CALIFORNIA ST ATE UNlVERSITY SAN MARCOS
PROJECT SIGNATURE PAGE
PROJECT SUBMJTTED IN PARTIAL FULFil..LMENT OF THE REQUIREMENTS FOR THE DEGREE
MASTER OF ARTS
IN
EDUCATION
PROJECT TITLE: SutfTherapyfor Students with ASD
AUTHOR: Michael Mueller
DATE OF SUCCESSFUL DEFENSE: August 8, 2017
THEPROJECT HAS BEEN ACCEPTED BY TI-IEPROJECT COMMITfEE IN PARTIAL FULFILLMENT OF TI-IE REQUIREMENTSFOR TI-IE DEGREE OF MASTER OF ARTS IN EDUCATION.
Leslie Mauerrnan,MS.Ed. PROJECT COMMITTEECHAIR
Michelle Borrelli, MA Ed. PROJECT COMMITTEEMEMBER �.�W-�
JodiRobledo PhD. cicliiL� 0 '- '·· MA ProgramCoordinator SIGNATURE � Patricia Stall, PhD. 6?LM Jtd Director,School of Education SIGNATURE Surf Therapy for Students with ASD 1
Surf Therapy for Students with Autism Spectrum Disorder
by
Michael Mueller
A Project Paper
Submitted in Partial Fulfillment of the
Requirements for the
Master of Arts Degree
In
Education
California State University San Marcos
Summer, 2017 Surf Therapy for Students with ASD 2
Project Abstract
Recent studies (Cavanaugh & Rademacher, 2014; Clapham et al., 2014; 2015; Stuhl &
Porter, 2015) indicate that surfing can be an effective therapy for children with Autism Spectrum
Disorder (ASD). The type of aerobic fitness associated with regular surfing may also promote brain development and cognitive function (Khan & Hillman, 2014; Segalowitz, 2016). A study by Brown, Ouellette-Kuntz, Hunter, Kelley, & Cobigo (2012) suggests the need for community programs that focus on recreational activities to promote friendship development for children with ASD. Considering the number of studies that demonstrate a demand for social supports
(Siklos & Kerns, 2006) and the limited access to social and recreational activities for school- aged children with ASD (Brown et al., 2012), the researcher created a surf therapy program designed to teach social skills to children who live with ASD, utilizing surfing as a vehicle for these skills and more.
The curriculum guidebook includes a lesson plan sequence that incorporates social development activities into an athletic/recreational training program geared to develop the paddling and balancing skills associated with surfing. Throughout the program, participants learn about water safety, surf culture, surf history, surfing techniques, and worldwide surf destinations.
The main purpose of this program is to promote the availability of a surf-focused Recreational
Therapy Program (RTP) for children with ASD by discussing the essential social skills and psychological benefits that such therapies may have. The program is intended to provide children who have ASD with an opportunity to practice these social skills while learning about the complex dynamics of surfing. Surf Therapy for Students with ASD 3
Keywords: Autism Spectrum Disorder (ASD), Recreational Therapy Program (RTP),
Social Skills, Surf Therapy. Surf Therapy for Students with ASD 4
Acknowledgements
I would like to thank my wife, Sandi, for her tireless efforts to hold down the fort as I finish up my studies. Hopefully, this is a turning point in our lives when I may begin to return the favor. Surf Therapy for Students with ASD 5
Chapter One: Definition of Problem
According to the U.S. Department of Education (2013), Autism Spectrum Disorder
(ASD) is a developmental disability that significantly affects verbal and nonverbal communication and social interaction (Regulations Section, 300.8 C1). Some stereotypical behaviors of children with ASD may also include adherence to inflexible routines (Srinivasan,
Pescatello, & Bhat, 2014, p. 876). The current trend in education is to encourage students to work in pairs or small groups. Under such conditions, having difficulty communicating and interacting with others may compromise a student’s access to the curriculum. A differentiated approach, making accommodations to the specific needs of the students, may allow children who do not work well with others better access to the curriculum. Such an approach must be taken with an intention to fade the accommodations until minimal supports are needed to provide maximum access to course content and activities.
One way to create an opportunity to fade such supports might be through participating in recreational therapy programs (RTPs) like Surfers Healing, a non-profit surf camp that is designed for children and young adults with ASD. Parents of participants at this camp have reported improved communication, more controlled behaviors, and reduced anxiety levels in their children during or following these events. It is an interesting prospect to consider that allowing some of these students to participate in an adaptive “Surf P.E.” program may enhance their focus in other academic areas.
Many children with ASD do not have access to such programs, possibly because parents are not aware that these programs are available. Brown, Ouellette-Kuntz, Hunter, Kelley & Surf Therapy for Students with ASD 6
Cobigo (2012) suggest “…the need for school and community programs to focus on facilitating extra-curricular activities and friendship development for school-aged children with ASD” (p.
506). This need could be met with surf camps that encourage buddy systems to promote water safety and social skills. Due to these unmet needs, children with disabilities tend to participate less in extra-curricular activities and are more likely to be obese (Clapham, Armitano, Lamont,
& Audette, 2014, p. 8). If RTPs can improve the social skills of a student with ASD, the results may allow the opportunity for increased access to the curriculum for the student. An improvement in social skills would be especially valuable considering the current emphasis of lesson plans that encourage students to work collaboratively in pairs or in small groups.
This study measured and analyzed indications of improved social skills of students, aged five to seventeen years old, who were participants in various Surfers Healing events. The research focused specifically on each participant’s communication patterns and social engagement patterns. Some examples of these types of behaviors were participating in group activities, engaging in conversations with others, and asking for help. Any improvements in these areas may allow a student with ASD greater opportunity for academic success at school. Time limits prevent further exploration of the cause and effect relationship between RTPs, social skill improvements, and possible related increases in academic performance.
Documentation of the positive effects that RTPs, like Surfers Healing, have for children with ASD may allow the public an opportunity to gain insight on the strategies and potential benefits of these types of programs. One considered theme of the project was to create better awareness of the types of programs that are available for children with ASD. A recurring complaint from parents is the lack of access to services for their child with ASD to receive the Surf Therapy for Students with ASD 7
accommodations that are necessary to create a fair and appropriate public education (Brown et al., 2012).
Active participation in aerobic exercises such as swimming and surfing may help to improve the physical fitness of children with ASD (Farley, Harris & Kindling, 2012). According to Kahn & Hillman (2014), these types of aerobic exercises can improve cognitive function and
Srinivasan et al. (2014) suggest that exercise may improve social skills. Given the research suggesting that aerobic exercises may improve cognitive function and social skills, the value of
RTPs involving aerobic exercise should be taken into consideration when planning a curriculum for students with ASD.
Purpose:
This study initially sought answers to the following:
● What are specific social skills that can be enhanced by recreational therapy designed for
children with ASD?
o Sub-question 1: Do participants exhibit more social interactions and
engagement as a result of participating in the recreational therapy
activities?
o Sub-question 2: Are participants more likely to participate in other
recreational and social activities as a result of their surf camp experience?
This project attempted to identify benefits that surfing might have on the social skills of children with ASD. Specifically, this project analyzed whether children with ASD were able to communicate with their families, teachers, and peers more effectively after participating in a Surf Therapy for Students with ASD 8
Surfers Healing event. The project also reviewed how the experience of surfing may influence a participant’s willingness to engage in other similar activities.
The researcher has attempted to follow up on recent studies (Cavanaugh & Rademacher,
2014; Clapham et al., 2014; 2015; Stuhl & Porter, 2015) indicating surfing as an effective RTP for children with ASD. Along with the recent trend of surf therapy that has been effective for vulnerable young people and those facing personal and emotional challenges (Godfrey, Devine-
Wright, & Taylor, 2015; Colpus & Taylor, 2014), there are also indications that the type of aerobic fitness associated with regular surfing may promote brain development and cognitive function (Khan & Hillman, 2014; Segalowitz, 2016). Considering all of these factors related to the most recent studies on this specific type of surf-focused therapy, the researcher attempted to provide a program that may provide the opportunity for children with ASD to experience any of the aforementioned benefits. With the possibility for such an array of benefits, it is hoped that students with ASD who participate in surf-focused RTPs may be allowed more opportunities for academic instruction during their hours at school due to enhanced cognitive function and less behavioral disruptions. The indications of an increase in academic instruction due to the benefits acquired through a surf-focused RTP may be followed up in another study.
Children with ASD may experience behavioral challenges that can present stressors on themselves and their families (Brown et. al., 2012, p. 503). This project sought to find ways to limit these stressors and to minimize the challenges that may arise throughout a typical day of a child with ASD. The promotion of surf-focused RTPs for children with ASD may be a strategy to address these challenges and create opportunities for students with ASD to improve their overall educational experience by enhancing physical and cognitive health (Cavanaugh & Surf Therapy for Students with ASD 9
Rademacher, 2014; Khan & Hillman, 2014; Segalowitz, 2016). There are even indications that the serotonin produced by such activities may improve a child’s mood and social behaviors
(Patrick & Ames, 2014) and may improve the social skills of a child with ASD (Stuhl & Porter,
2015). The goal of surf-focused RTPs like Surfers Healing and other programs with various collaboration and group-work activities is to promote social skills.
This research project built upon the research of Clapham, Armitano, Lamont, & Audette
(2014) by tracking whether therapeutic surf camp participants were more likely to pursue other challenging water activities similar to surfing. According to Clapham et al. (2014), “Participation in the surf program helped participants to acquire the self-confidence, social skills, and physical fitness necessary to increase their participation in organized sport and physical activity” (p14).
The self-confidence, social skills, and physical fitness gained after having a positive experience at a surf-focused RTP create a higher likelihood of students participating in other competitive activities. Parents on the beach at Surfers Healing events described to the researcher similar experiences with their children’s new confidence to participate in other programs after their
Surfers Healing experiences.
Other RTPs that do not involve surfing have indicated significant reduction in anxiety for children (Sung, 2011). This research identifies the benefits that social dynamics of RTPs can have on participants and led the researcher to emphasize social skills throughout the sequence of lesson plans included in the attached program. Also, Dr. Patrick (2017) describes how serotonin produced by aerobic exercise, when combined with vitamin D, may affect behavior. This amounts to a scientifically written prescription for a sunny day surfing at the beach with friends as a possible way to reduce stress and help to improve one’s general well-being. Surf Therapy for Students with ASD 10
This project also considers the discussion of Siklos & Kerns (2006), concerning unmet social support needs for parents of children with ASD: “The combination of dealing with a saturated service delivery system and the pressures associated with parenting a child with ASD leads to many parents feeling stressed and in need of social supports” (p. 931). Many families of children with ASD have concerns about limited access to social and recreational activities for their child. Brown et. al. (2012) describe “…poor access to, coordination of and information about services as well as few social or recreational activities for the child” (p. 500). Much of the research indicates a lack of available RTPs for students with ASD. Broader implementation of surf-focused RTPs may be a way to address this deficiency in available programs that promote social skills for students with ASD.
Significance of Project:
Surfers Healing creates an environment for enhanced social interactions, opportunities to boost one’s self-confidence, acquiring new skills, enhancing physical strength, and cardiovascular exercise. Research has shown that physical fitness can affect cognitive function and social behaviors (Cavanaugh, 2014; Kahn & Hillman, 2014; Segalowitz, 2016; Srinivasan,
2014). These are all traits that may help a student to have increased access to an educational curriculum. The current interest in these types of RTPs provides new opportunities to teach students the benefits of physical fitness while promoting a variety of social skills.
