Float therapy for kids

Float therapy for kids

KING 5's Ted Land reports.

>> >> Reporter: >> Reporter: THE >> Reporter: THE WORLD >> Reporter: THE WORLD IS >> Reporter: THE WORLD IS
ALREADY >> Reporter: THE WORLD IS
ALREADY A >> Reporter: THE WORLD IS
ALREADY A HECTIC >> Reporter: THE WORLD IS
ALREADY A HECTIC PLACE. ALREADY A HECTIC PLACE. ALREADY A HECTIC PLACE.
WITH ALREADY A HECTIC PLACE.
WITH AUTISM, ALREADY A HECTIC PLACE.
WITH AUTISM, IT ALREADY A HECTIC PLACE.
WITH AUTISM, IT IS ALREADY A HECTIC PLACE.
WITH AUTISM, IT IS AMPLIFIED. WITH AUTISM, IT IS AMPLIFIED. WITH AUTISM, IT IS AMPLIFIED.
>> WITH AUTISM, IT IS AMPLIFIED.
>> IT WITH AUTISM, IT IS AMPLIFIED.
>> IT IS WITH AUTISM, IT IS AMPLIFIED.
>> IT IS SUPER WITH AUTISM, IT IS AMPLIFIED.
>> IT IS SUPER NOISY. >> IT IS SUPER NOISY. >> IT IS SUPER NOISY.
I >> IT IS SUPER NOISY.
I START >> IT IS SUPER NOISY.
I START TO >> IT IS SUPER NOISY.
I START TO GET >> IT IS SUPER NOISY.
I START TO GET MAJOR >> IT IS SUPER NOISY.
I START TO GET MAJOR ANXIETY. I START TO GET MAJOR ANXIETY. I START TO GET MAJOR ANXIETY.
I I START TO GET MAJOR ANXIETY.
I AM I START TO GET MAJOR ANXIETY.
I AM NOT I START TO GET MAJOR ANXIETY.
I AM NOT ABLE I START TO GET MAJOR ANXIETY.
I AM NOT ABLE TO I START TO GET MAJOR ANXIETY.
I AM NOT ABLE TO CONCENTRATE I START TO GET MAJOR ANXIETY.
I AM NOT ABLE TO CONCENTRATE ON I AM NOT ABLE TO CONCENTRATE ON I AM NOT ABLE TO CONCENTRATE ON
ONE I AM NOT ABLE TO CONCENTRATE ON
ONE THING. ONE THING. ONE THING.
>> ONE THING.
>> Reporter: ONE THING.
>> Reporter: 15-YEAR-OLD ONE THING.
>> Reporter: 15-YEAR-OLD TYLER >> Reporter: 15-YEAR-OLD TYLER >> Reporter: 15-YEAR-OLD TYLER
REED >> Reporter: 15-YEAR-OLD TYLER
REED FOUND >> Reporter: 15-YEAR-OLD TYLER
REED FOUND SOLACE >> Reporter: 15-YEAR-OLD TYLER
REED FOUND SOLACE AT >> Reporter: 15-YEAR-OLD TYLER
REED FOUND SOLACE AT URBAN REED FOUND SOLACE AT URBAN REED FOUND SOLACE AT URBAN
FUND. FUND. FUND.
IT FUND.
IT IS FUND.
IT IS A FUND.
IT IS A KIND FUND.
IT IS A KIND OF FUND.
IT IS A KIND OF SPA, FUND.
IT IS A KIND OF SPA, WHERE FUND.
IT IS A KIND OF SPA, WHERE YOU IT IS A KIND OF SPA, WHERE YOU IT IS A KIND OF SPA, WHERE YOU
UNWIND IT IS A KIND OF SPA, WHERE YOU
UNWIND IN IT IS A KIND OF SPA, WHERE YOU
UNWIND IN THESE IT IS A KIND OF SPA, WHERE YOU
UNWIND IN THESE PODS, IT IS A KIND OF SPA, WHERE YOU
UNWIND IN THESE PODS, FILLED UNWIND IN THESE PODS, FILLED UNWIND IN THESE PODS, FILLED
WITH UNWIND IN THESE PODS, FILLED
WITH WARM UNWIND IN THESE PODS, FILLED
WITH WARM WATER. WITH WARM WATER. WITH WARM WATER.
