Dancing with Autism Spectrum Disorder: A Mixed Methods Investigation
Notice bibliographique
Résumé
Autism spectrum disorder (ASD) is the most commonly diagnosed neurological disorder in children today, affecting an estimated 1 in 150 to 1 in 160 children in Canada (Health Canada, 2013). Children with ASD have reduced communication skills as well as restrictive and repetitive behaviours and interests (APA, 2014). Unfortunately there are few recreational activities available for the autistic population. Past research has shown dance/movement therapy to be beneficial for children on the spectrum, but there is a dearth of literature regarding recreational dance. Dance is a form of physical activity that fosters skill development, provides social opportunities, and can be made accessible for all people. The purpose of this research was to explore the experiences of children with ASD as they participated in recreational dance. This study had two parts, a qualitative component to capture the lived experiences of children with ASD through the perspective of their caregivers, dance instructors, and volunteers; and a quantitative component to measure physical skill development in children with ASD over time.\nThe participants were as follows: four children with ASD (two sisters), three caregivers, three dance instructors, and three dance volunteers. One child, caregiver, instructor and volunteer were recruited from Studio 2, and the rest were recruited from studio 1. Caregivers, instructors, and volunteers completed a background questionnaire and one-on-one semi-structured interview. Interviews were transcribed verbatim, supplemented with the researcher’s field notes, and then sent back to the participants in the form of a member check. Two salient themes emerged upon analysis of the qualitative data, which were creating dance programs for all abilities and what it means to be a dancer. All participants felt that these two programs were beneficial, not only for the children with ASD, but also the caregivers, instructors, and volunteers.\nEach participant with ASD completed a battery of motor tests (for balance, endurance, locomotion, flexibility, and body awareness) at four points in time over a five month period. While the participants discussed many benefits in the qualitative component, there were few trends towards improvement in the quantitative component. This is most likely because the motor tests were designed for the neurotypical population and did not account for the high level of variability in ASD. Due to the variability of ASD symptoms in the children of this study, the quantitative results were analysed per case.\nThis research project has shown that participants benefitted from participating in a recreational dance program based on the perspectives of their caregivers, instructors, and volunteers. Future research should work towards finding sound testing measures for children with ASD. Additionally, further research regarding children and adolescents with ASD and other disabilities is warranted.
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Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,027 | 0,026 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,001 |
| Méta-épidémiologie (sens large) | 0,002 | 0,002 |
| Bibliométrie | 0,005 | 0,005 |
| Études des sciences et des technologies | 0,006 | 0,002 |
| Communication savante | 0,006 | 0,003 |
| Science ouverte | 0,003 | 0,005 |
| Intégrité de la recherche | 0,002 | 0,002 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,006 | 0,001 |
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 source (Gemma direct ou Codex distillé), 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 ».