There have been few studies on surfing as a focus activity of a RTP. Previous studies focusing on surfing as a primary activity for RTPs did not include related research documenting the effectiveness of such programs. Dr. Patrick (2017) describes how serotonin produced by the Surf Therapy for Students with ASD 11
types of exercises associated with surfing, when combined with vitamin D, may affect behavior.
The combined effects of exercise and an intake of vitamin D can maximize serotonin production in the brain to affect prosocial behavior (Ames, B., & Patrick, R. 2017, p. 39). This theory warrants further study to confirm the effects of vitamin D levels associated with exercise and resulting variations in prosocial behaviors.
The included program is designed as a scaffold of eight lesson plans that may be introduced to any classroom from Kindergarten through Adult Transition Programs. The progressions may be adjusted to accommodate the preferred learning styles of various students. It is an eight-week program designed initially as a weekly Saturday meeting for each lesson plan.
This schedule could easily be adapted to accommodate varied school schedules such as block- period schedules that meet every other day. Similar progression sequencing and scheduling could be modeled after high schools that historically carry a “Surf P.E.” program with a block schedule format. Eventually, these groundbreaking programs could become a model for a standard of mandated RTPs for specialized curriculums that provide maximal benefits for students with
ASD.
School systems that do not have access to coastal surf zones may implement similar programs that utilize different activities, similar to what A.skate Foundation has done with skateboarding. A.skate Foundation is a skate camp designed specifically to “…allow children with autism to be a part of our social world through skateboarding” (www.askate.org). These types of RTPs may assist children who have ASD in making a connection to our complex world. Surf Therapy for Students with ASD 12
Literature:
Active participation in aerobic exercises such as swimming and surfing may help to improve the physical fitness of children with ASD. According to Kahn & Hillman (2014), aerobic exercises can also improve cognitive function and Srinivasan (2014) suggests that exercise can improve social skills. Exercise has been known to release serotonin into the bloodstream (Zimmer et al., 2016) and Patrick & Ames (2014) suggest the need for adequate concentrations of serotonin in the brain to promote normal brain development (p. 2399) and how serotonin levels in the brain are associated with prosocial behavior and the assessment of emotional social cues (p. 2406). Dr. Patrick was also quoted by Gustafson (2014):
“The bottom line is that serotonin is very important for behavior in the brain. We
hypothesize that because vitamin D is important to activate serotonin in the brain through
tryptophan hydroxylase 2 that vitamin D may also be very important to make enough
serotonin and, thus, affect things like behavior, prosocial behavior, and things like that”
(p. 39).
Between the serotonin that is released during a surf session and the vitamin D that is derived from a sunny day at the beach, it could be hypothesized that surfing in the sun may be a healthy combination to improve a child’s levels of fitness, cognitive function, and social skills.
Another benefit of participating in RTPs is participants demonstrate a higher likelihood to participate in other competitions after having a positive experience at surf camp, as described in
Clapham, et al. (2014, p. 14). The researcher’s own experience working with Surfers Healing Surf Therapy for Students with ASD 13
reveals a high rate of returning participants, with at least one participant returning to the annual camps thirteen years in a row.
Many children with ASD do not have access to such therapies, or parents may not be aware that this type of therapy is available. Brown et al. (2012) suggest “…the need for school and community programs to focus on facilitating extra-curricular activities and friendship development for school-aged children with ASD” (p. 506). This need could be met with surf camps designed specifically for children with ASD.
Methodology:
The researcher was able to observe communication patterns and social engagement patterns of Surfers Healing camp participants during the summer of 2017, as a volunteer 1:1 surf instructor for eight random camp participants. These observations were made while taking anecdotal field notes and conducting informal interviews with parents who were willing to provide their email addresses for follow up interviews. The researcher was able to take mental anecdotal notes as a surf instructor during the surf sessions with each of the eight participants and included these experiences in hand-written notes at the conclusion of the surf camp.
The positive social outcomes that were addressed, in the anecdotal notes taken by the researcher and in parent emails regarding their child’s experience at the Surfers Healing surf camp, have guided the design of the recreational program that is this study. The program is designed around the inherent social aspects of surfing and promotes engaging activities that require specific communication skills and an ability to read non-verbal cues. The development of Surf Therapy for Students with ASD 14
these social skills in a surfing context may be transferrable to other life experiences and is intended to provide the participant with an opportunity to become more socially independent.
Summary:
Recreational therapy designed for children with ASD may develop or enhance participants’ social skills. There are many aspects to surfing that go beyond the physical act of this recreational endeavor. While observing a popular surf break, even the untrained eye may pick up on a systematic nature to the way that a pack of surfers assigns waves among themselves.
There are constant social interactions going on among these eager wave-riders from the parking lot into the water. Some surfers may sit for hours waiting for the proper wave to offer up a ride.
This allows for many encounters with numerous other surfers in the water, an excellent way to practice basic rapport in a low-pressure environment.
Participating in a RTP that focuses on the social aspects of surfing allows students the opportunity to develop social skills while they are having fun learning about the culture of surfing. The program encourages students to find “surf buddies” and emphasizes the importance of utilizing the “buddy system” to promote water safety. The social skills involved in finding a
“surf buddy” and maintaining a dependable relationship with this peer can be very helpful in situations outside of surfing, as well. Students are taught about the importance of communicating with their “surf buddy” and other surfers that they see to gain knowledge about local conditions and other safety factors related to surfing. The ability of a child with ASD to communicate effectively may be helpful in reducing the incidence of disruptive behaviors that often arise from frustrations related to limited communication. The importance of effective communication Surf Therapy for Students with ASD 15
is a continuing theme throughout the program as it relates to many aspects of everyday life situations outside of the surf or classroom environments.
Research has shown that participation in a surfing program can lead participants to go on to explore other similar activities with greater confidence (Clapham et al., 2014). This study examines the confidence levels of participants and how their participation in Surfers Healing may have influenced their participation in other activities with similar physical and mental demands. If surfing can be a way to allow students with ASD more opportunities to practice their social skills effectively, it may be a significant factor in managing behaviors that may be distracting in an educational environment.
Many of the suggested benefits of various RTPs have been discussed in peer-reviewed articles over recent years, but only a few of these articles have associated RTPs specifically to surfing. The following chapter analyzes the extant academic literature dealing with RTPs in general, as well as those authorities specific to surfing.
Definition of Terms: developmental disability- “Developmental disabilities are a group of conditions due to an impairment in physical, learning, language, or behavior areas. These conditions begin during the developmental period, may impact day-to-day functioning, and usually last throughout a person’s lifetime.” https://www.cdc.gov/ncbddd/developmentaldisabilities/facts.html nonverbal communication- “Deficits in nonverbal communicative behaviors used for social interaction, ranging, for example, from poorly integrated verbal and nonverbal communication; Surf Therapy for Students with ASD 16
to abnormalities in eye contact and body language or deficits in understanding and use of gestures; to a total lack of facial expressions and nonverbal communication.” definition of nonverbal communication social interaction- “a process of reciprocal stimulation or response between 2 people. It develops competition, interaction, influences social roles and status and people for social relationships.” Nugent, P. (2013). Social Interaction, Psychology Dictionary: Professional
Reference, April 13. https://psychologydictionary.org/social-interaction/ curriculum- “the courses offered by an educational institution;” “a set of courses constituting an area of specialization” definition of curriculum recreational therapy- Recreational therapy, also known as therapeutic recreation, is a systematic process that utilizes recreation and other activity-based interventions to address the assessed needs of individuals with illnesses and/or disabling conditions, as a means to psychological and physical health, recovery and well-being. https://www.atra- online.com/what/FAQ social skills- People with ASD often have problems with social, emotional, and communication skills. definition of social skills serotonin- a neurotransmitter that assists in the transmission of nerve impulses and is the key to mood regulation, pain perception, gastrointestinal function, and other physical functions. http://www.medicinenet.com/script/main/art.asp?articlekey=5468 Surf Therapy for Students with ASD 17
social behaviors- Social behavior is defined as interactions among individuals, normally within the same species, that are usually beneficial to one or more of the individuals. http://www.biologyreference.com/Se-T/Social-Behavior.html cardiovascular exercise (aerobic exercise)- “exercise that requires pumping of oxygenated blood by the heart to deliver oxygen to working muscles”. Stimulates the heart rate and breathing rate to increase in a way that can be sustained for the exercise session (running, swimming, hiking) definition of cardiovascular exercise prosocial behavior- “Prosocial behavior is characterized by a concern for the rights, feelings, and welfare of other people.” https://www.verywell.com/what-is-prosocial-behavior-2795479 disruptive behaviors- involve behaviors that are readily seen such as temper tantrums, physical aggression such as attacking other children, excessive argumentativeness, stealing, and other forms of defiance or resistance to authority. https://healthychildren.org/English/health- issues/conditions/emotional-problems/Pages/Disruptive-Behavior-Disorders.aspx 11/21/15
ADHD: A Complete and Authoritative Guide (Copyright © 2004 American Academy of
Pediatrics) Surf Therapy for Students with ASD 18
Chapter Two: Literature Review
Autism is a developmental disorder that causes difficulty in social-emotional interaction, communication, and behavior (Stancliff, 1996). A child with Autism Spectrum Disorder (ASD) may have difficulties forming and maintaining meaningful relationships with his or her peers
(Reichow & Volkmar, 2009). Although it has been established that students with ASD benefit from schools that provide special academic and social supports (Auger, 2013), these students tend not to be included in classroom social networks (Rotheram-Fuller, Kasari, Chamberlain, &
Locke, 2010).
Nearly 40% of all children, aged five through eight years old, are at increased risk for heart disease and diabetes due to obesity, hypertension, and high cholesterol (Mavrovouniotis,
2012, p. 75). Correlations have shown that children with disabilities are even more likely to be obese due to lower rates of participation in playground group physical activities (Clapham,
Armitano, Lamont, & Audette, 2014). Typical school environments may cause anxiety during recess and other recreational activities that often include “unwritten rules” that may be difficult for students with ASD to recognize and understand (Cavanaugh, Rademacher, Rademacher, &
Simons, 2013).
Children with ASD may experience behavioral challenges that can present stress on themselves and their families (Brown, Ouellette-Kuntz, Hunter, Kelley, & Cobigo, 2012, p. 503), such as not respecting personal space of others, shoving or pushing others, and taking or breaking others’ things (Farmer & Aman, 2011). Parents of children with ASD report a greater need for consistent behavioral and social therapies for their child, as well as education Surf Therapy for Students with ASD 19
professionals who are knowledgeable about autism (Siklos & Kerns, 2006). Many children with
ASD do not have access to such therapies, or parents may not be aware that this type of therapy is available. Parents frequently experience stress due to lack of social support as they manage the challenges of raising a child with ASD (Siklos & Kerns, 2006).
Brown et al. (2012) suggest “the need for school and community programs to focus on facilitating extra-curricular activities and friendship development for school-aged children with
ASD” (p. 506). Many families of children with ASD have concerns about limited access to social and recreational activities for their child (Brown et al., 2012, p. 500). These data suggest that there are a limited number of programs available that include recreational activities and the associated social interactions for children with ASD. This study and resulting manual of a surf therapy program are intended to address these needs so that children with ASD and their families can feel more supported and included in the world around them.
Recent trend in surf therapy:
The demand for community programs and recreational activities for children with ASD might be met with surf-focused Recreational Therapy Programs (RTPs) designed specifically to promote social skills by encouraging social interactions among students. Participants in these programs have the opportunity to experience appropriate and fun activities that are associated with surf culture around the world. Some reported benefits from surf-focused RTPs include increased social interactions that reflect a typical surfing experience. These types of interactions have been shown to improve social play behavior and language skills (Wolfberg & Schuler, Surf Therapy for Students with ASD 20
1993). Surf programs that focus on developing participant physical skills allow children with
ASD to improve across the psychosocial domain (Stuhl & Porter, 2015).
