Fitness and Autism, with David Geslak & Ben Boudreaux | EDB 265
David Geslak & Ben Boudreaux discuss the importance of physical activity for those on the autism spectrum.
(VIDEO – 40 mins) David S. Geslak BS, ACSM EP-C, CSCS is the Founder and President of Exercise Connection. As a Fitness Coordinator at a school for children with autism, Coach Dave experienced first-hand the challenges of teaching exercise. By understanding that students with autism learn differently, he developed a system that has become a breakthrough in effectively teaching exercise. Nine universities have incorporated his program into their Adapted Physical Education and Special Education Programs. As a pioneer in the field, Dave gives his insightful and inspiring presentations around the world, including, Egypt, Dubai, Barbados, Russia and Canada. Coach Dave is also a published author, writes Autism & Exercise research articles, and has a TV Show “Coach Dave” on the Autism Channel.
Benjamin D. Boudreaux, M.S. is an autism self-advocate, a researcher, and a full-time graduate student at the University of Georgia in Athens, Georgia. There he is pursuing a PhD in Kinesiology with an emphasis in Exercise Physiology. Ben’s research interests include physical activity measurement, the 24-hour activity cycle, and the application of multiple wearable technology devices. He has previous clinical experience working in cardiology as an exercise specialist, and has worked with different collegiate sports teams.
For more about Exercise Connection: https://exerciseconnection.com/
For the article by David and Ben mentioned in the interview: click here
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DR HACKIE REITMAN (HR):
Hi, I’m Dr. Hackie Reitman and welcome to another episode of Exploring Different Brains. Today I’ve got two guests to talk to you all about the benefits of exercise for those of us whose brains are a little bit different. David Geslak is an author, speaker trainer, and the founder of the Exercise Connection. And Ben Boudreaux is an autism self advocate, and a researcher. So David and Ben, welcome. Thanks for being here.
DAVID GESLAK (DG):
Thank you, Dr. Reitman. We are I am honored to be on your show. I know you’re doing a lot of great things. And I’m just so excited to share both my story and even Ben in my story now. It’s awesome.
BEN BOUDREAUX (BB):
Thank you for having us.
HR:
Well, it’s my pleasure. And you guys are really in the front lines. And I just, I’m not a real professional like you guys in this neurodiversity world. You know, tell us, first of all, each of you briefly how you got into this exercise, and brains thing.
DG:
I’ve been working accidentally, by pure accident. But maybe serendipitously with those with autism since 2004. I have a background from the University of Iowa and health promotion, and I’m an exercise physiologist and strength conditioning specialist. And after I left undergrad, my undergraduate program at Iowa where I was also an intern and a student assistant strength and conditioning coach for their football team. I started a gym outside of Chicago that was always meant for kids. But just to keep the doors open, I had to train both athletes and adults. And back in 2004. When I was thinking as I was going to work, not that this has changed, but work with kids who may be overweight, or obese. And a dad though I was training brought me a son who was on the spectrum. And as many people know it back then was one in 1 in 150 diagnosed and other than really knowing heard of autism, I really had no background in it. So the long story short is the dad said, Can you help him with sports, but he also he can’t skip. And you may know or the audience may know that a neurotypical child that is shown better to skip, there’s research to show that they can read better. So I was more intrigued in that. And I was able to get this boy to skip in four sessions when they had been trying for years. So that he was ear to ear smile, his mom was crying his dad was they were all ecstatic. And not only did I help impact their lives, but that changed my life and my career path. So to really keep a long story short, I then went on, I did that for a number of years, but then went on to be a para-educator at a school for children with autism. And then they knew my background, and they asked me to start their fitness program, which I did from kindergarten all the way to transition age students. And then eventually did that for a number of years and eventually left to go educate parents about the difference between autism and exercise. Or excuse me, the difference between exercise and physical like physical education, adapted physical education and therapy, and now have been to seven countries and traveled across the country to do so.
HR:
Well, until just now I was completely ignorant of the skipping. I’m so glad you taught me that today. One of the big things that is all coming together is the what I call the triangle of exercise with good nutrition with socialization, and all of those coming together and how sports and working out can give you all three of them. So that’s a great start. We’ve already we’re already learning a lot from you. Now you’re up Ben.
