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תוחלת חיים של אוטיסטים - דף בעברית 🟨 Understanding Life Expectancy in Autistic Individuals Research into the life expectancy of autistic individuals is a rapidly developing and highly important field. It's essential to understand that autistic people are a highly diverse group, and many factors can impact their health and lifespan. This review is based solely on academic findings 🎓 in order to present the most accurate and up-to-date picture possible. 🟨 Life Expectancy in Autistic Individuals: Key Findings 📌 Studies show that, on average, the life expectancy of autistic individuals is shorter compared to the neurotypical population. However, it's important to note that findings vary between studies and are highly dependent on co-occurring conditions and the specific characteristics of the autistic person. ☝️ A very important clarification: Autism itself does not  cause premature death — rather, the associated factors do, such as medical conditions, insufficient support, limited access to services, and challenges in diagnosis. 🟨 Swedish Study – 2016 One of the most widely cited studies in the field was published in The British Journal of Psychiatry . This large-scale study found that autistic individuals were at increased risk of premature death, with an average age at death of just 54 years. The risk was especially high among those diagnosed with autism and  intellectual disability. Common causes of death included epilepsy and co-occurring conditions such as depression 🧠. 🟨 U.S. Study – 2017 Another study analyzed over 32 million death certificates in the United States. Among the 1,367 autistic individuals who died, the average age at death was just 36.2 years 😢, compared to 72.0 years in the general population. A particularly troubling finding:About 28% of deaths among autistic individuals were caused by injuries — primarily choking and drowning. This highlights the critical importance of awareness and appropriate safety measures 🚨. 🟨 UK Study – 2024 A recent study published in The Lancet Regional Health – Europe  included nearly 10 million participants. Among autistic individuals without  intellectual disability, the risk of early death was 1.71 times higher. Among those with  intellectual disability, the risk was 2.83 times higher. 📉 Reduction in Life Expectancy by Gender: • Autistic individuals without  intellectual disability: 👨 Males – lived 6.14 years less 👩 Females – lived 6.45 years less • Autistic individuals with  intellectual disability: 👨 Males – lived 7.28 years less 👩 Females – lived 14.59 years less (!) 📍 However, the researchers themselves noted possible bias in the data — many autistic adults remain undiagnosed, and the studied group may have represented those with more intensive needs and additional health complexities. 💡 Preliminary Conclusions These findings highlight the urgent need for accessible healthcare, consistent medical monitoring, early intervention, and tailored support services. A deeper understanding of the factors impacting autistic individuals’ health is critical for developing effective interventions that can significantly improve both quality and length of life 💙. 📘 In our next post, we’ll dive deeper into the causes behind reduced life expectancy in autism — and the steps we can take to improve the situation. 📬 Follow our blog for more insights about autism: 👉 https://www.bsk.co.il/blog 📚 Further Reading from Academic Sources: 1. Hirvikoski et al. (2016), The British Journal of Psychiatry https://www.cambridge.org/core/journals/the-british-journal-of-psychiatry/article/prematuremortality-in-autism-spectrum-disorder/4C9260DB64DFC29AF945D32D1C15E8F2 2. Guan & Li (2017), American Journal of Public Health https://ajph.aphapublications.org/doi/abs/10.2105/AJPH.2017.303696 3. Cuadrado et al. (2024), The Lancet Regional Health – Europe https://www.thelancet.com/journals/lanepe/article/PIIS2666-7762(23)00195-3/fulltext ________________________________________ #אוטיזם #תוחלת_חיים_של_אוטיסטים #בריאות_ואוטיזם #אוטיסטים_מבוגרים #מוגבלות_שכלית #תמיכה_מותאמת #הנגשה_רפואית #בשבילהכוכב #הורים_לילדים_על_הספקטרום