Recent studies have indicated that surf-focused RTPs may provide physical and social benefits for children with ASD (Cavanaugh, et al., 2013; Clapham, et al., 2014; and Stuhl &
Porter, 2015). Recreational surfing promotes muscular development and endurance, upper body core strength, and cardiorespiratory endurance (Farley, Harris, & Kindling, 2012). Aerobic fitness in children is generally related to brain growth and cognitive performance (Segalowitz,
2016) and may produce endorphins and endocannabinoids which reduce responses of the brain to anxiety and stress (Nichols, 2014). Surf-focused RTPs have been shown to improve confidence, self-esteem and general well-being of participants facing personal and emotional challenges
(Colpus & Taylor, 2014) and long-term benefits include a participant’s ability to return to camps as mentors in order to remain socially active in the camp (Godfrey, Devine-Wright, & Taylor,
2015).
Recent surf-focused RTPs were designed to develop strength, flexibility, range of motion, coordination, balance, and psychosocial development. Peer volunteers who participated in the camp activities learned new skills that could be applicable in future professions, such as working with a child who has ASD (Clapham et al., 2014). These programs promoted inclusion and cooperative learning that many teachers find is more effective than most instructional approaches, as it allows students with disabilities to contribute and be a part of a learning group
(Jenkins, Antil, Wayne, & Vadasy, 2003). Surf Therapy for Students with ASD 21
Theme 1, Physical Benefits:
The promotion of recreational therapies for children with ASD is a strategy utilized to create opportunities intended to improve a student’s overall educational experience by enhancing physical and cognitive health through proven methods (Cavanaugh & Rademacher, 2014; Khan
& Hillman, 2014; Segalowitz, 2016). Intense aerobic exercise can increase levels of serotonin
(Zimmer et al., 2016), that, when combined with vitamin D, is more likely to be transported to the brain. A boost in brain serotonin concentrations may help prevent and possibly ameliorate symptoms associated with ASD (Patrick & Ames, 2014). It has also been suggested that a surfer’s heart rate increases with an increase in a wave period of the ocean (Barlow, Gresty,
Findlay, Cooke, & Davidson, 2014), further intensifying the level of aerobic exercise that is associated with cognitive function and ability to learn.
Gustafson (2014) suggests that low levels of serotonin found in the brain of children with
ASD may be due to a vitamin D deficiency. A surf therapy program provides participants a chance to experience intense aerobic exercise while paddling for waves in the ocean and soaking up some vitamin D from the sun. These data indicate that the combination of the surf and sun may be an ideal way to optimize this chemical reaction to supply the brain with serotonin.
Insufficient transfer of serotonin to the brain may result in hyperserotonemia, the initial biomarker identified in ASD that is present in over 25% of children with ASD (Muller, Anacker,
& Veenstra-VanderWeele, 2016). Prosocial behaviors, such as assessing social cues, are largely associated with levels of serotonin in the brain (Patrick & Ames, 2014, p. 2406). Surf Therapy for Students with ASD 22
Theme 2, Social Benefits:
Wolfberg and Schuler (1993) suggest that deficiencies demonstrated by children with
ASD are “not so much a result of basic cognitive deficiencies, but rather secondary to limited social experience” (p. 486). While providing an opportunity to increase physical well-being, a surf therapy program may also improve the social skills of participants (Stuhl & Porter, 2015) and might be considered as a major support for educational curriculums designed for students with ASD. Simply being near the ocean can increase family and social interaction and promotes psychological health benefits (Nichols, 2014). There are recorded indications that brain activity in the medial prefrontal cortex can be enhanced with the positive mood that arises during a surf session, and children with ASD who participate in aquatic programs have also exhibited greater tolerance of physical touch as well as better eye contact (Nichols, 2014).
Sung (2011) describes results from a recreational therapy study that establishes a significant reduction in anxiety for children with ASD who have participated in program activities such as meal preparation, crafts, puzzles, magic tricks, and other group activities (p.
640). These are behavioral markers that working with peers in group activities has positive effects for social skills of children with ASD. Significant data collected through follow-up surveys in the months following the Sung (2011) study suggest the research and practical benefits of maintaining a dialogue with parents who report further changes in their children’s social development that may be attributed to recently attended RTPs.
Successful inclusion relies heavily on the attitudes of teachers and children without disabilities in accepting and cooperating with peers who have disabilities, especially in Surf Therapy for Students with ASD 23
environments like inclusive physical education classes (Papaioannou & Evaggelinou, 2014). The cooperative learning approach promotes better learning by providing students a structured alternative way to apply themselves (Jenkins et al., 2003, p. 287), while simultaneously promoting positive attitudes towards individuals with disabilities (Papaioannou & Evaggelinou,
2014, p.127).
Some social benefits observed by the researcher, as a surf instructor for Surfers Healing, include increased participant communication and cooperation, a reduction in participant aggression, and the ability of the participant to engage in the experience of surfing by maintaining proper form and effort while paddling and catching waves. Research based social benefits include a participant’s ability to be assertive, responsible, and engaged (Cavanaugh,
2011). After participating in a surf camp, children with ASD demonstrated more self-confidence, made social development gains by interacting with camp volunteers and other participants, and showed significant signs of being relaxed in the water (Clapham, et al., 2014).
The researcher was able to observe a number of these behaviors first-hand as a surf instructor for Surfers Healing, a camp designed for children with ASD. These observations include participant changes in behavior during and after their surfing experience: possessing a calmer demeanor and fewer expressions of anxiety; exuding a sense of accomplishment; and showing emotions of excitement, happiness, and pride. In ongoing observations from this researcher, as well as other trained instructors, some of the participants speak their first words immediately following or during their initial surfing experiences, while others are able to open up to make immense social breakthroughs in the weeks following a surf therapy event that they have attended. Surf Therapy for Students with ASD 24
Theme 3, Educational Benefits:
The implementation of a surf therapy program in a special education setting may allow students with ASD to maintain a schedule of regular exercise which has been linked to increased neurons in the hippocampus region of the brain, which is associated with learning and memory
(Nichols, 2014, p. 111). Consistent attendance at a surf therapy program may help students with
ASD maximize their ability to learn and memorize important academic facts. Participation in a surf therapy program has also been shown to help participants gain self-confidence, physical fitness, and social skills necessary for participating in other types of physical activities (Clapham et al., 2014).
The researcher has been able to witness the benefits of cooperative learning at Surfers
Healing events, since neuro-typical peers without disabilities have historically volunteered with beach activities and the assorted interactive demands associated with a surf-focused RTP. This type of recreational cooperative learning provides the opportunity for neuro-typical peers to work with students living with ASD, allowing the possibility to be inspired to pursue a career in working with students who have disabilities. The researcher had such an experience as a surf instructor for Surfers Healing over ten years ago, and is now beginning an inspired career as an
Education Specialist for students with disabling conditions.
One way to promote surf therapy programs is to highlight their effectiveness. For example, Papaioannou & Evaggelinou (2014) stressed the importance of implementing awareness of education programs to promote inclusion of children with disabilities in summer sports and camps. “Attitudes of children without disabilities and their preparation to accept, Surf Therapy for Students with ASD 25
coexist and cooperate with peers with disabilities in the same physical education classes in
[general education] schools is one of the most important factors for successful inclusion” (p.
121). By preparing students with ASD for social situations that are sure to arise in many facets of their lives, these students will become more independent and confident as they navigate personal, educational, and vocational environments.
The program created as a result of this research and experience is an attempt to fill the aforementioned need for students with ASD. This project provides a structured, research-based manual for parents and teachers with a sequence of lesson plans and activities associated with a surf-focused RTP designed to enhance the social skills of a student with ASD. Some of these skills include turn-taking, reading non-verbal cues, and effective communication with peers and adults, which are discussed in both chapter 3 and in the manual. Using this research as a guide, the goal is to utilize this research to develop an inclusive summer camp environment that focuses on surfing and water safety while encouraging social interactions that promote the social skills of children with ASD.
Surf Therapy for Students with ASD 26
Chapter Three: Methodology
Research:
The purpose of this study is to provide children with ASD the opportunity for positive changes in social behaviors through participating in a surf-focused Recreational Therapy
Program (RTP). Children with ASD may experience behavioral challenges that can be very stressful on themselves and their families (Brown et al., 2013). According to Auger (2013), students with ASD “present special challenges for schools and need varying levels of special support in order to succeed academically and socially in school” (p. 257). Surfing therapy programs have been linked to social improvements in young people facing personal and emotional challenges with confidence, self-esteem, and well-being (Godfrey et al., 2015). Any significant advances in a student’s social behavior may increase their access to education. Such indications could encourage school districts to consider including RTPs as part of a modified curriculum for students who have ASD.
The findings of past literature (Cavanaugh, et al., 2013; Clapham, et al., 2014; and Stuhl
& Porter, 2015), describing the benefits of RTPs for the development of social skills in children with ASD, have guided the approach of this study. The proposed program includes a sequence of lesson plans intended to provide students who have ASD the opportunity to develop important social skills such as communication and social engagement. The activities in each lesson have been designed to accommodate the different learning styles of children with ASD in order to create more opportunities for each student to learn strategies for improving social skills. Surf Therapy for Students with ASD 27
Parents of children with ASD have described unmet demands for RTPs that may benefit the development of social skills in their child (Brown et. al., 2012; Siklos & Kerns, 2006). These indications have guided the development of this program to incorporate group work and collaborative activities throughout the lesson sequence in order to promote opportunities for students to experience various social activities related to surfing.
The proposed program is intended to provide children who have ASD the opportunity for positive changes in social behaviors through collaborative activities related to the many facets of a typical surfing experience. The included activities have been designed with the intent of promoting the use of specific social skills that are necessary for a student to achieve independence once they have finished high school or the adult transition program (ATP). These activities are valuable opportunities for children with ASD to practice their social skills.
According to research, students with ASD tend to have limited social engagement opportunities in a public-school setting (Brown et al., 2012). A surf-focused RTP would provide these types of opportunities on a consistent basis in a fun and interactive approach, while considering the learning preferences and required accommodations of each student.
Research Design:
This study examines other surf-focused RTPs designed for children with ASD that have indicated positive social outcomes for the participants. According to Auger (2013), students with
ASD “present special challenges for schools and need varying levels of special support in order to succeed academically and socially in school” (p. 257). Research indicates that surf therapy Surf Therapy for Students with ASD 28
can increase a participant’s aerobic fitness (Gustafson et al., 2014) which has been shown to increase brain growth and cognitive performance (Segalowitz, 2016).
This type of therapy may also increase levels of serotonin, which, when combined with vitamin D, can affect prosocial behavior (Gustafson, 2014). It has been shown that people with
ASD have very high levels of serotonin in their blood platelet cells, with low levels in the brain.
According to Gustafson (2014), “vitamin D may be regulating the expression of tryptophan hydroxylase and the serotonin production in opposite directions in different tissues, turning it on in the brain and turning it off in tissues like the gut.” Serotonin in the brain has been shown to promote social behavior and data suggest that disruption in serotonin levels are linked to autism
(Patrick & Ames, 2014, p. 2399).
By volunteering at Surfers Healing events, the researcher was able to observe communication patterns and social interactions of the participants before, during, and after the surf session. Through these observations, along with conversations and follow up dialogues with parents via email, the researcher identified specific changes in the confidence levels of the participants. Live observation/field notes, and informal interviews with parents and participants revealed multiple positive changes in participant communication patterns and social engagement patterns due to their participation in the Surfers Healing event. Some of these changes included increased communication, less anxiety about entering the ocean past one’s knees, and increased confidence to attend other summer camps.