BB:
Well, I have a interesting background so I was actually diagnosed with autism back in eighth grade but originally was evaluated in third grade but it was misdiagnosed but pretty much over the years you know I was taught about you know trying to get learned how to do social skills but I was not really like I was pretty much a social outcast I’d say because you know I didn’t get along with friend you know, my peers basically in high school. And then eventually I went you know, I was brought to the attention of okay, maybe you should exercise well still refused to do so but didn’t Initially towards college, I had a falling out with a program and then I eventually my mom had introduced me to exercise. And then pretty much since then I’ve noticed it helps relieve a lot of my symptoms. So I’m less stressed, less anxious, I’m actually sleeping better because I rely on different medications to sleep, or even just, you know, interacting with other people like, you know, now is that, you know, I’ve feel much more sociable, able to have interaction with people, I can understand certain things, but I still have every so often missed cues. But at the same time, I’m really, you know, now fortunate that I’m working more in research of an area of like, physical activity measurement, so like using Apple Watches, Fitbits, or even research grade monitors. But then also, I feel like, you know, besides just having that research, I need to have the importance that, you know, bringing this importance of advocating the importance of exercise, but also just physical activity beyond, you know, because when we think exercise, it’s just, it’s at that specific time, and it’s standardized, whereas physical activities, usually outside is like, you know, kidney, people with autism, like if different strategies, you can get them to be more active, beyond, you know, these intervention periods, just to make them more, you know, different behaviors, meet guidelines, and so forth.
HR:
It’s great if you can get the exercise, to also take care of a lot of the socialization or at least catalyze it, and good habits such as nutrition, which all of which rewire your brain very significantly. What do you guys do to get the autistic individual turned on to exercise?
DG:
Well, I think that’s the million dollar question. Especially I’ve gotten over the years from families and parents. But I think, Dr. Reitman if I can share also how Ben and I connected, because I think it’s a really important piece of our of what we also want to talk about.
HR:
On one condition: if you call me Hackie.
DG:
Hackie, done. So I was presenting at ACSM, the American College of Sports Medicine, me and a group created their first autism and exercise symposium. After this symposium, Ben walks up to me, and he goes, Hi, my name’s Ben. I am a doctoral candidate are at University of Georgia. And he goes, and I have autism. And my mouth just kind of dropped. And I was just like, I had so many questions. And I did ask them a lot of questions then. But we stayed in contact. Because I think, now to kind of go to your question, while I’ve been the for years, obviously advocating for exercise and educating about what exercise can be for this community. I knew stories I had seen him or I’ve worked with individuals who are non verbal, meaning they couldn’t tell me what they were experiencing in the schools, or the lack of exercise they were getting, but Ben, was, you know, I say this and not to be patronizing, but like, you know, courageous enough, not only to share with me, but then we wrote a huge article about it about his experience. And I think it’s just so when I was able to ask Ben about the difference between cardiovascular fitness and resistance training and what he feels like from the sensory perspective, the proprioceptive, like, I just want to know, you know, and these are kids where I’ve worked with kids who were younger, nonverbal, obviously, one, many would be perceived, you know, on the low end of the spectrum. But, you know, they couldn’t tell me but to have Ben’s feedback, I think is just incredible. But what he can do, and I’m just constantly asking him questions, because if that can help me educate other professionals, and other individuals, I think it’s just important for how, however, this research and exercise and autism advances,
HR:
I think that the interplay between the brain and the body, and of course, everything is showing now what’s good for the brain is good for your body. And you guys are the epitome of it in what you’re exhibiting and what you’re researching and what you’re doing. For those of us whose brains are a little bit different.
DG:
And I think Hackie what you mentioned early on, as you talked about sports, and I think this is one thing that I’ve shared over the years and we’re brand story backs it up, but is typically parents or professionals think that though Cars are that exercise. And physical activity is done through sport, right, which is true. And for some it can be right some for some kids or adults, it’s the motivator, or the reinforcement. But what I have found is that a lot of the individuals I’ve worked with over the years, they don’t want to be athletes, they don’t like to play sports, they want to be comic book artists, they want to, you know, play the piano, they have their own their own reinforcement, really what they want to do, but what I try to advocate and educate them is Hey, being more active, it can help your brain it can make you a faster, you know, piano player, maybe it could make you draw better, but we got to stay active. But the reason that I also share this is because this is not all, but many of the physical education or adapted physical education programs in the country are driven around sports, which all makes sense in which is great, right? But the problem is, sports involves two of the most challenging things for those with autism, social skills and communication. So for many kids, you’re putting them you’re setting them up for failure, when you put them in there, and this is what I think happens to this day for some.
