scholarly journals Beyond Broadway: Analysis of Qualitative Characteristics of and Individual Responses to Creatively Able, a Music and Movement Intervention for Children with Autism

2019 ◽  
Vol 16 (8) ◽  
pp. 1377 ◽  
Author(s):  
Kimberley D. Lakes ◽  
Ross Neville ◽  
Spyridoula Vazou ◽  
Sabrina E. B. Schuck ◽  
Katherine Stavropoulos ◽  
...  
Keyword(s):  
Physical Activity ◽  
Social Environment ◽  
Social Engagement ◽  
Self Regulation ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Observational Research ◽  
Children With Asd ◽  
Study Results ◽  
Qualitative Characteristics

Movement in response to music represents one of the natural social environments in which physical activity occurs. The study of music and movement, including dance, requires a careful, holistic consideration of many features, which may include music, physical activity, motor learning, social engagement, emotion, and creativity. The overarching goal of this manuscript is to examine qualitative characteristics of and individual responses to a music and movement intervention (Creatively Able) for children with Autism Spectrum Disorder (ASD). We provide a description of Creatively Able, illustrating how the program design and physical and social environment were informed by children’s needs and preferences in order to provide an enriched environment in which to promote multiple systems in children with ASD. Using data from two pilot studies with 20 children with ASD, we illustrate how researchers can use observational research methods to measure important aspects of the social environment (e.g., children’s engagement during intervention sessions) as well as engagement of potential underlying behavioral mechanisms (e.g., self-regulation) that might reduce clinical symptoms. We further illustrate how individual responses to intervention (e.g., improvements in behaviors or symptoms) can be studied in physically active interventions. Our pilot study results showed group-level reductions in Stereotyped and Compulsive behaviors of 8% and 4%, respectively; posthoc analysis revealed that there were substantial individual differences in children’s responses to the intervention. This research illustrates robust methods that can be applied to intervention research to improve our understanding of important features of interventions that might help promote development in various domains, including executive functions and self-regulation.

scholarly journals Social Environmental Influences on Physical Activity of Children With Autism Spectrum Disorders

2015 ◽  
Vol 12 (5) ◽  
pp. 636-641 ◽  
Author(s):  
Michaela A. Schenkelberg ◽  
Richard R. Rosenkranz ◽  
George A. Milliken ◽  
David A. Dzewaltowski
Keyword(s):  
Physical Activity ◽  
Autism Spectrum Disorders ◽  
Social Environment ◽  
Peer Group ◽  
Summer Camp ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Free Play ◽  
Children With Asd ◽  
Spectrum Disorders

Background:Children with Autism Spectrum Disorders (ASD) may be at greater risk for not meeting physical activity (PA) guidelines than neurotypical children (NT). The purpose of this study was to explore setting (free play versus organized) and social group composition influences on PA of children with ASD during summer camp.Methods:Data were collected on 6 ASD and 6 NT boys (aged 5 to 6 years) attending an inclusive summer camp. During free play and organized activity, research assistants observed the camp’s social environment and children’s PA using a modified version of the Observational System for Recording Physical Activity of Children—Preschool version.Results:In free play, children with ASD spent significantly less time in Moderate-Vigorous PA (MVPA) while with a peer (1.2%), compared with a peer group (11.5%) or alone (13.2%). They demonstrated significantly more Light-Moderate-Vigorous PA (LMVPA) while in a solitary social context (68.2%) compared with alone with an adult (25.8%), alone with a peer (34.8%), or with a peer group (28.2%). No significant differences were noted during organized activity.Conclusion:Features of the social environment may influence PA levels of children with ASD. Specifically, certain social group contexts may be more PA-promoting than others depending on the setting.

scholarly journals Formation of emotionally-valued lexis in high-functioning ASD preschoolers

2017 ◽  
Vol 15 (1) ◽  
pp. 38-48
Author(s):  
V.M. Samoilova ◽  
Y.A. Kostenkova ◽  
E.K. Lobacheva
Keyword(s):  
Autism Spectrum Disorders ◽  
Social Environment ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Moral Norms ◽  
High Functioning ◽  
Children With Asd ◽  
Adequate Understanding ◽  
Spectrum Disorders

Limited use of emotionally-valued lexis of speaking children with autism spectrum disorders indicates the lack of understanding and assimilation of the moral norms of society, because words determine representations of objects and phenomena. Adequate understanding of emotionally-valued words and correct use of them in children with ASD are crucial for adaptation and socialization in the conditions of modern social environment. Authors disclose the features of the work on the formation of emotionally-valued lexis in senior preschoolers with ASD on the basis of a training experiment conducted in Center for Curative Pedagogics. The methods, tricks and conditions of correctional and habilitation work with 14 children at each stage are described in detail. Specific practical materials and recommendations about formation of emotionally-valued lexis are given.