Through these informal interviews, the researcher was also able to confirm previously published research indicating increased participant confidence levels and the probability students Surf Therapy for Students with ASD 29
would participate in other types of recreational activities after attending a recreational surf therapy program (Clapham et al., 2014). This study is designed to reveal multiple perspectives of the participant’s experience by detailing the observations of the participants, the parents, and the surf instructors. This strategy is intentionally designed to reveal any observable changes in the participant’s social behavior, such as communication patterns and social engagement strategies, after participating in a Surfers Healing surf camp event.
Setting and Participants:
June 3, 2017: Malibu Beach
This is an iconic surfing spot with long, predictable waves that are ideal for riding tandem boards (extra-large, twelve foot surfboards built for two riders), which are used for this day long camp to accommodate varied levels of participant surfing capabilities. Malibu is centrally located on the northern coast of Los Angeles, California, directly off of Highway 101. This famous surf spot has an extensive sand beach for campers to find a space to hang out with friends and family during the surf camp. The wide beach also allows for the multiple tents and various food and beverage, life-jacket, and check-in stations that are part of the camp set up. A nearby parking lot provides easy access for campers as well as camp organizers to transport the long list of supplies and equipment necessary for a camp capable of accommodating over 200 participants. Surf Therapy for Students with ASD 30
Eight camp participants were chosen from over 200 registered campers for the study, based upon parent and child willingness to participate in the study. Participation in the study for all eight participants has included the child surfing with a Surfers Healing surf instructor, the child and parent answering questions during informal interviews on the beach, and follow-up email interviews with the parent in the weeks following the event.
Surfers Healing has its own waivers for legal considerations about safety. The participants at this camp have been previously diagnosed with ASD, range in age from five to seventeen years old, and are from all over Southern California. Many participants have been attending this surf camp for years. Surfers Healing has become so popular over recent years that the camp now has over twenty surf instructors who travel all over the world, from Australia to
Mexico, and there is a lottery system to get a child registered for many events.
Measures:
The measures of this study included communication patterns and social engagement patterns of the participants. These measures were taken through observations by the researcher during the Malibu Surfers Healing event and written down as field notes. Participants, their parents, and surf instructors were observed. These observations focused on behavior changes once the participant was in the water paddling, catching a wave, or after riding a wave.
Observations included communication patterns and social engagement patterns such as participating in group activities, engaging in conversations with others, or asking for help.
Follow up interviews were conducted with parents who were willing to share their information for the benefit of this study. Two out of the eight parents contacted for the follow up interviews Surf Therapy for Students with ASD 31
responded to the request for information regarding their child’s social skills development following the surf camp experience.
Sample interview questions include:
(Camper)
1. How did you feel before you went surfing?
2. How did you feel during your surfing experience?
3. How did you feel after you went surfing?
(Parent)
1. What are some of your child’s greatest (academic/physical/social) strengths?
2. In what area(s) might your child want to improve?
3. What have been some of your child’s most recent successes?
(Surf Instructor)
1. How did the camper appear to be feeling before the surf session?
2. How did she or he react to paddling in the water out to the lineup?
3. How did the camper react to the first wave you took off on (before, during, after)?
Surveys were designed for campers to relate their own feelings leading up to the camp, during the camp, and after the camp concluded. These surveys included picture symbols to accommodate children with varied communication strategies. Parents were asked to provide an Surf Therapy for Students with ASD 32
email address for follow up interviews analyzing social and academic variance of the participant before and after the surf camp experience.
(Sample Questions)
1. My child enjoys working in groups at school: Highly likely/ Sometimes/ Not very likely
2. My child looks forward to going to school: Highly likely/ Sometimes/ Not very likely
3. My child participates in extra-curricular activities: Highly likely/ Sometimes/ Not very
likely
Procedures:
This study began during informal conversations with parents and participants at the
Malibu Surfers Healing event that took place on June 3, 2017. At the official 10am start of the camp, the researcher was introduced by the camp founder as a student who is writing a paper to promote awareness of the observable benefits of Surfers Healing. Parents were willing to share their experiences of the surf camp and the various effects it had on their child.
During the first hour of the Malibu Surfers Healing event, the researcher was able to observe the activities of the camp from the beach while collecting written anecdotal field notes and email addresses of participants’ parents who were willing to participate in follow up email interviews. The researcher listened to testimonials from parents referring to changes in their children in the days leading up to the camp, during the camp, or following previous Surfers
Healing camps experiences. Some changes the parents referred to included: an increase in communication after a Surfers Healing experience; reduced anxiety in the ocean (ability to go Surf Therapy for Students with ASD 33
deeper than one’s knees); and a renewed confidence and willingness to participate in similar summer camps. There was an option for participants to opt out of follow up email interviews if they were no longer comfortable participating in the study.
The researcher was able to take participants surfing during a Surfers Healing camp as a volunteer surf instructor. The researcher took mental notes of each participant’s general attitude before, during, and after the surfing experience. These observations were recorded through hand- written field-notes taken at the conclusion of the camp. Each participant would check in with a counselor and receive a jersey. They were then led by volunteers down to the shoreline where the surf instructors waited with a giant surfboard. More volunteers helped the participant onto the front of the surfboard while the instructor lay or knelt on the back half of the surfboard to propel and steer the surfboard by arm-paddling.
The water had a calming effect on most participants once they were able to start paddling on the surfboard being guided by the instructor. As participants were able to catch a wave and ride it all the way in to shore, every successful ride brought obvious joy and confirmations of approval from themselves as well as their families and surrounding volunteers and bystanders.
Parents described how this experience is something to talk about for weeks and is something their children can look forward to, year after year.
Photos of the event (surfershealing.org) depict the close interactions that the participants have with a surf instructor, indicating the instructor’s unique perspective in observing changes in participant behaviors during a surfing experience. Written field notes regarding increased social skills, more confidence, and overall happiness of the participants were utilized to design a Surf Therapy for Students with ASD 34
surfing program that may be implemented in a recreational therapy summer camp setting or in a public-school setting. Further benefits of implementing these programs in local summer camps or in our local school systems may be assessed through follow up studies.
Follow up emails to each of the eight participating parents were sent within one week of the Surfers Healing event. Two parents responded with very important observations that have been included in this study.
Ethical Considerations:
These participants are taking part in a surf camp with its own waivers for legal considerations about safety. No foreseeable negative impacts on these participants have arisen.
All names will be fictitious and data will be shredded after the paper has been written.
Documents will be stored on a private computer and hard drive with security codes for access.
Limitations:
The limited number of focus participants restrict the overall significance of this study.
With limited participants, observed behaviors may not be significant and will need to be further researched. The study was also limited by minimal parent participation in follow up email requests for information on their observations of their child. Surf Therapy for Students with ASD 35
Chapter Four: Results, Project Presentation
The included manual is set up as an eight-lesson program that introduces participants to surfing and provides an opportunity for these participants to experience the process of learning how to surf. Surf-related activities presented throughout the program include social engagement and communication techniques that are useful during social interactions in surfing as well as non-surfing situations. The program is intended to provide opportunities for participants to develop important social skills while learning about the fundamentals of surfing.
Project Presentation:
The program is set up sequentially in order to build on previous lessons to allow the greatest opportunity for participants to grasp the nuances of learning how to surf. The first three lessons include an introduction to surfing (including surf history), finding a “surf buddy,” and reviewing terminologies that are specific to surfing. Other included lessons provide opportunities for participants to practice paddling and proper surfing postures on stationary surfboards in a classroom setting as well as a public pool setting. The program includes a lesson with a guest speaker to visit and to share his or her professional surfing experiences. The penultimate lesson includes an opportunity for participants to go surfing with an experienced surf instructor. The closing lesson consists of a luau-themed class discussion reflecting on the surf experience from the previous lesson. Participants will be able to present their surf-destination projects during this final lesson.
The social skills activities included in the program are intended to allow participants to learn appropriate techniques for engaging with their peers in productive and interactive ways for Surf Therapy for Students with ASD 36
effective communication. Such communication is emphasized as being a critical part of remaining safe in surf zones that are crowded with other surfers. Students who can safely navigate a surf zone, through effective communication and by reading non-verbal cues, may be more likely to experience greater success navigating various environments throughout a typical day on land.
Conclusion:
This program combines fun, surf-related activities with interactive lesson plans that promote social engagement and collaboration. Participants will experience most activities while paired up with their personally chosen “surf buddy.” Many activities promote social interactions during surf-related activities. These activities are intended to develop the proper balance and strength required for surfing, while promoting social skills that are useful in a crowded surf zone as well as during everyday situations on land. Participants who learn to surf and develop their social skills may be more likely to participate in other activities related to surfing due to increased confidence. Surf Therapy for Students with ASD 37
Table of Contents: Surf Therapy Program
Lesson #1: Introduction to Surfing Culture
Lesson #2: Finding a Surf Buddy
Lesson #3: Surf Vocabulary
Lesson #4: Dry Paddle & Surf
Lesson #5: Guest Speaker
Lesson #6: Pool Paddle & Surf
Lesson #7: Surf Session
Lesson #8: Final Reflections/Surf Destination Presentations/Luau Surf Therapy for Students with ASD 38
Lesson #1: Introduction to Surfing Culture
Common Core State Standards:
Language Arts: SL 9-10.1, RI.2.3
History and Social Studies: K.6, 4.1
Physical Education: HS (Course 1) 2.9, 3.8
Learning Objectives:
• Learn about the fundamentals of surfing, surf culture, and surf history.
• Have an opportunity to observe surfing techniques and styles, through video modeling, to
discuss in groups and, eventually, to model students’ own surfing and paddling
techniques after.
• Build social skills and cooperative learning skills by working through interactive
discussion with multiple classmates.
• Learn research methodologies to start the process of putting together a research project to
be presented on the final day of the program.
Anticipatory Set– (Video Modeling, Discussion):
ES (Education Specialist) will start off the lesson by emphasizing the number one rule in surfing:
Never turn your back on the ocean. ES will explain the dangers of doing so due to the unpredictable wave and tide patterns that can create hazardous situations at beaches that are near rocks or other obstacles in the water. Surf Therapy for Students with ASD 39
ES will tell students to keep this in mind while watching the next clip: The beginning 5 minutes of an action movie with a scene of stuntmen surfing giant waves in Maui. ES will ask the students if any of them recognize what those guys are doing as the movie is paused during the surfing footage.
Students will get a chance to share any surfing experiences they may have had or seen or heard about. ES will encourage students to pair up with a nearby classmate and discuss some of their ideas for 30 seconds (elbow partners). Then the students will be asked to turn to another student and discuss this for another 30 seconds (a nearby classmate).
*Students with communication devices will be encouraged to practice using their devices with the assistance of an instructional aide or a paraprofessional, if necessary.
After students have finished their discussions, ES will then explain how surfing is a great way to get exercise and there are studies indicating that surfing can help to develop the brain as well as make us feel better.
Modeled/Direct Instruction:
ES will introduce some famous historical figures in surfing such as Duke Kahanamoku, Eddie
Aikau, Rell Sunn, Larry Bertleman, Gerry Lopez, and Buttons Kaluhiokalani and Bethany
Hamilton. ES will explain how all these surfers are from Hawaii, the birthplace of surfing.
(Visuals representing each historical figure would be included: pictures, maybe a DVD of
Bethany’s movie, or a surfboard shaped by Gerry. Also, bulleted lists entailing details and information students will need to research would be presented with each visual: i.e., “Bethany Surf Therapy for Students with ASD 40
Hamilton’s home break at Pine Trees is currently 2-3’ with a swell building to 4-5’ this afternoon, but trade winds will reach 28 knots by the evening.” The introduction of each of these figures will include expectations of student work.)