>> WITH WARM WATER.
>> YOU WITH WARM WATER.
>> YOU ARE WITH WARM WATER.
>> YOU ARE FLOATING WITH WARM WATER.
>> YOU ARE FLOATING FOREVER, WITH WARM WATER.
>> YOU ARE FLOATING FOREVER, IT >> YOU ARE FLOATING FOREVER, IT >> YOU ARE FLOATING FOREVER, IT
FEELS >> YOU ARE FLOATING FOREVER, IT
FEELS LIKE >> YOU ARE FLOATING FOREVER, IT
FEELS LIKE YOU >> YOU ARE FLOATING FOREVER, IT
FEELS LIKE YOU ARE >> YOU ARE FLOATING FOREVER, IT
FEELS LIKE YOU ARE ACTUALLY FEELS LIKE YOU ARE ACTUALLY FEELS LIKE YOU ARE ACTUALLY
FLOATING, FEELS LIKE YOU ARE ACTUALLY
FLOATING, NOT FEELS LIKE YOU ARE ACTUALLY
FLOATING, NOT FLOATING FEELS LIKE YOU ARE ACTUALLY
FLOATING, NOT FLOATING ON FLOATING, NOT FLOATING ON FLOATING, NOT FLOATING ON
WATER, FLOATING, NOT FLOATING ON
WATER, BUT FLOATING, NOT FLOATING ON
WATER, BUT ACTUALLY FLOATING, NOT FLOATING ON
WATER, BUT ACTUALLY FLOATING FLOATING, NOT FLOATING ON
WATER, BUT ACTUALLY FLOATING IN WATER, BUT ACTUALLY FLOATING IN WATER, BUT ACTUALLY FLOATING IN
MIDAIR. MIDAIR. MIDAIR.
>> MIDAIR.
>> HE MIDAIR.
>> HE CAME MIDAIR.
>> HE CAME HOME MIDAIR.
>> HE CAME HOME AND MIDAIR.
>> HE CAME HOME AND SLEPT >> HE CAME HOME AND SLEPT >> HE CAME HOME AND SLEPT
BETTER. BETTER. BETTER.
PEOPLE BETTER.
PEOPLE WITH BETTER.
PEOPLE WITH AUTISM BETTER.
PEOPLE WITH AUTISM OFTEN BETTER.
PEOPLE WITH AUTISM OFTEN HAVE PEOPLE WITH AUTISM OFTEN HAVE PEOPLE WITH AUTISM OFTEN HAVE
DIFFICULTY PEOPLE WITH AUTISM OFTEN HAVE
DIFFICULTY FALLING PEOPLE WITH AUTISM OFTEN HAVE
DIFFICULTY FALLING OR PEOPLE WITH AUTISM OFTEN HAVE
DIFFICULTY FALLING OR STAYING DIFFICULTY FALLING OR STAYING DIFFICULTY FALLING OR STAYING
ASLEEP. ASLEEP. ASLEEP.
THEY ASLEEP.
THEY HAVE ASLEEP.
THEY HAVE VERY ASLEEP.
THEY HAVE VERY ACTIVE ASLEEP.
THEY HAVE VERY ACTIVE MINES. THEY HAVE VERY ACTIVE MINES. THEY HAVE VERY ACTIVE MINES.
HE THEY HAVE VERY ACTIVE MINES.
HE WAS THEY HAVE VERY ACTIVE MINES.
HE WAS ABLE THEY HAVE VERY ACTIVE MINES.
HE WAS ABLE TO THEY HAVE VERY ACTIVE MINES.
HE WAS ABLE TO FALL THEY HAVE VERY ACTIVE MINES.
HE WAS ABLE TO FALL ASLEEP THEY HAVE VERY ACTIVE MINES.
