Identify a quiet place in advance where the children can retreat if they feel overwhelmed. 🗓 Maintaining Routine and a Sense of Control ✔ Create a clear schedule  – Explain in advance what the child can expect on Purim. ✔ Choosing activities  – Participation is not mandatory; allow children to decide which activities suit them best. 🎁 Personalized Mishloach Manot (Gift Packages) ✔ For children with food sensitivities, prepare a package with their favorite snacks or small toys instead of candy. 💡 The most important thing is to listen to the child and respect their needs! Go at their pace. Costumes are not a must. Purim can be a fun and positive experience when planned with the right adaptations. Don't hesitate to adjust and find what works best for your child. 🎉 Wishing everyone a happy and customized Purim!  🎉

👶 Sensory Sensitivities  – Many children on the autism spectrum experience hypersensitivity or hyposensitivity in the abdominal and pelvic areas. Some may not feel the urge to empty their bowels properly 🚫, while others may struggle to sit on the toilet due to sensitivity to textures and their environment 😖. 📅 Difficulty with Changes and Transitions  – Children with autism may have trouble adopting new habits 🛑, so dietary changes, transitioning to a new class, or any environmental shift may lead to constipation 🔄. 🍽️ Limited Food Preferences  – Many autistic children tend to be picky eaters, favoring dry, low-fiber foods (such as snacks, white bread, and pasta 🍞🍕), which increases the risk of constipation. 🚽 Toilet Anxiety  – For some children, past painful bowel movements 😣 create fear of using the toilet, leading to avoidance and prolonged stool retention ⏳, which worsens constipation. 💊 Effects of Medication  – Some medications prescribed for children with autism, such as anti-anxiety drugs, antipsychotics, or iron supplements, can cause or worsen constipation 🏥. 🔬 Is There a Link Between the Gut and Neurological Function? Studies suggest a connection between gut health and the central nervous system 🧠, including the influence of gut microbiota on cognitive function and behavior. Some researchers hypothesize that an imbalance in gut bacteria in autistic children may contribute to digestive issues such as constipation, diarrhea, and bloating 🤯. 💡 What Can Be Done? ✔️ Probiotic Supplements  – May help balance gut bacteria 🦠 ✔️ Tailored Nutrition  – Identifying food sensitivities and consulting a dietitian 🍽️ ✔️ Physical Activity  – Encourages bowel movement 🏃‍♂️ It's highly recommended to consult relevant professionals. ⚠️ When Should You See a Doctor? 🔴 Unexplained weight loss 🔴 Severe abdominal pain 🔴 Blood in stool 🔴 Avoidance of eating due to digestive pain

