Comparison of the Effects of Movement-Based Interventions Delivered Face-to-face Versus Via Telehealth on Restricted and Repetitive Behaviors of Children With Autism Spectrum Disorder
Notice bibliographique
Résumé
Background Autism spectrum disorder (ASD) is the most common pediatric neurodevelopmental disorder with a prevalence of 1 in every 44 children. Children with ASD exhibit social communication and behavioral impairments including poor verbal and nonverbal communication and heightened frequencies of repetitive and maladaptive behaviors (RBs). Objective Our randomized controlled trial compares face-to-face (F2F) versus telehealth-based intervention delivery for three types of interventions: two whole-body gross motor interventions and a conventional seated play (SP) intervention on RBs in children with ASD. Methods A total of 45 children with a confirmed diagnosis of ASD (aged 5-14 years) were recruited, matched on age bands and level of functioning, and randomly assigned to 1 of the 3 intervention groups, creative movement (CM), general movement (GM), or SP. Sessions were 1 to 1.5 hours long and were conducted with the child twice a week over 8 weeks by an expert clinician, adult confederate, and the caregiver. We coded videos of early and late training sessions for 3 types of RBs: sensory, stereotyped, and negative. Frequencies per standard time were calculated for RBs across early and late sessions. Results Data from a subset of 39 children suggest that there was a significant reduction in total RBs from an early to a late session in the CM group (early: mean 34.8, SE 5.0; late: mean 24.7, SE 3.9; P=.01) but not in the GM (early: mean 34.8, SE 5.0; late: mean 24.7, SE 3.9; P=.01) and SP groups (early: mean 14.6, SE 3.1; late: mean 15.2, SE 4.0; P=.79). The reduction in total RBs in the CM group did not differ significantly between children seen F2F (mean 14.2, SE 4.4) versus via telehealth (mean 5.3, SE 3.8; P=.20). The CM group specifically reduced frequencies of sensory (early: mean 10.7, SE 1.8; late: mean 6.2, SE 1.9; P=.03) and negative (early: mean 10.7, SE 2.6; late: mean 7.4, SE 2.3; P=.01) behaviors. Similar to the trends reported above, the reductions were not significantly different for children seen F2F and via telehealth (sensory F2F: mean 5.1, SE 1.8; sensory telehealth: mean 4.7, SE 3.7; P=.92; negative F2F: mean 2.6, SE 1.3; negative telehealth mean 3.7, SE 2.1; P=.66). Conclusions CM activities involving music and movement are novel contexts and lead to higher frequencies of RBs at baseline compared to conventional SP activities in children with ASD. However, training children reduced the frequencies of RBs, especially negative and sensory behaviors. No improvements were found in the GM or SP groups. Although our sample size was limited, preliminary data suggests similar trends for improvement in children seen F2F versus via telehealth. Telehealth-based training seems to be a viable mode of intervention delivery for families with difficulties accessing in-person care. Conflicts of Interest None declared.
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Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,001 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,001 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».