ES will then show a brief presentation on Duke Kahanamoku
(https://video.search.yahoo.com/yhs/search?fr=yhs-adk-adk_sbnt&hsimp=yhs- adk_sbnt&hspart=adk&p=duke+kahanamoku#id=4&vid=110e48c71ecfab67aab7caafac70e75e& action=click) depicting how he was an ambassador for surfing all over the world in the early to mid-1900s, as well as a gold medalist Olympic swimmer.
The ES will mention how Duke was the initial inspiration for Vans shoes made out of old surf trunks and easy to slip on like the Hawaiian slippers Kahanamoku was used to wearing.
*As of July 30, 2017, many students still wear Vans, while surfing and skateboarding will be part of Tokyo’s 2020 Summer Olympics.
At this time, a pair of Vans shoes may be displayed for the class to look at and to compare to their own shoes. An old surfboard from 1963 may be available for students to view as well, to give an idea of the era that Duke was in toward the end of his life. (Other more modern surfboards will be included in future lessons.)
ES will include how Duke overcame racism in many places he travelled to so that he could share the enjoyment of surfing with the world. Students will be asked to reflect on how this resilience made him the most influential surfer as we are still being influenced by Duke Kahanamoku. ES will ask students to think of other historic figures with similar experiences. Surf Therapy for Students with ASD 41
Shared Instruction– Teacher Says and Does:
Duke made his fame off riding and being in waves and the various tides, here is a quick lesson on how waves and tides work.
ES will present a BrainPop video on tides, at: link to BrainPop tides video.
After viewing the video, the class will go over the included BrainPop quiz together as the ES manipulates the computer to submit answers that the class agrees upon.
Students will view the smartboard as the ES visits tide report websites and surf forecasting websites to view current tides and wave heights as well as forecasted conditions.
Students will be asked to use the SmartPen to practice navigating these sites and viewing where each option takes the viewer.
ES will bring up a tide site (surfline.com; stormsurf.com) to navigate with students on the smartboard.
Questions to be written on the whiteboard during this exercise to check for understanding are modeled after information and lesson design ideas at: https://docs.google.com/presentation/d/16Ie_cjEWyIDJZ3Fsb- gi2Gq_L0jjQIPSHWITHn8sW1Q/edit#slide=id.p
Sample questions include:
1. What is the definition of a wave?
a. What are some causes of waves?
b. What are some effects of waves? Surf Therapy for Students with ASD 42
c. Draw a picture of a wave.
2. What is the definition of a tide?
a. What causes the tides?
b. What are some effects changing tides?
c. Draw a picture of a tide.
3. What is the definition of a current?
a. What causes a current?
b. What are some effects of a current?
c. Draw a picture of a current.
Guided Practice:
Students will be able to work in pairs or small groups to discuss their answers to the written or questions regarding waves, currents, and tides. The ES will roam the classroom to observe and listen in on these discussions.
*Advanced Learners will be allowed to browse internet for various related sites if they are able to demonstrate sufficient answers of each of the written questions.
Independent Practice:
Using some of the concepts that were introduced in the weather and surf forecasting websites, students will work in pairs to put together their own forecast of a fictional surf spot of their choice. The forecast must include average wave heights for today and tomorrow, and the high and low tide measurements and times for those same two days (requirements will be written onto the SmartBoard). Surf Therapy for Students with ASD 43
Students will be encouraged to draw a picture of their surf spot and make an advertisement for a small surf shop that is being built on the beach at their surf spot. Students will also have the option of using an art application, or they may write a poem or song to fulfill the assignment.
ES will then ask volunteer students to present their surf forecasts about their fictional beach to the class.
After these presentations, ES will describe the importance of paying attention to tides and wave conditions. These are important because of the power that a riptide can have and the dangers of being caught in a riptide.
ES can project prepared videos of dangerous riptides during certain conditions
(http://abcnews.go.com/GMA/video/boy-rescued-dangerous-riptide-16525246). The emphasis on this lesson will be to observe the water for riptides and conditions for at least 30 minutes before entering the water (some sets of waves may arrive every 15 minutes or even a half hour, so in between these waves some beachgoers may think the conditions for entering the ocean are safe).
Closure: “Taking Turns”
ES will project footage of a webcam at a crowded surf spot via surfline.com (i.e., Pipeline,
Hawaii or Malibu, California). ES will ask students to observe the patterns of who takes off on a wave and the position the rider was in compared to the other surfers paddling and waiting for waves among the crowd. ES will emphasize the fact that there is some order to the process in that the surfer closest to the breaking part of the wave has priority over the other surfers. Surf Therapy for Students with ASD 44
ES will lead a quick walk-through of students pretending to be in a crowd of surfers and who would have priority when a wave comes through for three students at a time. This activity will be synched up with the footage of Pipeline or Malibu so that when a wave arrives in the webcam broadcast, the webcast may be paused and whichever student was in the position closest to the whiteboard (projecting the video images) has priority to catch that wave. Students who are in position to catch waves will have a chance to ride a stationary surfboard placed in the middle of the classroom for 5-10 seconds while their classmates cheer and hoot them on. This positive peer reinforcement will be related to the idea that each surfer looks out for each other for safety and fellow surfers encourage each other during nice rides, even when not knowing the surfer riding the wave. Surfing environments are a realm where it is considered normal to talk to and encourage strangers. Each surfer will get a ride during this classroom exercise, then back to the activity until all three surfers have had a chance to catch a wave.
Reflection:
ES will explain that the exercise of catching waves in a crowd represents some of the unwritten rules of surfing, and these rules reflect the culture of surfing as a whole. The act of waiting your turn for a wave and being respectful to other surfers and the ocean is part of surf culture. ES will describe this culture as one of many that include its own language. Some words in the surf language are not heard in other cultures and may take on different meanings in situations outside of surfing.
This will be a brief introduction of some of the surf words that surfers use during surfing.
Students will be introduced to these words as large laminated flash cards taped to the board. Surf Therapy for Students with ASD 45
The ES will show the words and read them to the students. Then ES will ask volunteers to describe what they think the word means to them. Students will be informed that they will find out what each word means in the next lesson plan that goes over surf vocabulary words (Lesson
2).
Lesson #2: Finding a “Surf Buddy”
Common Core State Standards:
Language Arts: SL.1.1, SL.1.4, SL.3.1
Learning Objectives:
• Learn how to approach a peer, properly introduce oneself, and conduct proper dialogue
on surfing safety.
• Follow a set of pre-rehearsed questions to ask a potential “Surf Buddy.”
• Exchange phone numbers and email addresses to facilitate future communications in
setting up surf-related activities.
• Work in pairs throughout the program.
Anticipatory Set:
At the Smartboard, ES will show a clip people shaking hands and introducing themselves
(https://video.search.yahoo.com/yhs/search?fr=yhs-adk-adk_sbnt&hsimp=yhs- adk_sbnt&hspart=adk&p=videos+of+people+meeting+eachother+and+introducing+selves#id=4
&vid=fa602b663ad30468fa69a33b04b70190&action=click). Afterwards, the ES will ask what Surf Therapy for Students with ASD 46
the students think the people in the clips were doing. After going over some ideas of the students, the ES will explain how they all display some sort of greeting/meeting ritual.
ES will ask students some ways that they are able to “meet & greet” others. The news2you
Library on the Unique Learning System (https://www.n2y.com/unique-learning-system/) has an
“Amazing Animals Series: Dolphins” activity (Level E) and an “Amazing Animals Series:
Honey Bees” activity (Level E). Both of these activities can be viewed and students will be asked to review the types of communication and interactions they saw with these “amazing” animals (the elephant, polar bear, and kiwi bird activities may be utilized for this part of the lesson as well).
ES will ask students to break off into pairs and practice introducing themselves to their partner.
Sentence frames can be utilized for this activity as large-font (6”) placards placed in front of the class or personal handouts that students can hold on a clipboard. Once students have modeled appropriate greeting strategies, they may have fun with trying to mimic how the “Amazing
Animals” were able to greet each other in the previous Unique Learning System activities by using dolphin calls, flapping their “ears,” or buzzing like bees.
(This is a time when students may be encouraged to use their voices and bodies to mimic some of the animals they saw in the Amazing Animals Series. Give 2-5 minutes for students to enjoy the kinesthetic movements. Students with limited movement may be provided the option to press a button on a personal device that would make a dolphin call, etc. to allow for maximal participation opportunities.
Surf Therapy for Students with ASD 47
Modeled/Direct Instruction:
ES will choose one student to be his “surf buddy” for the next activity that incorporates safety standards and the “buddy system” into a typical surfing experience. ES will model the appropriate way to: greet a new friend and then to clearly state one’s expectations of their “surf buddy” during a session of surfing in the ocean.
• Keep an eye out for your buddy to ensure a safe surfing experience.
• Communicate effectively about where you both plan to surf.
• Agree on how long you both plan on surfing.
• Designate a specific meeting place in case one is unable to find the other.
The importance of safety is emphasized during this part of the lesson plan. ES can describe own experiences with being saved as a child or helping others as an adult when seeing somebody struggling in the water (even when they are not your “surf buddy”).
Students will be asked if they are willing to perform these duties for their surf buddy in the case of an emergency. The signs of distress in the water (waving arms, inability to keep head above water) will be reviewed and students will practice what they might say in this situation: “I am here to help you, grab onto my surfboard for flotation.”
*The person attempting a rescue should not let a swimmer in distress grab onto any part of their body, this may put both at risk. Always put a flotation device (surfboard) between the rescuer and the swimmer in distress. This allows the swimmer in distress to grab the surfboard and not the rescuer. Surf Therapy for Students with ASD 48
View a lifesaving video: https://video.search.yahoo.com/yhs/search;_ylt=AwrS32Ewhn5ZllwAhhI0nIlQ;_ylu=X3oDMT
BncGdyMzQ0BHNlYwNzZWFyY2gEdnRpZAM-
;_ylc=X1MDMTM1MTE5NTcwMARfcgMyBGFjdG4DY2xrBGJjawMzZTIwMzRoY2d2N2tq
JTI2YiUzRDQlMjZkJTNETV83ekwuMXBZRUluT0Y1NnNHcnRnX2tRUkwuMHo5aDNNdW g1b1EtLSUyNnMlM0RscyUyNmklM0RLWjBSNVlGbGhJY2VXNWxITEZmQQRjc3JjcHZpZ
ANlWk5aRkRFd0xqSTNDQU1rV1EuZWt3ak9Nall3TWdBQUFBRGJDdWZZBGZyA3locy1h
ZGstYWRrX3NibnQEZnIyA3NhLWdwBGdwcmlkAy5HZ0gwNEIzU05LQXBKWTdYWnhuY kEEbXRlc3RpZANudWxsBG5fcnNsdAM2MARuX3N1Z2cDMARvcmlnaW4DdmlkZW8uc2V hcmNoLnlhaG9vLmNvbQRwb3MDMARwcXN0cgMEcHFzdHJsAwRxc3RybAM2OQRxdWV yeQN2aWRlb3Mgb2YgcHJvcGVyIGxpZmVndWFyZGluZyB0ZWNobmlxdWVzIHVzaW5nIG
EgbGlmZXNhdmluZyBzdXJmYm9hcmQEdF9zdG1wAzE1MDE0NjQxNzEEdnRlc3RpZANud
Wxs?gprid=.GgH04B3SNKApJY7XZxnbA&pvid=eZNZFDEwLjI3CAMkWQ.ekwjOMjYwMg
AAAADbCufY&p=videos+of+proper+lifeguarding+techniques+using+a+lifesaving+surfboard
&ei=UTF-8&fr2=p%3As%2Cv%3Av%2Cm%3Asa&fr=yhs-adk-adk_sbnt&hsimp=yhs- adk_sbnt&hspart=adk#id=3&vid=45b67592cf1f02bc94c6b6d9b6e33fb3&action=view
Students will be reassured that a life-saving situation is possible, but less likely to happen to themselves if the proper precautions are addressed before the surf session:
• Make a plan
• Surf with a buddy
• Do not eat a heavy meal before surfing Surf Therapy for Students with ASD 49
• Use proper equipment (i.e. lifejacket, soft board with rubber fins for beginners)
• Sun protection: sunscreen, rash-guard, etc.