HR:
what are the biggest challenges that you both face in doing what you do?
BB:
I’d say from my end, it’s just initially, it was like, just the awareness of it, like many people didn’t have an understanding of well, what is autism? Like? It used to be in three camps. And then the DSM usually merged it now together. So people think when you think autism, it used to be well, now when you it’s just a label of autism, you hear well, Rain Man now? Well, not always, it could be an Einstein level. So it’s kind of confusing, but I think, you know, the mental health, it used to be a problem, but I’m starting to notice over time, the awareness of it is getting way better than what it used to be. Because sometimes people were like, well, you know, just seems weird or something like that, and then just forget about it. But then there’s still some components that I think the knowledge of that this population needs is important, and it comprises of a good bit of people. And, you know, I think, you know, they need to be more active. And why do we need to get more research studies doing this, we can’t just look at physical activity, we got to look at their sitting behaviors, we also got to look at, you know, how much time they’re interacting, maybe screen time, or even, you know, sleep, that’s another thing is just these behaviors is, you know, just having an understanding as well, besides just, you know, hey, exercise is important, but then that’s from my angle is the behavioral element. But I know I’m not sure David can speak from the fitness level on that satellite angle.
DG:
Yeah, I mean, just to answer the also hecky your questions on one of the biggest challenges, I mean, we’ve, we’ve definitely have continuously have challenges of, of education, or educating parents or professionals about what exercise is and how it can be done. Right, not just the traditional exercise setting, but even a therapeutic setting. But I think more so the biggest challenge, which is why I continue to do or, you know, what I’m doing is, is the challenges that the individuals face on the spectrum or related disabilities or disabilities at all is, you know, even though it’s IDEA law that requires physical education as a service, most parents aren’t, don’t realize that, and with the schools removing it or putting physical activity at the bottom of the totem pole, these kids are challenged, right, they’re not getting that activity that goes way beyond the health related benefits. So that’s why I and Ben, I know and we’re speaking we’re talking about this because we want to educate parents, we you know, we’d like to educate administration or schools and but it’s, I think it’s a system problem and a challenge that by law, right, they should be getting it but that’s not always the case,
BB:
Right? And then plus the like what you know, when I’m basically teaching right now in my classes with my students is what’s the recommended Physical Activity Guidelines for a child is basically anyone at the age of under 17 It’s got to be getting 60 minutes of a moderate to vigorous physical activity. And then you also have to spend three of those days at a vigorous intensity so you know, and then when you speak someone with the autism it’s like wait a minute, wait a minute, like that’s gonna have to you know, there’s gonna have to be some type of modification towards that because then you know, not you know, think PE some, some classes might be 30 minutes and then oh, wait, you got to recess some recesses might be 10 minutes. might be only 20 minutes. So it just differentiates from district to district or wherever. And that’s, you know, how do they get 60 minutes beyond, you know, those type structures settings is always, you know, an interesting thing of what the parents have to do in that case.
HR:
Tell us about now have — who’s written a book?
DG:
I’ve written a book,
BB:
I published a research study.
HR:
First, we’re going to hear all about the book, do you have a copy, it can hold up for our camera?
DG:
Actually I do. So I wrote what’s called the Autism Fitness Handbook. It’s published by the name change, but Jessica Kingsley Publishers, so one of the largest autism specific publishers, and that book is really geared to educating families. That’s after I got out of the schools, teaching at this therapeutic day school, that was my mission, right to help educate families. So we’ve got over I think, 40, different exercises, simple how to choose and, and exercises that also involve not a lot of equipment are limited to none, because I wanted parents that are the novice exercise professional to say, hey, it don’t. You can teach exercise, or you can be potentially next year child and try to do some of these exercises that can benefit them and quite frankly, can benefit you. But to share stories of success that we’ve had with clients I do in here and the breakdowns of exercises. That’s yeah, that’s why I wrote the book.