A qualitative study on the social-emotional benefits of Drumtastic Ability Beats® for children with autism spectrum disorder

2018 ◽  
Vol 17 (3) ◽  
pp. 37-47
Author(s):  
Lyn G. Litchke, PhD ◽  
Mary Margaret Bracken, MSRLS-TR
Keyword(s):  
Autism Spectrum Disorder ◽  
Emotional Regulation ◽  
Self Regulation ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Social Emotional ◽  
Children With Asd ◽  
The Social ◽  
Creative Self

This qualitative collective case study explored the social-emotional benefits of Drumtastic Ability Beats® in a dyadic partnership between children with autism spectrum disorder (ASD) and a college graduate student (GS). Fourteen male campers, ages 5-14, engaged in eight, 1-hour Drumtastic Ability Beats® sessions, twice a week, at a 4-week camp for children with ASD. Data collection focused on observational narrative field notes completed by the campers’ GS partner after each session. Thematic analysis revealed three primary themes: (1) familiarization through synchronization, (2) creative self-expression, and (3) self-regulation of emotions. These findings underscore the potential value of group drumming as a means to promote opportunities to enhance social-emotional regulation through facilitating relationships for children with ASD.

scholarly journals Barriers to Physical Activity in Children With Autism Spectrum Disorders: Relationship to Physical Activity and Screen Time

2015 ◽  
Vol 12 (4) ◽  
pp. 529-534 ◽  
Author(s):  
Aviva Must ◽  
Sarah Phillips ◽  
Carol Curtin ◽  
Linda G. Bandini
Keyword(s):  
Physical Activity ◽  
Screen Time ◽  
Children With Autism ◽  
Parent Report ◽  
Autism Spectrum ◽  
Typically Developing ◽  
Community Based ◽  
Children With Asd ◽  
The Hours ◽  
Barriers To Physical Activity

Background:Individual, social, and community barriers to physical activity (PA) experienced by children with autism spectrum disorder (ASD) make PA participation more difficult and may contribute to increased screen time.Methods:We compared the prevalence of parent-reported barriers to PA among 58 typically developing (TD) children and 53 children with an ASD, 3 to 11 years, and assessed the association between barriers and PA participation and screen time among children with ASD.Results:Parents of children with ASD reported significantly more barriers than parents of TD children. Based on parent-report, 60% of children with ASD required too much supervision compared with no TD children (P < .001). Parents of children with ASD were more likely to report that adults lack skills needed to include their child (58%), that their child has few friends (45%), and that other children exclude their child (23%). The number of parent-reported barriers to PA was inversely correlated with the hours spent in PA per year (r = −0.27, P = .05) and positively related to total screen time (r = .32, P < .03).Conclusions:These findings underscore the need for community-based PA programs designed to meet the special requirements of this population and policies that compel schools and other government-supported organizations for inclusion and/or targeted programming.

WhatsApp-Based Physical Activity Intervention for Children With Autism Spectrum Disorder During the Novel Coronavirus (COVID-19) Pandemic: A Feasibility Trial

2021 ◽  
pp. 1-16
Author(s):  
Oğuz K. Esentürk ◽  
Erkan Yarımkaya
Keyword(s):  
Physical Activity ◽  
Autism Spectrum Disorder ◽  
Physical Activity Level ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Physical Activities ◽  
Activity Level ◽  
Spectrum Disorder ◽  
Feasibility Trial ◽  
Children With Asd

The aim of this study was to evaluate the feasibility and potential efficacy of a WhatsApp-based physical activity for children with autism spectrum disorder (ASD). Fourteen parents and their children with ASD participated in the study. The intervention included parents conducting physical activities with their children with ASD for 4 weeks. Physical activity contents were provided to parents via the WhatsApp group. The data were collected through the Leisure Time Exercise Questionnaire and a feasibility questionnaire adapted from previous studies examining the feasibility of web-based physical activities. Parents reported that WhatsApp-based physical activities were a feasible intervention to increase the physical activity level of their children with ASD and stated that the contents of the physical activity shared in the WhatsApp group were useful. The findings provided preliminary evidence for the use of WhatsApp-based physical activities to increase the physical activity level of children with ASD who stay at home due to the pandemic.