The Passover Seder, one of the most significant family events on the Jewish calendar, can be overwhelming for autistic children. The shift from daily routine to a festive evening—filled with noise, smells, unfamiliar foods, many guests, and social interactions—can trigger sensory overload, anxiety, or emotional distress. With the right preparation and simple adjustments, the Seder can become a positive and inclusive experience. Here’s how: 🧩 Preparation is Key 🔹 Explain what to expect  – Describe the structure of the evening, who will be there, what food will be served, and what will happen. Use pictures, cards, or videos to help illustrate the Seder process. 🔹 Create a calming environment  – Provide soft lighting, gentle music if helpful, and a quiet room nearby in case your child needs a break. 🔹 Familiar foods  – If your child is a selective eater, bring preferred dishes from home. Familiar snacks can also help reduce stress. 🔹 Flexible schedule  – Keep a clear schedule, but be ready to shorten parts of the Seder or allow rest breaks as needed. 🔹 Lower expectations  – Not every child will be able to "sit nicely" all evening—and that’s okay. Be flexible and responsive to their needs. 🔹 Quiet activities  – Coloring pages, a simple game, or a favorite book can offer a soothing break. 🍷 During the Seder – Supporting the Moment 🕯️ Include the child  – Let them participate in simple ways like setting the table, decorating, or singing. Feeling included helps promote calm. 📸 Use visual supports  – A visual schedule or written outline of the evening can reduce uncertainty. 📝 Example of a simple visual story :"At 6:00 PM we will drive to Grandma and Grandpa’s house. The uncles, aunts, and cousins will be there. First, we will read from the Haggadah, then we will eat. If I feel tired or upset, I can ask to play on the phone or take a break." 💤 Allow breaks  – Children who feel overwhelmed need space to breathe. A quiet room, balcony, or short walk can help. 👀 Watch for signs of distress  – Anxiety, repetitive movements, crying, or withdrawing from social interaction are signs that call for a sensitive response. 🙅 Don’t force full participation  – Partial participation is better than a long struggle. Respect your child’s pace. 🌟 Praise positive behavior  – Acknowledge even the small successes: “I saw you sat nicely,” “You played with your cousin!”These moments matter. 🛠️ Extra Tips for Parents: 👕 Comfortable clothing  – Let your child choose a festive outfit that feels good to wear. Comfort helps reduce stress. 👩‍👧 Sit nearby  – Your presence is grounding. You are their anchor. 🙋 Ask for help if needed  – A supportive family member or babysitter can assist during the evening. ❤️ And Most Important: Acceptance, patience, and love  are the keys to a successful evening.Every autistic child is different, and every solution must be tailored individually. There’s no one-size-fits-all formula, but with sensitivity and care, you can create a peaceful, inclusive, and meaningful Passover Seder.

📅 This day is an important reminder of a whole world of abilities, creativity, and human diversity. Over the years, we have made significant progress in our understanding of autism – from research-based and tailored treatment approaches to recognition and inclusion in education, work, and society as a whole. 🤝 Today, people understand the importance of listening to, involving, and consulting with autistics, recognizing the person and not autism as a syndrome or phenomenon. ✨ Here are ten interesting points from autistics: (Of course, not everything is necessarily true for everyone). 💬 Autistic is not a curse word, and there is no reason to avoid using it. 🌀 Every autistic person is different – everyone has their own personality, temperament, interests, and unique sensory experience throughout the day. 🔍 Listen to us, share your research and ways of thinking. Often, what appears as a difficulty is simply a different way of thinking than usual. 👁️‍🗨️ Autistics often have additional senses, such as a sense of identifying other autistics – Autiscope. 🗣️ Instead of saying to an autistic person, "You need to behave or speak like this," it's better to say, "Usually, in society, it's common to act like this." 🚫 Do not treat autistic adults, teenagers, and children like toddlers – it's insulting. 🙇‍♂️ Speak to the autistic person. To the individual. Not to the assistant or parent. To them. ⏳ Sometimes, processing information takes time. Keep this in mind and be patient. Processing may involve hand flapping, jumping, rocking, and more. 🌈 Instead of demanding that the autistic person adapt, try to adapt the environment to them – lighting, smell, colors, and more. 🗣️ A quote from a pair of adult twins, one autistic and the other not: The autistic twin: "Being autistic doesn't mean I should be allowed to do whatever I want." The neurotypical twin: "People often treat autistics as if they're not human. They need to be accepted for their uniqueness exactly as they are." 🎯 Our vision for the future is clear:  A world where every autistic person can fulfill their potential, integrate, and succeed in any field they choose. A world that embraces, listens, and understands. 🔍 This progress depends on all of us – parents, professionals, therapists, researchers, and everyone who believes in equal opportunities and true acceptance. 💙 On Autism Awareness Day, let's continue to enlighten, understand, and take action. Everyone deserves a fair chance to flourish. 🌼 #יום_המודעות_לאוטיזם #אוטיזם #הכלה #שוויון #תמיכה #קבלה #העצמה#בשבילהכוכב

Also contributing to the study are Dr. Yael Estrugo and Dr. Shahar Bar-Yehuda. 🔬 This fascinating study examined 84 autistic children and adolescents alongside 64 neurotypical peers, investigating the connection between motor skills, socio-cognitive abilities such as Theory of Mind (ToM), and Joint Action – the ability to coordinate movements with others to achieve a shared goal 🤝. 📊 Findings revealed that autistic children and adolescents exhibited significantly greater difficulties in both motor functioning and social skills 🏃‍♂️💬 compared to their neurotypical peers, across all age groups studied (6-16). 💡 Additionally, the study found that a combination of motor skills and Theory of Mind directly impacts the ability to perform joint actions with others. This underscores the need for targeted interventions 🎯 to enhance both domains together – ultimately fostering better social interactions. 🔎 This research strengthens the understanding that motor skills and the ability to understand others 🧠 are essential components of social collaboration – offering a new approach to supporting autistic children in social development 🚀💙. 📌 Link to the full paper ⬇️ https://journals.sagepub.com/doi/full/10.1177/13623613251328437 Written by Motti Morgan. #בשבילהכוכב #טיפולמבוססמחקר #אוטיזם #טיפולבאוטיזם

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 🫂.