HR:
Great. That’s great. And the name of the book is,
DG:
is the Autism Fitness Handbook. And there’s a notable person neurodiverse person Stephen Shore, he, he wrote the foreword for it. I spent some terrific, terrific. Yeah, we spent some time having lunch in Dubai, or breakfast in Dubai, for a number of we were out a presentation, and then we just connected and I asked him to write it. And he did. And yeah, Stephen’s a great guy.
HR:
Yeah, we’ve interviewed him a few times, I actually got to be on the same podium with him speaking a couple of times. He’s, he’s great. He’s just terrific. Ben you’re up.
BB:
Well have done a few research studies that have been published. And oh, I don’t know if David wants to get the the one we wrote that he has hanging up.
HR:
Let’s see, I think we must.
BB:
Think this is something that I think it relates more than anything else, because it’ll give more people an idea of what why do we care, and we’ve managed to score the cover the was the cover story last May in June,
HR:
How great is that it.
BB:
It was last year, but also do a lot of work, like I did during my master’s thesis, but I can send it to you as we looked at how accurate like these wearable devices are, you know, during different exercises, because you know, it’s kind of weird is that I always tell people, I’m socially disconnected with people, but then I work in an area that socially brings everyone together with technology. So it’s kind of weird to see that but you know, we’re looking at how accurate these devices are but then I slowly migrated towards different things of like looking at, you know, what it’s like, for instance, right now, for my dissertation, I’m looking at at as, you know, what is the 24 hour behaviors like for a college student, like how much time are they’re sleeping? How much time are they’re physically active? Are they sitting a lot and then also bring in maybe their cell phone time and how’s it all intertwine or even their mental health? So it’s kind of weird, like, and this is all with different measures, but just, you know, it’s kind of weird bringing this in together and then you know, saying that, hey, this is some but to get my PhD is kind of, you know, it’s it’s a humbling experience, but it’s also like how in the world like, if you told me 10 years ago, just finishing high school, my first year college, you tell me where I am right now be like, I’ve been laughing at your face saying that’s no way.
HR:
There’s a lot to admire in your journey for sure. In case it’s of any help. Something I recommend to our terrific 18 and older year old neurodivergent interns here is to do what I do. And one of the best gifts I got was from Gretchen and she gave me a stationary bike with a desk, okay. And when I’m watching TV or doing different stuff or working on my computer, I’m just gently pedal going along, you know, and before you know it, my step counter is getting up there. And it makes me feel less guilty when I watch our favorite TV show or something. And again, it’s just that movement, just keep moving.
BB:
And that’s what I always tell people is that, you know, you need to, you know, even though I’m sitting right down right now, but still, it’s so, you know, sitting is the new smoking and how do you you know, it’s this behavioral is that where can we go from here? Is that is there maybe a step recommendation of counts? Well, right now, not yet, but later on. And then also, you know, with this population with autism, they love visual aids. So the other thing, if you think of it, all these fitness trackers tend to have visual aids of giving you steps or rings, or everything else. So it actually can give you another adherence of like, oh, wait, now I can see exactly what I’m doing. And maybe they can have an understanding of what they’re actually seeing that they’re actually accomplishing something.
DG:
Yeah, and to what you were saying about just pedaling the bike, I think this is one thing that now is supported in research, but that I was always saying is just what we just need to get these kids moving, or the adults, right. And there’s a research study done out of Rutgers in 2017. And they found that low to moderate intensity exercise, was able to reduce stereotypical behaviors for the following 60 minutes for those on the spectrum. Now, I know we can talk about the stereotypical behaviors, sometimes there’s a reason for those behaviors, right? So I fully understand and recognize that. But let’s just say, the biggest thing about this study is low intensity, right? It doesn’t have to be dripping in sweat. And it’s 10 minutes. Now, that’s realistic for the parent to maybe do with their child, that’s realistic for the individual who maybe had a poor experience in PE or a PE, or doesn’t want to exercise, right, or for the trainer, let’s say the novice exercise professional, hey, if you can just help them to get towards that 10 minutes, you’ve done a great job, of course, we want to build on that. But I think that’s one of the most powerful studies that I’ve read in the last number of years. But to let parents professionals and individuals no 10 minutes, you can start to gain some real benefits from exercise, you don’t have to be exercising for 60 straight minutes.