Functional Constipation in Children – How to Identify and What to Do? Constipation in children is a common issue, but when does it become a medical concern? 🤔 📌 Diagnosis of Functional Constipation in Children According to Rome IV Criteria 👦 For children over 4 years old  – Diagnosis requires symptoms to appear at least once a week  📅 for at least one month  ⏳. 👶 For infants and toddlers (under 4 years old)  – Criteria require symptoms to appear at least once a week  🗓️ for one month , but in addition, there must be no organic disease  (such as irritable bowel syndrome) ❌⚕️ that could explain the constipation 💩. According to Rome IV Criteria, Functional Constipation is Defined as Experiencing at Least Two of the Following Symptoms for at Least One Month: 🔹 Fewer than two bowel movements per week  📅 🔹 Withholding or intentional retention  – The child tries to avoid passing stool, for example, by crossing their legs 🚫🦵 🔹 Hard, dry, or painful stools  😖💢 🔹 Large stools that may cause toilet blockage  🚽🔄 🔹 Fecal incontinence (encopresis)  – When liquid or solid stool leaks into underwear 🩲💦 🔹 Signs of pain or fear during bowel movements  😢😨 📌 What You Should Know? ✅ Constipation can be caused by  a low-fiber and low-water diet 🥤, withholding due to pain or fear 😟, or changes in routine 🔄. ✅ If constipation is not caused by an organic disease , it is considered functional and can be treated with proper guidance 👩‍⚕️. 🚸 What Happens in Autism? 📊 A CDC national survey (2006–2010)  found that children with autism were 3.5 times more likely  to suffer from chronic constipation compared to children with typical development. 😶 Many times, constipation and digestive issues are overlooked , especially in non-verbal autistic children  who struggle to communicate discomfort and pain. 🔍 Common behaviors that may indicate gastrointestinal discomfort: 🔸 Arching the back  🤸‍♂️ 🔸 Pressing on the abdomen  🤲 🔸 Teeth grinding  😬 🔸 Increased repetitive behaviors  🔁 🔸 Irritability, aggression, and self-injury  😡🤕 💡 How Can You Help Children? 🥦 A fiber-rich diet  – Fruits 🍎, vegetables 🥕, and whole grains 🌾 💧 Adequate hydration  – Drinking water throughout the day 🚰 🚽 Regular toilet habits  – Encouraging sitting on the toilet after meals 🕒 ⚠️ Reducing foods that contribute to constipation  🥯🧀🍟 🎉 Positive reinforcement  – Encouraging success without pressure 🌟 ❗ If constipation persists or causes significant distress , consult a pediatrician, gastroenterologist 🩺, or pediatric pelvic floor physiotherapist  👨‍⚕️👩‍⚕️ for further guidance!

🌟 How Can We Help Autistic Children Be More Attentive to Their Environment? 🌟 One of the common characteristics of autistic children is over-selectivity to stimuli, meaning they tend to focus on irrelevant details while ignoring important information. For example, when shown a picture of animals, instead of recognizing and focusing on the animals themselves, they might fixate on a small wrinkle or fold in the paper, completely overlooking the central image. A similar situation occurs when someone calls their name, and they simply do not respond—not necessarily due to a lack of understanding, but because they do not perceive the stimulus as relevant. 👈 Why is this important? When children miss key stimuli, they lose valuable learning opportunities, may struggle with social communication, and can face challenges in language development. 👈 How can we help? Through focused practice, we can teach children to pay attention to multiple relevant features in their environment. For instance, asking them to "bring the green shirt" from a selection of shirts in different colors helps them learn to focus on the relevant characteristic. As their skills develop, we can increase the level of difficulty by incorporating multiple features into a single task, such as: "Take the marker, grab a sheet of paper, sit on the chair, and write the letter A." 🔹 Studies show that as children improve their ability to recognize multiple features, their responsiveness to social environments also improves—they begin applying this skill beyond the structured learning setting. 👨‍👩‍👧 How can you practice this with children? You can integrate these exercises into games at home, activities in preschool, school lessons, and everyday interactions in the community. This will help them develop broader attention and become more engaged with their surroundings. 💙✨ #אוטיזם #התפתחותהילד #טיפולבאוטיזם

In a previous post, we described the connection between fine motor skills and social communication abilities in children. For a reminder: https://shorturl.at/MfRvL 🟡 As is well known, difficulty in social communication is one of the core characteristics of autism. ✅Research has found that toddlers on the autism spectrum, aged 12 to 36 months, scored significantly lower on motor skills compared to typically developing toddlers. These gaps in both gross and fine motor skills became more pronounced with every six-month increase in chronological age. 🟡 This gap in fine motor skills persists and may even widen with age. A recent study on preadolescents and adolescents (ages 8–17) examined the relationship between fine motor skills and verbal communication in autism. ✅ The findings showed that up to 80% of autistic participants exhibited impairments in at least one fine motor skill measure, with significantly lower fine motor performance compared to their typically developing peers. Difficulties were observed in finger tapping speed in the dominant hand, bilateral fine motor dexterity, pencil motor coordination, and visual-motor integration. 🟡 Fine motor impairments in autistic individuals may be linked to and influence various verbal language abilities. ✅ For example, a recent study found that deficits in fine motor skills were associated with poorer performance on standardized verbal ability measures, including pronunciation, expressive and receptive language comprehension, vocabulary, and rapid naming. 📝 The key takeaway: When conducting a developmental assessment for a child , whether or not there is suspicion of autism, it is crucial to perform a comprehensive evaluation of all developmental domains.  Many skills influence one another, and identifying and addressing these areas can lead to significant developmental breakthroughs and progress for children. 📚 References for further reading: 🔗 Study on motor impairments in autism 🔗 Fine motor skills and language development in autistic individuals