• Check conditions and watch the surf for 15-20 minutes before surfing to become familiar
with the current conditions
• Do not paddle out into conditions you are not comfortable with: “When in doubt, don’t
paddle out.”
Shared Instruction – Teacher Says and Does:
ES will then ask students to discuss their own approach to surfing with a surf buddy and provide an outline of the meet & greet sequence on the whiteboard for students to follow during their own practice dialogue.
This outline will include:
• Hello, my name is ______. What is your name?
• Do you want to be my surf buddy so that we can surf together more safely?
• Here is our plan for watching out for each other during our surf session.
ES will ask a volunteer to follow the dialogue with the ES to demonstrate how to utilize the provided sentence frames.
Students will observe this interaction and are encouraged to ask questions throughout the presentation, since they will be doing the same activity with their surf buddy.
Surf Therapy for Students with ASD 50
Guided Practice – Discussion:
Students will be asked to find a partner (elbow partners; ES will be sure to explain that these are non-permanent partners, they will be choosing a “Surf Buddy” later in the lesson) so that they can go over the greeting dialogue they just observed in pairs.
Sentence frames (Portable Whiteboard with prewritten sentence frames or customized poster board sentence frames) will be distributed to those who prefer a supplemental visual aide.
*Key Words Index Cards will be made available for students during this portion of the lesson to serve as reminders or cues of important vocabulary words such as a life-vest or a surfboard, etc. with matching images on the other side of the card.
ES will circulate the room observing social skills of the students and making suggestions or compliments for each pair as they progress through the greeting dialogue.
Independent Practice:
Students will then be asked to separate from their temporary partners and go around the room independently to other students in the class to practice new social skills of introducing themselves, asking their partner what their name is, and asking if they would like to surf together someday. They will be encouraged to explain the safety value of surfing in pairs to their potential buddy during the “meet & greet.”
*Sentence Frames and Key Words Flash Cards will be accessible during this portion of the lesson as well. Surf Therapy for Students with ASD 51
After finding a surf buddy, students will be asked to exchange phone numbers and email addresses to facilitate future communications related to planning surf sessions together.
Students will work in pairs with their new surf buddy to take a survey (“Surf Buddy Safety”) asking questions about the buddy system and some ways to make their surfing experience safer
(watching out for one another, making a plan, and constantly assessing the conditions of the ocean/weather and the movements of other surfers.)
This survey may be compared to a review one might make of a real-life experience at a store or restaurant. This is a way to get your voice heard and advocate for yourself as an individual.
Many of these types of reviews are taken very seriously and may even give a discount on your purchase!
(TC may relate recent story of experience with mechanic and getting $30 discount after posting a review.)
Closure:
After finishing the surveys with the students, the TC will ask if any students found a surf buddy today. Students will be reassured that if they were unable to find a surf buddy, that we will be able to designate buddies to those that may be left out or unable to find a buddy they can trust
(this is very important to trust your surf buddy and believe in their abilities). Once again, the concept of looking out for your friends and family is emphasized as not only necessary on the water while surfing, but this concept can be applied on dry land as well.
Surf Therapy for Students with ASD 52
Lesson #3: Vocabulary
Common Core State Standards:
Language Arts: L.1.1, L.1.6, RI.3.4, SL.1.1
History and Social Studies: 2.2
Learning Objectives:
• Learn new surfing terminologies to talk about with their surf buddies.
• Choose their favorite terms to act out and use in conversations with their surf buddy.
• Create an art project to represent a specific surf term.
• Present projects in front of the class.
Anticipatory Set:
ES will project a surfing image on the Smartboard next to the arrangement of Key Words Index
Cards (KWIC) used in Lesson 1. ES will ask students to raise their hand to point out any KWIC words that are depicted in the surfing image. Students can come to the board to circle the part of the image that depicts the KWIC word with a dry-erase marker. A line may also be drawn from their circle to the appropriate card on the board (taped, or magnetized). Each student will use a different color marker.
KWIC words will include: surfboard, leash, surf trunks, wetsuit, life-vest, rash-guard, wax, drop- in, party-wave, top-turn, bottom-turn. Surf Therapy for Students with ASD 53
Each student will have a chance to approach the board to identify at least one KWIC word
(repeated selections of the same word will be allowed if a student is unable to identify other words). Students with limited mobility will be accommodated with appropriate supports to allow for optimal opportunity for participation.
After each student has had a turn choosing one or two words, the ES will review all the KWIC words to encourage further comprehension and to check for understanding.
Modeled/Direct Instruction:
ES will then choose one KWIC word to model the different ways that the word can be artistically represented through drawing, painting, singing, acting, creating a digital media representation, or a video edit. Volunteer students, paraprofessionals, or the ES will provide an example of each representation of the word for the students to see the variety of options that may be utilized to represent their KWIC vocabulary word.
The art project will be accomplished using a pre-set station of art supplies, musical instruments, and canvases (possibly old surfboards) to be utilized with basic drawings or paintings, a quick musical jingle or dramatic interpretation of a particular KWIC word. Students will be given the option to utilize digital art programs or apps to display their artistic abilities for interpreting their chosen KWIC word.
Shared Instruction – Teacher Says and Does:
Students will be asked to pair up with their “surf buddy” to discuss which KWIC word they would like to artistically represent and the approach they will use to represent it. Surf Therapy for Students with ASD 54
They will be given 5-10 minutes to collaborate and share ideas with their partner about which word to choose and possible projects to represent the word. ES will roam the room to listen in on conversations and make suggestions or answer questions to help guide the students to a decision.
Once a decision has been made on a KWIC word (each pair of students will be encouraged to choose a different KWIC word to avoid repeated presentations of the same word) and how the word will be artistically represented, students will find a space to work on their project in pairs with their “surf buddy.” Students will also have the option to work independently or small groups of 3-4.
Guided Practice – Discussion:
Art supplies will be provided for students choosing the drawing or painting approach to the artistic representation of the KWIC word; computers or personal device will be available for students who choose the digital approach; students working on a reenactment or a musical representation of the KWIC word may find space within the room or in a courtyard or in another reasonable and safe location to be supervised by an aide or paraprofessional.
ES will be able to roam from station to station to check in on the progress of each pair of “surf buddies” or “surf groups” and remind the students that their projects will be presented in front of the class. Surf Therapy for Students with ASD 55
Independent Practice:
When the students have finished preparing their projects to be presented, they will be asked to sit in chairs set up in a half circle around the “stage” area in front of a white board. Students will then be asked to volunteer to present their artistic representation of their KWIC word.
They will be asked to point to the KWIC word index card on the board and its associated depiction in the surfing image from the beginning of the lesson (from this Lesson 2 anticipatory set). They will then act out, perform, sing, present their drawing or painting with an explanation, or present a home-made clip or website or post that would represent the KWIC word for their peers to view.
After their presentations, students will be asked to define the word once more for the class.
*This definition will be provided by the ES if the student is unable to provide a definition with support.
Closure:
Students will create a representation of their favorite parts of each presentation with a drawing or poem or a song to be presented to the ES or the entire class, if possible.
ES will then go over what each student liked about each presentation, adding the ES’s own positive observation about each presentation as well, emphasizing the use of each particular
KWIC word in multiple contexts. Surf Therapy for Students with ASD 56
At this point, students will be asked to choose a destination for their surf travel plans project.
Maps, globes, and videos of different surf spots around the world as well as brochures featuring these locations and resorts will be made available to the students for this activity.
Lesson #4: Dry Paddle/Dry Surf
Common Core State Standards:
Language Arts: W.2.2
Physical Education: 1.1.6, 1.5.5, 1.5.6, 2.1.3, 2.2.3, 2.5.5, 3.4.10, 3.5.5, 8.2.1, HS (Course 1) 1.11
History of Theatre: 3.3, 5.4
Learning Objectives:
• View a presentation of many different types of paddling techniques
• Have an opportunity to observe surfing techniques and styles, through video modeling, to
discuss in groups and eventually to model students’ own surfing and paddling techniques
after.
• Compare paddling techniques and discuss which technique they think is most effective.
• Watch a live demonstration of proper paddling techniques on a stationary surfboard set
up on a “surf mat.”
• Take turns practicing their paddling and surfing techniques on these stationary surfboard
stations. Surf Therapy for Students with ASD 57
• Students will then get an opportunity to “surf” the stationary board in order to develop a
stable surf stance (bent knees, arms out for balance, looking forward).
• Students will then discuss the different surf stances that were displayed during the
activity and during the video presentation according to anticipated effectiveness.
*Note: Without a proper contraption to raise a surfboard off the ground, it will be impossible to find a true paddling stroke. This lesson is more focused on the paddler’s posture and placement on the surfboard in regard to paddling efficiency.
Anticipatory Set:
At the Smartboard, ES will present a video of a variety of paddling techniques for getting across water on various watercraft: canoe paddling, kayak paddling, stand-up paddling, etc. Students will get a chance to watch these various types of paddling to get an idea of different paddling techniques.
ES will guide a discussion on what the students observed in the video, what were the different activities, and what each activity had in common. ES will ask if any students have tried any of the activities and which activities were more efficient or more fun.
Modeled/Direct Instruction:
ES will then demonstrate how to lay down on the stationary surfboard and make paddling movements with arms. This will be explained as how surfers travel through the water to paddle out to the waves and to catch waves. The importance of staying balanced in the center of the Surf Therapy for Students with ASD 58
board and being far enough back on the board so that the nose of the surfboard does not dip into the water while paddling.
Activity: Students will have a chance to paddle on a stationary surfboard with their own preferred chosen technique. A fin-less surfboard will be placed on a yoga mat (“surf mat”) for stability and students will be able to practice their paddling technique and watch their classmates’ techniques and styles. Students will also have a chance to practice their surf stance on the stationary surfboard. A discussion will take place after each activity to compare techniques and tell what students might have learned from watching others and from watching the video presentation.
Shared Instruction – Teacher Says and Does:
ES will then ask a volunteer student to come up to the stationary surfboard to try “dry paddling.”
This student will be given pointers on the best place to position their body for maximum paddling efficiency. The word “hydrodynamic” can be introduced during this time (related to aerodynamic: “pertaining to forces in or motions of liquids.” definition of hydrodynamic
Guided Practice – Discussion:
Students will pair up with their surf buddies to practice their stances with each other and discuss certain requirements for a stable surf stance: feet apart and centered on board with back foot toward the back of the board, knees bent to absorb turbulence, arms out for balance, and gaze looking toward the front of the surfboard. ES will circulate the room to check on proper form and whether students are ready to practice on the two stationary surfboards in the front of the class. Surf Therapy for Students with ASD 59
When the ES has confirmed if students are ready for their demonstration on the stationary surfboards, these students will be led to the stationary surfboards station. These students will practice their paddling techniques on the surfboard in front of the class. Students observing these activities will be provided with a check-sheet as a guide for the basic fundamentals of paddling: centered, balanced, proper posture. This check-sheet will also be projected onto the smartboard along with a word bank of surf-related “KWIC” words for all students to view. Observing students may practice these techniques while they wait for their turn at the stationary surfboards station. Surf mats may be utilized for the individual practice without the stationary surfboards.