BB:
And then also just add into it is it was the two modalities that what they were most interested in, is cycling and walking on a treadmill. Like, you know, that was you know, and that’s kind of like my case, I love cardio, that’s my favorite. I’ve cycled for 50 minutes this morning. And then, you know, like, if I just did resistance training, I feel foggy. But if I did like an elliptical with it, then with the weights, then I don’t feel this falling. So it’s kind of weird, but at the same time, it’s just, I hate to say it is what it is. But you know, the only sad disclaimer I have is that, you know, my case might not be related to the other person that has autism. But that same time always say is that, you know, just move like, you know, like, every time you feel like you need to get up, like stay up for a period of time or if the phone rings get up or even parents is the big advice is, you know, okay, your stamp your, maybe you want to go to the grocery store with them and they actually behaved well behaved well, maybe you park outside the parking lot for like 10 minutes far away, spend some time walking in, and then at least when you get in the grocery store, the behaviors of stereotypical is going to be reduced a good bit, because then you’re like, Okay, well, you got activity, and your child’s got active, but then you can also have to do that. Going back. So it’s like, you know, a win win for not just your child, but also with, you know, you as well.
HR:
Great insight. David, you’re gonna say something there?
DG:
No, the only thing I did want to mention too, is that, you know, we were talking about books and stuff. And this is more so the credit to ACSM, the American College of Sports Medicine, but my my staff and I, we just wrote the new chapter for the Exercise Testing and Prescription for Special Considerations for Neurodevelopmental Disorders. So I think this has been again, like Ben said, if, if you were to ask me 10 years ago, this is what I would be writing and doing, I would have never, never have could never have predicted this. But now that ACSM This is going into undergraduates so they’re they’re starting to get right some understanding of those with autism and we created a whole case based learning chapter from some of our clients to let professionals know like this is what you may see Right, but that they can be included too, because this is what happens. Some of this I think some of the gyms or professionals, they’re afraid of what they don’t know. And I’ve heard this from families, I’ve heard this from individuals that they’ve been turned away, hey, can we bring our kid here he’s on the spectrum. We don’t have no one can work with them. So no, write it, that’s got to stop. So the fact that ACSM and us we partnered to create the autism exercise specialist certificate in trained professionals. But now that this is going into undergraduate textbook is, is I think, you know, well, long overdue.
HR:
That is phenomenal.
BB:
And we even have a program in our department, that one of the professor’s he’s big in disability health is he gets students to work with people with a variety of disabilities, physical, mental, emotional. So you know, it’s like, I always tell my students, you don’t know who’s going to come through that door. And if you’re going to immediately discriminate, like, throw a flag at someone because of based on certain angle that oh, well, oh, it’s gonna be too difficult for me or whatever? Well, that means you’re just not You’re not a you’re not valued to be a practitioner in my case, because then you’re just discriminating against someone else. And that’s not appropriate. Because what if your child ends up with that, then what are you going to do?
HR:
That is a very good point, what you guys are doing is so so very important, because we have to educate all these practitioners. And give them some hands on experience. And give them some of the knowledge so that they’re not afraid of treating somebody who’s a little bit different. So keep up the great work, both of you doing it’s wonderful. Wonderful.
BB:
Yeah. And I always say parents be well educated and you know, don’t. There’s always these, this model that I always have in my family is don’t confuse yourself from asking questions versus arguing. It’s always you know, there’s always no such thing as asking questions, like, you know, it’s always trying to find the best treatment. And you know, it was my mom had to do it on her own, like, my dad was against it. And she fought a lot for the, you know, for my help and unfortunate that she did for me. And then the weird thing that twisted everyone’s found my family around is that I just got recently diagnosed with type one diabetes, and I’m 29 years old. So then it’s like, what the heck I you know, it’s, you know, it’s, you know, I always say is, if you see someone with an obsession of something like meyers’s health and technology, you’ll be fine. Like, my family, and everyone’s shocked, even my endocrinologist is like, how in the heck are you doing this? Like, this is unheard of like than a normal patient, and especially with, you know, a person with autism, like how in the world, I’m like, Well, if you find they obsess over something, you know, that’s don’t bash on it, because that might be their key of their successful future.
