Analysis of the behavior of children with ASD during physical activity
Notice bibliographique
Résumé
Interventions in physical activity for children with ASD (Autism Spectrum Disorder) remain a challenge for educators for the following reasons: first, information processing, an essential foundation for physical practice, is a persistent impairment for this population due to the sensory deficits associated with this condition. Second, their reluctance to engage and participate in physical activity due to challenging behaviors. The aim of the present study toward quantitatively measuring the behaviors of children with ASD in relation to motor task design during a physical activity session.Eight children were recruited for this study (6 boys; 2 girls), aged between 6 and 12 years (mean = 10.0 1.5 years). All participants were classified at level 2 (moderate) according to the APA (2015), which takes into account the amount of support the child needs to function in their environment. The inclusion criteria adopted in this study were as follows: regular, full-time attendance at the association where the study was conducted, absence of regular participation in extracurricular sports activities, absence of comorbidities that would impair physical activity (e.g., visual impairment), and absence of medical treatment (e.g., psychotropic medications) likely to influence the study's outcomes. Three types of motor tasks (closed, play-based, and interaction-based) were designed in this study to assess their impact on the behaviors of children with ASD. Live and video scoring allowed us to evaluate both positive and problematic behaviors of the participants.The results revealed that task design plays a crucial role in the emergence of behaviors in children with ASD. Specifically, the more task is tailored to their unique characteristics, the more problematic behaviors decrease and positive behavior increase. This is particularly true for play-based tasks, which demonstrated a more pronounced effect and a preferential advantage compared to other tasks. Indeed these tasks led to significant improvements in most items (5 out of 7 items), due to their approach rootes in unconscious learning, which proved to be beneficial for these children during physical activity.The findings of this study may provide a promising pathway for the development of programs and the design of physical activity learning situations for this community with very specific needs.
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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 | 0,000 | 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 ».