📙 We previously discussed the background of the PRT approach in autism treatment and the first pivotal skill—motivation—which is crucial for engaging children in therapy. For those who want a refresher, you can read here: https://shorturl.at/HPRPp . 💥 The second pivotal skill in the PRT approach focuses on initiations . 💥 📙 Communication occurs at different levels. A relatively basic level involves producing communication to request desired items, such as: "Mom, give me the green truck." Initiations such as asking questions and sharing are considered higher in the communication hierarchy, as their purpose is to express interest, curiosity, and share experiences with others. ❓ In asking questions, we teach children to initiate and use all Wh-questions (e.g., "What is this?" , "Where?" , "What happened?" , "Whose is this?" , and more). For example, teaching a child to ask "What is this❓"  involves a dual process—the very act of asking the question fosters interest and initiative, while the response they receive helps expand their vocabulary and word knowledge. Similarly, asking "Where❓"  teaches children both how to initiate a question and the meaning of prepositions such as under, above, inside, outside . An example of a declarative statement for sharing is: "Dad, look❗️an airplane✈️."   Here, the child is engaging the parent or peer, sharing an exciting moment. At more advanced stages, sharing can involve describing past experiences, adding emotional depth and strengthening the parent-child connection. 📙 Beyond its emotional significance, initiations have both social and educational benefits: ✅ Socially, they open the door to reciprocal interactions with parents, therapists, or peers. ✅ Educationally, as children participate in these interactions, they expand their vocabulary, develop their language skills, and learn essential social communication behaviors.

Pivotal Response Treatment (PRT) is an autism intervention approach developed in the 1980s at the Koegel Autism Center in the U.S. and continues to be researched today at leading universities such as Yale and Stanford. PRT focuses on core, or pivotal, areas—key skills essential for communication, social, and behavioral development. Pivotal skills are defined as those that, once acquired, facilitate the learning of broader skills without needing to be taught each one separately, leading to faster progress. The First and Fundamental Pivotal Skill in PRT: 🌠 Motivation 🌠 The Greatest Challenge for Children on the Spectrum: Lack of Social Motivation Does your child struggle with making eye contact, playing with peers, or simply responding to adults? You are not alone. One of the primary challenges for children with autism is a lack of social motivation—manifesting in difficulties initiating conversations, engaging in cooperative play, or even showing interest in their surroundings. 🟡 Why Does This Happen? Imagine a baby saying his first word. The excitement of the parents, the hugs and smiles, encourage him to repeat the word again and again. But for a child with autism, this connection between action and response may be less clear. This can lead to thoughts like, "Why should I even ask?"  or "Why talk if no one understands?" —ultimately widening the developmental gap. 🟡 How Can We Help? The good news is that there are effective solutions! Through personalized intervention based on motivational principles—naturally embedded into daily interactions—we can help your child develop essential social skills. The ultimate goal? To help the child enjoy communication with others and actively seek social interactions. 🟡 Examples of Motivational Principles Applied in PRT: ✅ Following the Child’s Interests:  The key is discovering what engages your child. ✅ Variety:  Keeping activities, games, and language diverse sustains motivation. ✅ Interspersing Skills:  Alternating between new skills and already-mastered ones maintains confidence and engagement. ✅ Natural Reinforcements:  Providing immediate, meaningful rewards directly related to the child’s actions. For more in-depth information on PRT, click here .

🟩 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