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What is S.T.O.P. and Relax?

S.T.O.P. and Relax is a novel program inspired by and designed for children with autism spectrum and related disorders. Its purpose is to enable these children, who are so easily stressed by a very stimulating environment, to monitor their anxiety levels and exercise effective coping skills. S.T.O.P. and Relax enables parents, teachers, and therapists to teach youngsters the relaxation skills fundamental to successful use of the four-step S.T.O.P. self-calming procedure.

Background Information:

The presenters will review research and resources contributing to the development of S.T.O.P. and Relax. This includes:

•The “fight or flight” response and the Relaxation Response (as described by Dr. Herbert Benson) in regard to the sympathetic and parasympathetic aspects of the autonomic nervous system. •Evidence that children with autism and related disorders are vulnerable to escalating stress and anxiety (as detailed by Janice Janzen in Understanding the Nature of Autism). •The value of deep breathing and hatha yoga postures in promoting relaxation, as shown by various medical studies. •The value of visual, structured teaching strategies prescribed by Project TEACCH for instruction of children with autism spectrum disorders. •The authors' use of data in evaluating the pilot version of the S.T.O.P. and Relax program.

Audience Participation:

To meet the learning objectives of using the relaxation procedures and using the S.T.O.P. self-calming procedure, the audience will participate in an activity comprised of deep breathing, exercises from the program, and the 4-step S.T.O.P. self-calming technique.

Starting and Teaching a S.T.O.P. and Relax program:

To show participants how to develop lessons using S.T.O.P. and Relax, the authors will illustrate guidelines for implementing a S.T.O.P. and Relax training program, with attention to:

•Characteristics of instructor(s) and child(ren) •Time, space, and equipment for lessons •Creating a relaxing climate •Involvement of all concerned with the child(ren): parents, teachers, therapists •Preparing the child(ren) before the first lesson •Program rules (for group instruction) •Cue cards, Instructor's Cards, and Props •Choosing exercises; Sample lessons •“Points to Remember” : Important tips for effective teaching of S.T.O.P. and Relax

Encouraging Generalization:

This addresses the learning objective of promoting generalization of self-calming skills. It also touches on the objective of evaluating program effectiveness, as the children's application of the skills in natural settings is a key aspect of program effectiveness.

Using program materials and case examples, the authors will explain and illustrate activities to promote generalization through:

•Conducting lessons in natural settings •Tailoring lessons to help children prepare for a specific event •Rehearsal through role-play •Rehearsal through the storybook, I Can S.T.O.P. and Relax, which is included in the S.T.O.P. and Relax program •Assigning a relaxation task as homework between sessions

Evaluating Program Effectiveness:

To illustrate how participants can evaluate program effectiveness, the authors will share methods they have utilized, presenting relevant program materials, case examples, and data:

•Signs of Stress checklist (a part of the S.T.O.P. and Relax program) •Informal physiological observations •Videotaping •Anecdotal observations •Physiological Measurement

Value of this Presentation:

S.T.O.P. and Relax teaches skills that enable children with autism spectrum disorders to regulate their levels of stress and emotional arousal, increasing their self-control and their ability to cope independently. This provides a foundation for other gains. For example, after mastering relaxation skills and the S.T.O.P. procedure, the children are better able to implement social skills they have been rehearsing. Ordeals such as taking academic tests, visiting doctors, and so forth become less threatening. S.T.O.P. and Relax contributes to best practice by improving independent living skills and the quality of life for children with autism spectrum disorders. It is easily integrated into instruction in the school setting, compliments other therapeutic modalities, and is accessible to parents seeking techniques to teach, reinforce, and generalize constructive coping skills. Initial research supports the effectiveness of this program, and further research using S.T.O.P. and Relax would be most welcome in advancing practice in therapeutic approaches for children with autism spectrum disorders.