Self-regulation and social interaction skills among children with autism across time

2014 ◽  
Vol 8 (4) ◽  
pp. 271-279 ◽  
Author(s):  
Lucy Barnard-Brak ◽  
Julie Ivey-Hatz ◽  
Angela Kris Ward ◽  
Tianlan Wei
Keyword(s):  
Social Interaction ◽  
Self Regulation ◽  
Children With Autism ◽  
Autism Spectrum ◽  
The Self ◽  
Content Type ◽  
Children With Asd ◽  
The Usa ◽  
Social Interaction Skills ◽  
Interaction Skills

Purpose – In the current study, the purpose of this paper is to examine the self-regulation and social interaction skills of children with Autism Spectrum Disorder (ASD) as compared to children with intellectual disabilities (IDs) across time. Design/methodology/approach – Drawn from the Special Education Elementary Longitudinal Study (SEELS), our sample consisted of 1,016 children diagnosed with ASD and 597 children diagnosed with ID. The self-regulation and social interaction skills were measured using relevant subscales of the Scales of Independent Behavior-Revised across three time points evenly spaced at two years apart. Findings – Results revealed that children with ASD have significantly worse self-regulation (p<0.01, η2=0.12, Cohen's f=0.36) and social interaction skills (p<0.01, η2=0.05, Cohen's f=0.21) as compared to children with ID across time. The results of the current study support the results of Bieberich and Morgan (2004) that children with ASD have significantly worse self-regulation and social interaction skills as compared to children with ID across time. Originality/value – The paper suggests that our results may be considered as more generalizable given the utilization of data from the SEELS as a large, nationally representative, and community-based sample of children with disabilities across the USA examined longitudinally.

scholarly journals Studi kualitatif faktor yang mempengaruhi orang tua dalam pemberian makan anak autis

2019 ◽  
Vol 7 (2) ◽  
pp. 99-108
Author(s):  
Rusda Camelia ◽  
Hartanti Sandi Wijayanti ◽  
Choirun Nissa
Keyword(s):  
Eating Behaviors ◽  
Eating Habits ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Purchasing Power ◽  
Children With Asd ◽  
Study Results ◽  
Limited Food ◽  
Family Supports ◽  
Dietary Food

Background: Children with Autism Spectrum Disorder (ASD) have problem in metabolism which makes them have limited food intake. The implementation of the diet is influenced by eating behaviors in children with ASD and parents in feeding children.Objective: This study was to analyze eating behaviors and factors influencing parents on child’s feeding.Methods: This quallitative study was using in-dept interviews to parents as informants. Observations related to children's eating habits and behaviors also conducted in this study. FFQ was also conducted to measure gluten and casein consumptions. The retrieval of subjects through purposive sampling based on inclusion criteria, there was 8 children with ASD aged 6-14 years old with their care taker as informans who were willing to join this study. Results: Children with ASD have unique food preferention and able to expres hunger and satiety amid the limitatins of social interaction. Gluten intake is more often consumed (26,63 times/week) than casein (5,25 times/week). 25% parents are implementating the diet and based on knowledges, obey the doctor or terapies, improve children’s behavioral experiences after diet, motivation, skills in processing food diets, purchasing power, and family supports. Parents are not implementating the diet because of children’s responses, informant’s worries, sibling behaviors who offer non-dietary food, limited dietary food in arround, and limited time to process dietary food.Conclusion: Eating behaviors’s subject is related to parent’s feeding. Feeding by informants are influenced by children’s responses, knowledges, attitudes, experiences and motivations, skills, purchasing power, availability of food, sibling behaviors, time, and family supports. Knowledges, motivations, and family support were the most important factors in feeding children with autism.

scholarly journals Effect of Daily Physical Activity on Sleep Characteristics in Children with Autism Spectrum Disorder

Sports ◽  
2021 ◽  
Vol 9 (7) ◽  
pp. 91
Author(s):  
Thai Duy Nguyen ◽  
Michel Guinot ◽  
Véronique-Aurélie Bricout
Keyword(s):  
Physical Activity ◽  
Autism Spectrum Disorder ◽  
Sleep Quality ◽  
Sleep Problems ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Large Individual ◽  
Sedentary Behaviors ◽  
Children With Asd

Background. Sleep problems have been reported in children with autism spectrum disorder (ASD). One of the methods proposed to improve sleep characteristics is based on physical activity (PA). Objective. To assess characteristics of sleep and the effect of PA level on sleep quality in children with ASD compared to controls. Methods. Fifty boys with ASD (ASD; 10.8 ± 2.6 years) and 18 controls (CONT, 10.1 ± 2.2 years) wore an accelerometer device for five consecutive days to obtain measures of activity and sleep characteristics. Results. Some significant differences were reported between ASD and CONT groups. Wake-up time resistance was significantly higher (p < 0.05) in ASD. Total time for PA, and daily steps number were significantly lower in the ASD group (p < 0.05). Time for sedentary behavior was significantly higher (p < 0.01) in the ASD group. Using a principal component analysis and an agglomerative hierarchical analysis, we observed three clusters. Two showed the same poor-quality indices of sleep but two opposing profiles of PA, either an insufficient PA volume (cluster 1, Total time PA = 75.1 min; Daily steps: 7704) or an important PA volume (cluster 3, Total time PA = 222.1 min; Daily steps: 17,164). Cluster 2 was characterized by moderate participation in PA and children with the best sleep indices (Total time PA = 166.8 min; Daily steps: 12,718). Conclusion. The dose–response effect of exercise on sleep may indicate large individual differences but the present findings are important to prevent sedentary behaviors or to correct over-activity that could be detrimental to the sleep quality in children with ASD.

