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359 Factors influencing safe active play for children with Autism Spectrum Disorders

2016· article· en· W2511885940 on OpenAlexaffabout
Lise Olsen, Nichole Davies, Trisha-Lee Metro

Bibliographic record

Venuenot available
Typearticle
Languageen
FieldSocial Sciences
TopicInclusion and Disability in Education and Sport
Canadian institutionsUniversity of British Columbia
Fundersnot available
KeywordsRecreationAutismService providerGrounded theoryAutism spectrum disorderPoison controlSuicide preventionOccupational safety and healthInjury preventionHuman factors and ergonomicsQualitative researchPsychologyMedicineDevelopmental psychologyService (business)Environmental health

Abstract

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Background Participation in physical activity can provide important health benefits for children living with Autism Spectrum Disorders (ASD). Children with ASD, however, experience increased risk of injury along with higher levels of inactivity and obesity. The increased injury risks are related social, sensory, and behavioural factors. Parents of children with ASD also express safety concerns which may influence children’s participation in activities. In light of these factors, there is a need for better understanding of the barriers and supports for children with ASD to take part in safe and active play opportunities. Methods This project explored the views of parents and service providers about factors influencing safe and active play for children with ASD, who were 3–12 years in age and residing in the Okanagan region of British Columbia, Canada. A qualitative, ethnographic approach was used that included in-person, in-depth interviews with parents and service providers that were conducted in 2015. Data collection also included participant observation in recreation settings and review of relevant documents. Grounded theory and constant comparison was used to identify categories and major themes. Results Parents and providers identified a range of specific child safety concerns including bolting and wandering behaviours, access to outdoor hazards, and falls and collisions during play. Barriers and supportive factors were identified at both child and family levels. At the community level, factors in the social and physical environments were seen to play key roles along with community programming and services. Conclusions Program planning for safe recreation opportunities for children with ASD should be informed by consideration of barriers and supports at varied levels. Programs and policies that address local needs and provide secure environments can help to promote increased opportunities for active and safe play engagement for children with ASD.

Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.

How this classification was reachedexpand

Full frame machine prediction

Teacher imitation

Not calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.

metaresearch head score (Codex)0.001
metaresearch head score (Gemma)0.004
Version: metacan-v3-hybrid-931329e0061cValidation status: machine_predicted_unvalidated
Candidate categoriesnone
Consensus categoriesnone
DomainCandidate signal: none · Consensus signal: none
Study designCandidate signal: Qualitative · Consensus signal: none
GenreCandidate signal: Empirical · Consensus signal: Empirical
Teacher disagreement score0.167
Threshold uncertainty score0.333

Distilled classifier scores by category (both heads)

CategoryCodexGemma
Metaresearch0.0010.004
Meta-epidemiology (narrow)0.0000.000
Meta-epidemiology (broad)0.0000.000
Bibliometrics0.0010.001
Science and technology studies0.0030.001
Scholarly communication0.0010.001
Open science0.0010.002
Research integrity0.0000.001
Insufficient payload (model declined to judge)0.0060.000

Machine scores (provisional)

The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.

Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.

Opus teacher head0.011
GPT teacher head0.298
Teacher spread0.286 · how far apart the two teachers sit on this one work
Validation statusscore_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it

Classification

machine, unvalidated

Machine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.

The models applied no category: nothing in the taxonomy fit this work.
Study designQualitative
Domainnot available
GenreEmpirical

How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".

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Citations0
Published2016
Admission routes2
Has abstractyes

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