HE WAS ABLE TO FALL ASLEEP AND HE WAS ABLE TO FALL ASLEEP AND HE WAS ABLE TO FALL ASLEEP AND
STAY HE WAS ABLE TO FALL ASLEEP AND
STAY ASLEEP HE WAS ABLE TO FALL ASLEEP AND
STAY ASLEEP THROUGH HE WAS ABLE TO FALL ASLEEP AND
STAY ASLEEP THROUGH THE HE WAS ABLE TO FALL ASLEEP AND
STAY ASLEEP THROUGH THE NIGHT. STAY ASLEEP THROUGH THE NIGHT. STAY ASLEEP THROUGH THE NIGHT.
HE STAY ASLEEP THROUGH THE NIGHT.
HE FELT STAY ASLEEP THROUGH THE NIGHT.
HE FELT VERY STAY ASLEEP THROUGH THE NIGHT.
HE FELT VERY RESTED. HE FELT VERY RESTED. HE FELT VERY RESTED.
>> HE FELT VERY RESTED.
>> MY HE FELT VERY RESTED.
>> MY ANXIETY, HE FELT VERY RESTED.
>> MY ANXIETY, FOR HE FELT VERY RESTED.
>> MY ANXIETY, FOR ME, HE FELT VERY RESTED.
>> MY ANXIETY, FOR ME, WENT >> MY ANXIETY, FOR ME, WENT >> MY ANXIETY, FOR ME, WENT
DOWN. DOWN. DOWN.
>> DOWN.
>> Reporter: DOWN.
>> Reporter: THIS DOWN.
>> Reporter: THIS NEW DOWN.
>> Reporter: THIS NEW SCHOOL >> Reporter: THIS NEW SCHOOL >> Reporter: THIS NEW SCHOOL
IS >> Reporter: THIS NEW SCHOOL
IS PARTNERING URBAN URBAN FLOAT, URBAN FLOAT, TO URBAN FLOAT, TO OFFER URBAN FLOAT, TO OFFER RELAXING URBAN FLOAT, TO OFFER RELAXING
FLOATING URBAN FLOAT, TO OFFER RELAXING
FLOATING SESSIONS URBAN FLOAT, TO OFFER RELAXING
FLOATING SESSIONS TO URBAN FLOAT, TO OFFER RELAXING
FLOATING SESSIONS TO KIDS URBAN FLOAT, TO OFFER RELAXING
FLOATING SESSIONS TO KIDS AS FLOATING SESSIONS TO KIDS AS FLOATING SESSIONS TO KIDS AS
PART FLOATING SESSIONS TO KIDS AS
PART OF FLOATING SESSIONS TO KIDS AS
PART OF THEIR FLOATING SESSIONS TO KIDS AS
PART OF THEIR CURRICULUM. PART OF THEIR CURRICULUM. PART OF THEIR CURRICULUM.
>> PART OF THEIR CURRICULUM.
>> IT PART OF THEIR CURRICULUM.
>> IT CALMS PART OF THEIR CURRICULUM.
>> IT CALMS YOU PART OF THEIR CURRICULUM.
>> IT CALMS YOU DOWN, PART OF THEIR CURRICULUM.
>> IT CALMS YOU DOWN, IT PART OF THEIR CURRICULUM.
