By John Boyle, FCSN Voices Youth Reporter

In the first article of the Health Column Series, “The Therapeutic Power of Dance for Kids on the Spectrum,” I shared an overview of clinical studies highlighting the benefits of dance for autistic children and young adults. In this second installment, I continued the conversation by speaking with Sarah Schwartz, a Registered Dance/Movement Therapist (MS, R-DMT) through the American Dance Therapy Association’s Certification Board. We discussed how a dance therapy session works, the impact she has witnessed in children on the spectrum, and her advice for our FCSN families who want to support therapeutic goals at home.

Sarah earned her master’s in dance/movement therapy from Pratt Institute in 2013 and a bachelor’s in dance with a minor in anthropology from Bard College in 2005. She has worked with clients of all ages and created programs for special needs schools, clinics, and rehab settings. She believes that nonverbal communication is essential for human connection, and dance movement therapy offers clinical benefits such as improved balance, coordination, movement range, and body awareness. A mom of two, she is passionate about helping others love their bodies and find joy in movement.

John: What is your favorite part of the work?
Sarah: Whether I’m working one-on-one or in a group setting, what I love most is the chance to truly connect with kids with special needs. Dance therapy allows us to be fully present in the moment, sharing an experience of music and movement together. That sense of connection and simply being with them is probably my favorite part of the work.

John: So, you do both group and individual dance therapy, correct?

Sarah: I used to do both individual and group dance therapy. Right now, I focus on providing in-home therapeutic service, meaning that I go to my clients’ homes and provide dance therapy.  

John: What is dance therapy, and what does a typical session look like?
Sarah: Dance therapy is essentially a therapeutic practice of movement. The goals often include developing body awareness, spatial awareness, and emotional expression. We use music, prompts, and sometimes props or accessories to engage the child.

When working with children on the spectrum, there’s a wide range of needs to meet—some may be higher functioning, others lower functioning—so flexibility is key. A typical session is about an hour long and usually one-on-one. We’ll start with 10–15 minutes of warm-up, often stretching or yoga-inspired movements. One of the first things I ask is, “What do we feel like listening to today?” Music choice is important—it helps the child feel comfortable, happy, and ready to respond through movement.

From there, I focus on the child’s specific needs. For example, if we’re working on fine motor skills, I’ll incorporate activities and movements that strengthen those. Toward the end of the session, we move into a cool-down, where we process the shared experiences sometimes verbally, sometimes simply by listening to music. This stage is about finding ways to self-soothe and integrate what we’ve done.

Above all, my primary goal is to meet the children where they are—emotionally and physically. If they’re excited, sad, tired, or even having a tantrum, I adjust to their state in the moment. For instance, if a boy is distressed when I arrive and doesn’t want to participate, I’ll sit with him, speak softly and reassuringly, make gentle eye contact, or use supportive touch, like holding his hand or rubbing his back. If a child curled up on the floor crying, I would get down on the floor with him and mirror his body language. That way, he feels seen and not alone. It’s about creating acceptance in that space rather than being judgmental or disciplinary.

Music also plays a powerful role here, it can calm, soothe, and help the child relax. In many ways, music truly is therapy for the soul.

John: What kinds of changes do parents typically notice after a few months of session emotionally, socially, or physically?
Sarah: Parents often notice that their children seem more comfortable in their own skin. By that, I mean their movement starts to feel more natural to them. For example, a child who may have been very rigid in the way he walks, holds his body, or interacts with others might, over time, begin to relax his body more easily.

The long-term goal is to help children develop stability in their bodies and movements so that in any social situation—whether at school, in sports, with peers, or at home—they have a stronger sense of where their body is in space and feel good about themselves. And it’s not just about their bodies—it’s also about their personalities. I want to bring joy and freedom of movement into their lives.

Ideally, parents see an improvement in their child’s overall quality of life. Sometimes the progress isn’t immediately obvious, but with my trained eye, I can recognize the small successes that really matter. Each small step is a huge victory. Over time, I see kids grow, blossom, and develop better coping strategies for adapting to the outside world.

John: How do you work with a nonverbal child?
Sarah: I work with nonverbal children in much the same way I work with verbal children. I speak to them, interact with them, and treat them with the same respect. The main difference is that I tend to incorporate more prompts and accessories into our sessions.

For example, I have a client on the spectrum who isn’t fully nonverbal but has very limited speech. He has a special teddy bear that has become my “window” into connecting with him. If he’s having trouble engaging with me, I might say, “Can you take your teddy bear and give him a big hug? Can you show him how much you love him?” He’ll do things with the bear that he might not do directly with me. I’ll then bring in another stuffed animal, and together we’ll dance, stretch, and move with the toys. It becomes a kind of three-way communication, with the stuffed animals serving as a bridge. The child feels more comfortable when his bear is part of the session.

With nonverbal students, I also use other prompts—like balls, hula hoops, or toys—to encourage movement and engagement. If a child isn’t interested in a traditional dance activity, I might adapt the session into playful tasks such as touching balls, jumping into hoops, or exploring movement through props. And throughout, I try to make lots of eye contact and connect through gentle touch and presence.

John: How can families support the therapeutic goals at home—even if they have no dance background themselves?
Sarah: That’s a great question, John. One of the simplest and most effective ways is to play music at home. Music keeps a child’s body and mind engaged and stimulated. Parents can also support their child by allowing them to “speak” through movement and recognizing that movement itself is a form of expression. Even if we don’t always understand exactly what the child is trying to communicate, there’s always meaning behind their movements. Often, what they’re really seeking is to be seen, understood, and heard—especially for nonverbal clients.

It also helps to create a home environment that’s free of judgment. Be patient—it can be hard sometimes—and be willing to be playful and active. Get down on the floor with your child, play instruments, and encourage them to move and connect with you. Those small, playful interactions can be incredibly therapeutic and supportive of the work we do in sessions.

John: What should parents look for when choosing a qualified dance therapist for their child?
Sarah: First, you want someone who has completed an accredited master’s program in dance/movement therapy. There are only about five or six graduate programs in the U.S. that offer this training. Beyond formal qualifications, experience is very important. You also want to find a therapist who energetically matches your child, someone who inspires both you and your child and makes you feel comfortable and supported.

John: If you could tell every parent of a child on the spectrum one thing about the power of dance movement, what would it be?
Sarah: I would say the most powerful aspect of dance movement is that it’s a form of self-expression. Through movement, we tell the world who we are, how we feel, and how we want to connect with others. For children on the spectrum, it’s so important for both professionals and parents to keep their eyes open—to witness, to mirror back, and to help children process what they’re feeling. The key is to be okay with whatever comes up. In short, movement is self-expression. Whether your child is verbal or nonverbal, they are speaking to you through their movements.