During this time, surf guitar music will play while surf footage is projected onto the whiteboard to add some historic surf entertainment culture from the 60’s/70’s. Footage from “Big
Wednesday,” “Beach Blanket Bingo,” and “Gidget” will be included for this video montage.
Independent Practice:
Once every team of surf buddies have had a chance to come up to the stationary boards to practice paddling, ES will describe the last step in surfing after all that paddling: standing up to surf (the fun part). After viewing a brief slide show/video of surfers dropping in with various styles and techniques, students will observe the ES’s own technique in doing this by watching a step-by-step demonstration of: placing hands on rails of board like a push-up; putting one foot
(front foot) in between these hands while back foot is placed into position on the back of the board. Once the foot is placed between the hands, the student may keep both hands on the deck of the surfboard for balance, or let go and assume a proper surf stance. This will be considered their first successful “dry surfing” experience. Surf Therapy for Students with ASD 60
Students will have a chance to rotate onto the stationary surfboard station to practice paddling for a wave and then dropping in by standing up and letting go of the rails. The other students may continue practicing on their surf mats.
Students will discuss what they observed with their partners and respond to questions posed by the ES such as:
• What technique looked like it would work the best, or be most efficient?
• What technique do you think you could do?
• Which technique looks the most fun?
Closure:
Once every student has had a chance to “dry surf” the stationary surfboard station, ES can explain that the students now know the basic techniques of surfing. These skills will be helpful in an upcoming lesson where the students get to go surfing with a professional surf instructor.
To show their understanding of the different techniques of paddling and surfing, a brief survey will be given as an exit ticket for the day. The survey will consist of three questions with multiple choice answers containing various representations of improper and proper paddling and surfing form.
*Students will be given a chance to work on their Travel Plans (TP) presentations at the end of class if there is any time. At this point in time, every student should have a template of 5 slides for a presentation on a surf destination they have already decided on. By the end of this class, ES will remind students they should have at least one slide started for their project. Surf Therapy for Students with ASD 61
Lesson #5: Guest Speaker
Common Core State Standards:
Language Arts: W.2.2, W.4.7, W.5.7, W.6.7, W.8.7, W.9-10.6, W.11-12.6
Physical Education: 8.2.4, HS (Course 1) 1.11
Learning Objectives:
• Meet a professional surfer to provide an opportunity for students to ask prepared
questions.
• Hear stories of guest’s surfing experiences.
• Share what they learned about the guest with classmates.
Anticipatory Set:
At the Smartboard, Education Specialist (ES) will show a slide show of the guest speaker’s surfing accomplishments and experiences (available on surfline.com, etc.).
*At this point, ES will ask for any volunteer students to ask the first question during the guest visitor interview.
Modeled/Direct Instruction:
ES will then introduce a professional surfer to the group to give a brief talk on how surfing has benefitted the guest’s life. Surf Therapy for Students with ASD 62
Shared Instruction – Teacher Says and Does:
ES will ask the guest if he or she would be willing to answer some questions from the class. ES then asks the student who has been predetermined to ask the first question to begin. (*This order has been determined earlier in this lesson during the Anticipatory Set)
Guided Practice – Discussion:
ES will then ask volunteer students to ask their prepared questions to the guest speaker. When everybody has asked their question, students will have a chance to show the guest speaker their own style of surfing during a dry land session on a surf mat at the stationary surfboard station.
Independent Practice:
Students will have a chance to meet the guest speaker individually and introduce themselves using the techniques they learned in Lesson 2. Other students will be working in pairs discussing their thoughts on the guest speaker’s stories. The guest speaker can circulate the room from each pair of students to the next to get a chance to meet every student individually. This will be a chance for students to get a picture or an autograph (upon guest speaker’s own terms) from the guest speaker.
Some sample interview questions for the guest will be posted for students who do not have a prepared question. Some of these options would include the guest’s hometown, biggest accomplishment, and how surfing benefits their life and health. Surf Therapy for Students with ASD 63
Closure:
After all the students have had a chance to meet the guest speaker individually, the class will thank the speaker for the visit and give the guest a gift of a succulent potted plant (aloha spirit) and say good-bye.
Students will then be allowed to finish their survey and hand it in to the ES. A brief discussion on some of their answers on the survey may take place to informally check for understanding.
Students will be encouraged to describe their favorite parts of the guest speaker’s story and share in front of the class.
*Students will also be reminded that the next lesson will be the practice paddling session at the pool. They will need to have had their permission slips turned in today to go to the pool paddle session lesson.
Extra time in this session will be spent working on the research presentation.
Lesson #6: Pool Paddling
Common Core State Standards:
Physical Education: K.3.1, K.5.4, 1.1.6, 1.4.9, 1.5.3, 8.2.1, 2.5.1, 2.5.5, 3.3.1, 3.4.10, 3.5.5, HS
(Course 1) 1.2, 1.11, 2.9
Learning Objectives:
• Have a chance to practice paddling a surfboard in a pool to practice proper form and
technique. The pool will have a lifeguard on-duty and the students will have their parents
sign waivers for their child’s participation in this lesson. Surf Therapy for Students with ASD 64
• Find the proper position on the surfboard and paddle across the length of the pool.
• Practice placement and form while paddling or dropping in and surfing.
• Focus on arm strength (push-ups), and core strength (leg lifts) and cardio (jump-rope).
• Learn about the fundamentals of balancing on, paddling on, and sitting on a floating
surfboard.
• Have an opportunity to attempt paddling techniques that have been previously rehearsed
in the classroom at various stationary surfboard stations.
• Learn the value of supporting peers during challenging tasks while participating in
“cross-training” pool rotations.
• Build confidence and strength associated with paddling and manipulating a surfboard in
water.
Anticipatory Set:
A slideshow at the smart board will display multiple famous athletes playing sports they are not famous for playing (Kelly Slater golfing, Michael Jordan playing baseball, Danica Patrick surfing, etc.) ES will ask students what they observed that was in common with all the images.
The answer would be all the athletes are participating in different activities than we are used to seeing them participate in. This type of cross-training may improve skills in other areas. ES will then emphasize the importance of cross-training: weight training for football, skateboarding for surfing, and track for soccer, etc. Surf Therapy for Students with ASD 65
ES will go on to explain that for this activity we are going to be cross-training for surfing by doing some training in the pool. This training will consist of three stations that will give the students an opportunity to strengthen muscle groups that are important for surfing.
Students will then be asked if they have participated in any type of “cross-training” before. ES will encourage students to discuss this in pairs for 2 minutes, then each group will share out with the class what they had discussed.
Modeled/Direct Instruction:
Once the students have arrived at the pool site and have put on their bathing outfits, the ES will demonstrate each station in the pool with each aide in the position they will be in during the actual circuits. The ES will demo the paddling across the length of the pool while the aide walks alongside, paddling and surfing at the stationary surfboard station, and doing push-ups, leg-lifts, and jump-rope or jumping in place alternating legs, etc.
ES will inform students they will be at each station for 3 minutes. The ES will call out each minute, and then the last 30 seconds, 15 seconds, and then countdown last 10 seconds. Students will then rotate clockwise just as the ES did in the demo: pool to board station, board station to push-ups/leg-lifts/jump station.
Shared Instruction– Teacher Says and Does:
Student volunteers will have a chance to model each of these stations for their classmates to view. This is a chance when students may peer review the volunteer student by making suggestions on their form and technique. Teacher will intervene only when dangerous techniques Surf Therapy for Students with ASD 66
or forms are suggested. Otherwise, ES will encourage students to come to the proper approach by collaborating with each other to hear each opinion.
Students will then be split into 3 groups by each student counting off 1, 2, or 3.
These will be the three groups they are in for “Guided Practice.”
Guided Practice:
ES will have students start rotations with a stopwatch set at 3 minutes. Surf guitar will be playing at the dry stations (push-ups/leg-lifts/jump-rope station and the stationary surfboard station).
Students will be encouraged to try their best and supports will be provided for maximal student participation at each circuit station.
Independent Practice:
ES will allow students to make up their own way to cross-train for surfing by setting up a 1- minute station where students may perform any of the circuits they just practiced in front of the whole class, or they may get creative and make up their own training technique. In each case, the student will be encouraged to explain why the circuit is helpful for surfing, specifically, which muscle groups are being worked in each exercise: arms, shoulders, abdominals, aerobic/cardio, legs, etc.
Students may prefer to explain the exercise, draw a picture of it, or sing or recite a poem about their idea of a cross-training technique to improve their surfing skills and abilities. Surf Therapy for Students with ASD 67
Closure:
ES will explain that during a surf session, a surfer is usually paddling most of the time and only once in a while has the opportunity to stand up and actually surf. ES will explain that this is the time when each student will get to go “pool surfing.”
This will include each aide getting into the pool while all the students gather around the pool to watch. The aides will all grab onto the same surfboard to stabilize it enough to allow students, one-at-a-time, to lay down on the board, give a couple half power paddles (because the aides grips will prevent any forward movement), and stand up like they are dropping into a wave.
Students may use aides’/ES’s heads for stability by placing hands onto aides’ or ES’s head. Surf guitar will be turned up full blast at this point and students will be cheering on each of their pool- surfing classmates.
After each student has had an opportunity to try pool surfing, ES will inform students that the next session will be the actual surf session at the beach. Reminders about proper attire (rash guards, wetsuits, sunscreen, life-vests, etc.) make sure their parent permission slips have been turned in, and a towel and some dry clothes as well in case the wind comes up. It is nice to have a sweatshirt at the beach sometimes when it is windy, especially after being wet from a surf session.
ES will assure each participant that they have done adequate cross-training to be ready enough for the next lesson’s surf session. Reminders to have a light meal before surfing and get some good rest the night before will be encouraged. Also, participants will be reminded the first rule in Surf Therapy for Students with ASD 68
surfing: “Never Turn Your Back to the Ocean.” During the surf lesson, participants will be reminded to be aware of their surroundings at all times, especially near the water.
*Participants will be reminded one last time to bring in their permission slips for the surf session to take place during Lesson 7.
Lesson #7: Surf Session
Common Core State Standards:
Language Arts: SL.1.5 Physical Education: K.3.1, K.5.4, 1.1.6, 2.5.4, 2.5.5, 3.3.1, 3.5.5, HS (Course 1) 1.2, 2.9, 3.9 Learning Objectives:
• Attend a local beach to have a chance to surf the waves and cheer on their peers.
• Have a chance to surf at the beach with their surf buddy, using their new knowledge of
surf vocabulary, the paddling and surfing skills they practiced on land, and the advice and
pointers given by the guest speaker to give their best shot at surfing a local sandy beach
break.
• Take turns going for surf sessions with a qualified surf-instructor.
• Ride a surfboard independently, or with the assistance of a surf instructor guiding the
surfboard throughout the process.
• Students with limited mobility will be encouraged to experience the water in a modified
approach: assisted with instructional aides, just sitting in the dry sand or wet sand by the Surf Therapy for Students with ASD 69
shore, or using an adaptive wheel chair with over-sized tires designed specifically for
sand to get closer, or into the water.