>> IT CALMS YOU DOWN, IT MAKES >> IT CALMS YOU DOWN, IT MAKES >> IT CALMS YOU DOWN, IT MAKES
ME >> IT CALMS YOU DOWN, IT MAKES
ME THINK >> IT CALMS YOU DOWN, IT MAKES
ME THINK ABOUT >> IT CALMS YOU DOWN, IT MAKES
ME THINK ABOUT WHAT >> IT CALMS YOU DOWN, IT MAKES
ME THINK ABOUT WHAT I >> IT CALMS YOU DOWN, IT MAKES
ME THINK ABOUT WHAT I CAN >> IT CALMS YOU DOWN, IT MAKES
ME THINK ABOUT WHAT I CAN DO ME THINK ABOUT WHAT I CAN DO ME THINK ABOUT WHAT I CAN DO
DIFFERENTLY, ME THINK ABOUT WHAT I CAN DO
DIFFERENTLY, TO ME THINK ABOUT WHAT I CAN DO
DIFFERENTLY, TO NOT ME THINK ABOUT WHAT I CAN DO
DIFFERENTLY, TO NOT BE ME THINK ABOUT WHAT I CAN DO
DIFFERENTLY, TO NOT BE SO DIFFERENTLY, TO NOT BE SO DIFFERENTLY, TO NOT BE SO
STRESSED DIFFERENTLY, TO NOT BE SO
STRESSED OUT, DIFFERENTLY, TO NOT BE SO
STRESSED OUT, AND DIFFERENTLY, TO NOT BE SO
STRESSED OUT, AND — DIFFERENTLY, TO NOT BE SO
STRESSED OUT, AND — IN DIFFERENTLY, TO NOT BE SO
STRESSED OUT, AND — IN CERTAIN STRESSED OUT, AND — IN CERTAIN STRESSED OUT, AND — IN CERTAIN
ENVIRONMENTS. ENVIRONMENTS. ENVIRONMENTS.
>> ENVIRONMENTS.
>> Reporter: ENVIRONMENTS.
>> Reporter: THE ENVIRONMENTS.
>> Reporter: THE ACADEMY ENVIRONMENTS.
>> Reporter: THE ACADEMY PLANS >> Reporter: THE ACADEMY PLANS >> Reporter: THE ACADEMY PLANS
TO >> Reporter: THE ACADEMY PLANS
TO STUDY >> Reporter: THE ACADEMY PLANS
TO STUDY HOW >> Reporter: THE ACADEMY PLANS
TO STUDY HOW THIS >> Reporter: THE ACADEMY PLANS
TO STUDY HOW THIS ENVIRONMENT TO STUDY HOW THIS ENVIRONMENT TO STUDY HOW THIS ENVIRONMENT
HELPS TO STUDY HOW THIS ENVIRONMENT
HELPS COURSEWORK, TO STUDY HOW THIS ENVIRONMENT
HELPS COURSEWORK, AND TO STUDY HOW THIS ENVIRONMENT
HELPS COURSEWORK, AND IF TO STUDY HOW THIS ENVIRONMENT
HELPS COURSEWORK, AND IF IT HELPS COURSEWORK, AND IF IT HELPS COURSEWORK, AND IF IT
HELPS HELPS COURSEWORK, AND IF IT
HELPS THEM HELPS COURSEWORK, AND IF IT
HELPS THEM TO HELPS COURSEWORK, AND IF IT
HELPS THEM TO FOCUS. HELPS THEM TO FOCUS. HELPS THEM TO FOCUS.
>> HELPS THEM TO FOCUS.
>> THEY HELPS THEM TO FOCUS.
>> THEY ARE HELPS THEM TO FOCUS.
>> THEY ARE STARTING HELPS THEM TO FOCUS.
>> THEY ARE STARTING TO HELPS THEM TO FOCUS.
>> THEY ARE STARTING TO FIND >> THEY ARE STARTING TO FIND >> THEY ARE STARTING TO FIND
THE >> THEY ARE STARTING TO FIND
THE BENEFITS >> THEY ARE STARTING TO FIND
THE BENEFITS OF >> THEY ARE STARTING TO FIND
THE BENEFITS OF IT. THE BENEFITS OF IT. THE BENEFITS OF IT.
>> THE BENEFITS OF IT.
>> JUST THE BENEFITS OF IT.
>> JUST TO THE BENEFITS OF IT.
>> JUST TO UNPLUG THE BENEFITS OF IT.
>> JUST TO UNPLUG FROM THE BENEFITS OF IT.
>> JUST TO UNPLUG FROM THE >> JUST TO UNPLUG FROM THE >> JUST TO UNPLUG FROM THE
TECHNOLOGY >> JUST TO UNPLUG FROM THE
TECHNOLOGY OF >> JUST TO UNPLUG FROM THE
TECHNOLOGY OF THE

#Float #therapy #kids

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