DG:
And Hackie when you talk about like, educating and like I said, I never thought I’d be working with ACSM. I never thought I’d be lecturing at universities and truly blessed to be doing it. But sometimes also, I get, I think, depending on who’s at my lectures, sometimes they get taken aback what I say, because I’m pretty outspoken, but it’s about helping this community. And, and obviously, my passion is about exercise. But, you know, I say it like it is, but sometimes are like, I think even earlier, when you had stopped me and said something good about you know about the Special Olympics. Look, I think the Special Olympics is great. I think sports are great. But there’s a subset of this community who will not be able to play sports. So we have to find an outlet for them. There are incredible, incredible adapted physical education programs in the United States that are truly preparing these professionals Wait, I mean, to work with all disability law groups, but the truth is, only 14 states require more than one three hour credit course for you to be or for a professional or a student to be deemed adapted, certified. So you got 36 states, they go through undergrad, they leave with a PE degree and they’re still certified because they took one course to learn autism, Down syndrome, cerebral palsy, and there’s there’s, it makes sense of why these kids aren’t getting the physical edge or getting quality physical education because the students weren’t trained properly, and it’s not their fault, right. And some professors are saying well, they So I know I know, there’s the great professors and the great teachers out there. But it’s not those teachers fault who don’t know what to do. It’s a system problem. So where are we, I don’t know what else to do, but to let people know and or to work with ACSM and provide a certificate course that gives them 12 hours education like that, this is my way to give back and my way to help promote this exercise, because it’s so valuable for this community and everyone.
HR:
Well, I certainly admire everything you’re doing. And it’s one thing for people to wring their hands that this problem, it’s another thing to do what you’re doing. And you’re both doing, which is real, real actions that bear real results, and really make a difference for all of us. So I salute you.
BB:
Yeah, and we had a talk last weekend, in Greenville, David and I, and then when we gave a talk, you know, it was, at first I was like, Oh, my God, it’s on the last day, it’s gonna be terrible. But then when they had a good people turned out, I was like, moly, this is impressive, like 30 plus people on a Saturday morning, on the last day, you know, that’s pretty impressive. So I think, especially this younger generation, it’s getting more open of learning, you know, with mental health. And I think, you know, maybe it’s going to take this newer generation to finally say, hey, like, this is important now, like, you need to stop, you know, like, distancing, oh, well, like when my father would say, Oh, you’re too young to be stressed, or you’re too young to be anxious, or this that and I’m like, that you never went, go get a PhD, or even went to college. So you don’t understand a remote thing of what I’m going to prove at all.
DG:
And I appreciate to you saying, you know, what you did about what I and with Ben and I are doing, and I’m so thankful to be now connected with Ben. But also behind the behind the scenes, there’s not just me, I’ve had my wife who’s helped us with our exercise buddy app, she’s a speech therapist. I’ve had a PT, school based PT, he was also a mom of a son with autism that helped us design the certificate program with ACSM. And then I’ve had two or three staff over the years that are spent special education teachers, former sped teachers. So that’s why I think we’re having successes because I have to bring in that multidisciplinary approach so we can help more. And I need their perspective, right. As much as I do know. Yeah, there’s still a ton. I don’t I’m able to confidently say that. But when we put all of us together, including Ben, like we are, we’re starting. I’m just hoping right, we’ll make a bigger impact.
HR:
Is there anything else we have not covered that you’d like to say?
DG:
There’s one more thing that I didn’t mention that I think is important. So there’s this there was also another one of the largest United States autism parent surveys done out of Arizona State by Dr. Jim Adams. And this survey, found now it’s, I have it all. It’s not it’s not in publication yet, which I’m hounding him trust me all the time. But they found that parents rated exercise is the number one treatment for their kids. Yeah, I think extremely impactful. And I think once this does get published, as you guys know, right, as small as the autism community, it’s quite large, right, or the neuro diverse community. So I always say that at my lectures, because whether the schools are going to have to be prepared, because once these parents come knocking at the IEP and saying, “Wait, this found this and you’re not giving my kid what IDEA law says?” well, they better be ready. And if they’re not, that’s why I said I partnered with ACSM to say, hey, let’s make the the fitness world ready. So they can give these kids and these adults what they what they need, and what they should have, just like everyone else.