scholarly journals The Effects of Structured Physical Activity Program on Social Interaction and Communication for Children with Autism

2018 ◽  
Vol 2018 ◽  
pp. 1-13 ◽  
Author(s):  
Mengxian Zhao ◽  
Shihui Chen
Keyword(s):  
Physical Activity ◽  
Social Skills ◽  
Social Interaction ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Physical Activity Program ◽  
Control Group ◽  
Children With Asd ◽  
Activity Program ◽  
Experimental Group

The purpose of this study was to investigate the effects of structured physical activity program on social interaction and communication of children with autism spectrum disorder (ASD). Fifty children with ASD from a special school were randomly divided into experimental and control groups. 25 children with ASD were placed in the experimental group, and the other 25 children as the control group participated in regular physical activity. A total of forty-one participants completed the study. A 12-week structured physical activity program was implemented with a total of 24 exercise sessions targeting social interaction and communication of children with ASD, and a quasi-experimental design was used for this study. Data were collected using quantitative and qualitative instruments. SSIS and ABLLS-R results showed that an overall improvement in social skills and social interaction for the experimental group across interim and posttests, F=8.425, p=0.001 (p<0.005), and significant improvements appeared in communication, cooperation, social interaction, and self-control subdomains (p<0.005). Conversely, no statistically significant differences were found in the control group (p>0.005). The study concluded that the special structured physical activity program positively influenced social interaction and communication skills of children with ASD, especially in social skills, communication, prompt response, and frequency of expression.

scholarly journals Low level of physical fitness is an early feature in preschool children with autism (El nivel bajo de la aptitud física es una característica temprana en niños preescolares con autismo)

Retos ◽  
2018 ◽  
pp. 348-350
Author(s):  
Pedro Ángel Latorre Román ◽  
Míriam Sánchez Salvador ◽  
Jesús Salas Sánchez ◽  
Felipe García Pinillos
Keyword(s):  
Physical Activity ◽  
Preschool Children ◽  
Physical Fitness ◽  
Children With Autism ◽  
Autism Spectrum ◽  
School Level ◽  
Fitness Level ◽  
Children With Asd ◽  
Fitness Tests ◽  
Spectrum Disorders

Abstract. Background: Physical fitness level is a potent biomarker of health from an early age. Physical activity and Physical fitness have a similar influence on health outcomes including overweight. However, Physical activity and Physical fitness in children with autism spectrum disorders have received little attention. The purpose of this study was to evaluate physical fitness in preschool children with ASD. Methods: A total of 31 children, aged 3 to 6 years, participated in this study: 13 children with ASD (Age=50.23±7.62 months, 2 girls and 11boys) and 18 children without ASD (Age=51.33±11.06 months, 4 girls and 14 boys). A fitness test battery was employed. Results: Children with ASD have lower performance in physical fitness tests. However, no significant differences were found in anthropometrics characteristics, physical activity time, screen-based time and physical functioning. Conclusions: Preschoolers with ASD have an early deterioration in physical fitness. Physical activity programs at pre-school level are necessary to stimulate these abilities in children with ASD.Resumen. Objetivo: El nivel de condición física es un biomarcador potente de la salud desde una edad temprana. La actividad física y la aptitud física tienen una influencia similar en la salud, incluyendo el sobrepeso. Sin embargo, el estudio de la actividad física y de la condición física en niños con trastornos del espectro autista (TEA) ha recibido poca atención. El propósito de este estudio fue evaluar la condición física en niños en edad preescolar con TEA. Métodos: En este estudio participaron 31 niños de 3 a 6 años de edad: 13 niños con TEA (edad = 50,23 ± 7,62 meses, 2 niñas y 11 niños) y 18 niños sin TEA (edad = 51,33 ± 11,06 meses, 4 Niñas y 14 niños). Una batería de condición física para niños preescolares fue empleada. Resultados: Los niños con TEA tienen menor rendimiento en las pruebas de condición física. Sin embargo, no se encontraron diferencias significativas en las características antropométricas, tiempo de actividad física, tiempo de uso de pantallas y el funcionamiento físico. Conclusiones: Los niños en edad preescolar con TEA tienen un deterioro temprano en la condición física. Los programas de actividad física a nivel preescolar son necesarios para estimular estas capacidades en niños con TEA.

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