Anticipatory Set:
Students will meet at the classroom (or predetermined location) to discuss the process of bringing the group to the beach (*the option of having students arrive at beach independently with their families may be considered for a recreational therapy summer camp or after-school program scenario). The order of surf buddies to go surfing will be determined at this time so that parents and families may plan accordingly. Students are reminded to put on sunscreen and gather necessary equipment (wetsuits, rash-guards, surf goggles, waterproof headphones for sensory preferences) to have available once they are at the beach.
A report of the conditions will be presented to the students by the ES or a volunteer student.
Students will be provided with information about weather reporting systems and surf forecasting websites or apps that they may access to gain knowledge on current and predicted weather and wave conditions.
Modeled/Direct Instruction:
Once the group is at the beach, a surf instructor will lead the group in a quick review on proper paddling and surfing techniques. Instructor will then lead the students on a group warm up jog and perform a few quick calisthenics (push-ups, sit-ups, shoulder-rotations, waist-twists) to get the muscles warm. Surf Therapy for Students with ASD 70
Students with limited movement will be supported to participate in these activities as much as possible using a creative, open-minded approach with the mantra that “anything is possible if we work together.”
Shared Instruction – Teacher Says and Does:
After the instructor demonstrates proper paddling standing up techniques for the students, the students will have a chance to do the same. Two students will come up to the two stationary surfboards in the sand at a time to practice these techniques. (This station will remain throughout the beach lesson so that students waiting for their turn may have extended opportunities to practice their dry-land techniques. This is intended to build student confidence and increase the chances of a successful ride once they are in the water riding on a wave.)
Students are reminded of proper foot placement, bent knees, and arms out for balance to ensure stability while they are riding on a wave that may be turbulent and bumpy.
*Proper supports and modifications will be arranged to allow for optimal participation of all students.
Guided Practice:
The first pair of surf buddies (Ideally, two surf instructors would be available to allow the opportunity for the surf buddies to surf together) will join the instructors for a surf.
Students will get three waves or a half-hour of surfing time with an instructor. Surf Therapy for Students with ASD 71
Independent Practice:
Advanced students will be given the opportunity to surf independently in the shore-break with a push from the instructor in knee to waist-deep water.
These students may also attempt to assist with the experience of other students who are surfing with encouragement or modeling of their own techniques.
*Students who prefer to stay on land will be given the option of documenting the water activities with a camera, or by painting or drawing a picture of the scene, or simply writing down notes of observations or dictating these notes to an aide or peer.
Closure:
Closure activities on the beach will include ensuring the students are safe and properly cared for throughout the day (including proper access to shade, available water and food, and proper life- guarding and general beach safety awareness).
At the beginning of Lesson 8, a presentation of the photos and artistic projects inspired by the surfing experiences of the students will be presented.
(Due to the complicated logistics of the beach surfing experience with an emphasis on safety and student accommodations, a proper closure activity was determined most effective at the beginning of the next lesson.) Surf Therapy for Students with ASD 72
Lesson #8: Reflection/Presentations/Luau
Common Core State Standards:
Language Arts: RL.K.2, SL.1.4, W.2.4, W.2.7
History and Social Studies: W.2.4
Physical Education: K.5.4, HS (Course 1) 2.9, 3.7
Learning Objectives:
• Reflect on surfing experiences from Lesson 7.
• Students will discuss these experiences in pairs with their surf buddy.
• Present research projects describing preferred surf destinations.
• View peer presentations while enjoying food and drink in a luau surfing celebration.
Anticipatory Set:
At the beginning of Lesson 8, a presentation of the photos and artistic projects created by students and inspired by the surfing experiences of their peers will be presented.
Modeled/Direct Instruction:
Students will be encouraged to use their new surf slang and relate stories to the experiences the guest speaker talked about during Lesson 5. Students who are not presenting will be asked to pay attention for these KWIC words during their classmates’ presentations so they may have a chance to win points or small rewards for recalling these words after each presentation. This type Surf Therapy for Students with ASD 73
of formative assessment will promote classroom engagement and comprehension during each presentation.
Shared Instruction– Teacher Says and Does:
Students will then share their favorite experiences from the lesson 7 surf session with their surf buddy. This discussion is designed as a practice session for when the students will present these experiences in front of the room for the class.
Guided Practice:
ES will circulate the classroom to check for student progress on their presentations
When every student is prepared to present their experience, they will present their stories in front of the class along with their surf buddy. Each pair of surf buddies will be called to the front of the room for their brief presentations. One buddy will present while the other stands by for support. Then they will switch and the other buddy will present while the first presenter stands by for support. This can be compared to a campfire recap of a surfing safari epic day. Such an approach of describing a campfire scene is intended to keep students relaxed. Maybe the lights can be dimmed and a projection of a campfire can be displayed on the whiteboard behind the presenters to add to the relaxing and low-stakes environment. Roast some marshmallows over the imaginary fire for added effect.
Independent Practice:
Students will present their Surf Trip Travel Plan projects to the class. Surf Therapy for Students with ASD 74
They will present a 5-slide presentation of this destination surf spot including any of these considerations (or other pre-arranged topics confirmed by the ES):
• Take into account the price of a plane ticket to this destination (If the plane charges for
surfboards, consider surfboard rentals at the destination, #6).
• Discussion of the best season to visit.
• Explain the type of waves that are available at this destination.
• Plan for sleeping accommodations for a seven-day visit.
• Consider the currency exchange when planning the budget.
• Research the availability of surfboard rentals at the surf destination.
• Create rough budget for required surf gear: wetsuit, booties, gloves, rash-guard, leashes,
sunscreen, type of surfboard depends on the type of wave, soft racks for the taxi in a
foreign country, board-bags, ding-repair kit, first-aid kit, towels, etc. (if not already
owned by the student).
• Is a passport required to travel to this surf destination? If so, research the process of
attaining a passport.
• Take into consideration the cost of food for the seven-day stay. There is the option of
taking a suitcase full of boxed or sealed meals that can be heated up at the destination (ES
has experience with this). Surf Therapy for Students with ASD 75
• Research the safety precaution of this surf destination: nearest hospital, common dangers
(live reef, underwater rocks, rip-currents), insurance coverage, buddy system,
communication: Is a satellite phone necessary, or is there access to email?
A sample slide show presentation will be available for students who do not have experience in this area and are not comfortable starting from scratch. This sample will have ten slides that are pre-labeled with each category to allow for students to easily add written information and pictures to the presentation. Students will have the option to work in pairs along with the assistance of an aide.
Closure:
Students will enjoy the festivities of a luau-themed party atmosphere that encourages socializing and reflecting on experiences throughout the program. Social skills, such as communication and engagement, will be promoted and encouraged throughout the luau festivities. Some of these skills include:
• Reflecting on interesting surf culture history.
• Discussing different ways to introduce oneself and meet new friends.
• Utilizing surf vocabulary words that were studied.
• Comparing paddling and surfing techniques.
• Sharing favorite surf destinations. Surf Therapy for Students with ASD 76
Chapter Five: Recommendations and Conclusions
This study addressed the potential social benefits of surf therapy for children with ASD.
A variety of benefits were researched, observed, or reported throughout the study. Some of the most valuable data were reported verbally by parents of participants at the surf therapy program,
Surfers Healing, or received by the researcher via emails from parents of participants in the days following this program. Verbal and written anecdotal reports taken in this study established the various positive benefits that a day spent surfing in the sun, spray, and water may have on participants at a surf-focused RTP.
Recommendations:
Another aspect of this study included whether participants were more socially interactive and engaged as a result of participating in surf-focused RTPs. Further studies with a much larger sample-size are needed to provide more significant data, but the reported behaviors from this study indicate a measurable increase in a participant’s ability to communicate due to a calmer demeanor in the days following participation in the surf camp, Surfers Healing, a surf-focused
RTP designed for children and young adults with ASD. Similar effects were reported in previous studies involving surf therapy for students with ASD (Cavanaugh, et al., 2013; Clapham, et al.,
2014; and Stuhl & Porter, 2015).
The final research question addressed in this study considered whether participants would be more likely to participate in other recreational and social activities after attending a surf- focused RTP. This consideration was guided by a previous study suggesting that participating in a surfing program may encourage participants with ASD to explore other, similar activities with Surf Therapy for Students with ASD 77
more confidence (Clapham et al., 2014). Parents interviewed at Surfers Healing camps in July of
2017 reported about their children participating in other summer camp activities related to swimming after participating in a Surfers Healing camp, as well as trying new activities like entering the ocean, barefoot walking in the sand, or surfing at home with relatives.
During this study, the researcher had the unique experience of having the opportunity, as a surf instructor, to take eight participants surfing at a Surfers Healing event. This allowed for close observation of participant behaviors throughout the entire surfing experience of each participant. Every participant appeared to become calmer after time spent swaying in the ocean.
For those participants who showed signs of anxiety on the initial paddle out into the waves, there were fewer indicators of anxiety when the researcher was able to paddle back out with the participant for a second or third wave. Many participants showed no anxiety at all and were very eager to surf throughout the entire experience. These were usually participants who had attended previous camps held by Surfers Healing over the last twenty years.
According to one parent, in the water is where her teenage son is the happiest. This is where he is calm. In the hours after his surfing experience she described her son as being “out of his mind happy…He was silly and happy and interactive and it was so amazing to see him like that.” She reported that her son continued this “happy” demeanor throughout the day after the camp: “No behaviors, no self-injury.”
Another parent reported similar effects about her seventeen-year-old son who participated in the camp: “his calmness after surfing has allowed him to vocalize his wants and needs in a much more measured and articulated fashion…I was surprised to see that it lasted for several Surf Therapy for Students with ASD 78
days.” This parent went on to express that “programs like Surfers Healing are not only beneficial in the short term, but I believe that they can have a lasting positive effect alleviating many of the sensory issues so common with autism.”
Conclusions:
Children with ASD tend to have difficulty with social-emotional interaction, communication, and behavior (Stancliff, 1996). This study suggests that surf-focused RTPs may have positive effects for social-emotional interaction, communication and behavior for children with ASD. Regular participation in a surf-focused RTP may encourage students with ASD to use more effective strategies to vocalize their own wants and needs at home, as well as in the classroom. If a surf-focused RTP can be implemented on a consistent basis throughout the year, more children with ASD may experience similar benefits as experienced by the participants examined in this study. This type of therapy may be effective throughout the school year. The effectiveness of a strategically implemented surf therapy program may be studied further to explore the various potential social and academic benefits that surf-focused RTPs may have for students with ASD.
There are many potential social benefits of surf therapy for children with ASD. Data from this study indicate that participants were more socially interactive and engaged as a result of participating in surf-focused RTPs, and these participants were more likely to be involved in other activities after participating in a surf-focused RTP. The aforementioned examples are indications that surf-focused RTPs need serious consideration when describing possible solutions Surf Therapy for Students with ASD 79
to the documented need for effective recreational therapy programs and social supports for kids with ASD and their families (Brown et al., 2012; Siklos & Kerns, 2006; Srinivasan et al., 2014).
This study is intended to promote awareness of the benefits that surf-focused RTPs may have for children with ASD. Such awareness may allow for greater access to this type of therapy by encouraging decision-makers to provide funding and resources to this well-documented area of need (Brown et al., 2012; Siklos and Kerns, 2006). Access to surf-focused RTPs might be implemented in a public education setting through an “Adaptive Surf P.E.” program at coastal schools that have access to an appropriate surf spot at a local beach. Schools that are not within reasonable range of a beach might consider alternative recreational therapy programs designed for children with ASD, such as A.skate Foundation (www.askate.org), a skateboarding camp that provides social opportunities for children with ASD. These types of recreational therapy programs allow students with ASD to develop their social skills while engaging in new and fun activities that promote physical well-being. Surf Therapy for Students with ASD 80
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