HR:
That’s great building strong alliances. Tell us about the importance of building a routine for these individuals.
BB:
Well, I can definitely speak for this. Ah, well, I definitely say routines are so important for our community. Well, I can say pretty much like simple question I get asked by a few people is what’s your typical day like? Well, get up you know, um, get up around try and set my alarm for six 630 Get up. Go exercise that’s the first thing I’m gonna do right when I wake up. Then I’m gonna do is eat my breakfast and clean up And then either I’m gonna teach or catch up on research and then you know, do my normal like lunch and then catch up on other things. And then I’m back home by six 630. And then you know, I always say I’m coming home man, and my body is I’m watching the news, and then I’m going to bed at nine o’clock, there’s nothing wrong with you know, you’re, you hear oh, I’m 22 I should be going out party. No, well, I’m 29 years old, I go to bed at nine o’clock. There’s nothing wrong with that. And you know, I think, you know, every so often maybe having a, you know, deviate of having a little bit of social gatherings, that’s fine. But, you know, I find that if you keep your routine going, and rhythm going, and you’ll be fine. Like, you know, that’s the one thing I’ve noticed with my success is if I keep my routine going, you know, that’s how I feel mentally happy, because then I feel like, Oh, I’m not behind on something, or, you know, if Oh, I didn’t exercise that day. Well, I exercise every day, even if it’s like, 30 minutes, that’s the bare minimum, I always set myself. So if you said, you know, like, realistic goals for yourself, then it’ll help, you know, in the long run.
HR:
Great, David.
DG:
Yeah. So I think when teaching exercise of those on the spectrum, one routine is a critical thing that we talk about. But I think what I also remind professionals, parents, or maybe new exercise professionals, or therapists coming into it, just because you may learn or hear something that I’ve said or, or whatnot in regards to creating a structured routine, don’t go in change that for the individual that you’re working with. Meaning if you if you know, how an individual’s how they’re successful, whether it’s in speech, OT, ABA, whatever that structure and protocol is. Use that because we know they’re having success with other professionals. So use understand that structure. Follow that same structure now with the exercises in place or the practices, right, know the reinforcements, but don’t reinvent the wheel just because you may have read something or heard something from us today or whatnot, find that structure that is that individuals successful and continue with that. Because what I also like to remind people when you’re introducing your child, yourselves, or your students or clients to exercise, it can be quite challenging, right? And then how many programs all well intended start to promote it as a caveat kid join our fun exercise class. Well, guess what exercise isn’t fun. For most people. If it was, we wouldn’t have the obesity epidemic that we do. So. But if you’re going to transition your student, your client, or your chilled children to exercise, use the structure that you know that they’re successful speech, OT social skills group, now use that same structure and exercise.
HR:
What would you say to someone out there who’s autistic and is on the fence about if they can commit to regular exercise,
DG:
I would tell them or I would tell you, that exercise doesn’t need to be what you may think it is meaning you watch these TV shows you you see something on the internet where the individuals are sweating, they’re laying on the ground, and they’re, they’re dripped in sweat, and they’re exhausted. That’s not what exercise needs to be. And quite frankly, in many ways, it shouldn’t be an exercise. And what we know is that even 10 minutes to exercise can can help you to be sharper, more attune, whether it’s at your job, or your hobby, or whatever you want to do. So think about that. And start to get yourself engaged in exercise.
BB:
Think of some things that if you always want to exercise Well, what can I do that they’re fun, like, you know, you don’t have to get on a treadmill. You don’t have to get on a bike. You don’t have to do an elliptical, but maybe see like, you know what things you like to do? Do you maybe like going walking in the park to see all the ducks or you know, maybe do you want to just do, you know, waits for a little bit or something like that. Essentially, that’s what’s gonna keep you coming back to the gym. It’s not about you know, swaying like, you know, we’re going to lose weight. It’s about you know, making you mentally sharp better and be essentially happier and successful.
HR:
Well, David Geslak and Benjamin Boudreaux, it’s been such a pleasure to have you, we hope you’ll come back again soon. Keep up all the great work you’re doing for those of us with different brains. Thank you so much for being
HR:
My pleasure. Thank you again Hackie.
