The effects of dance movement therapy for children with Autism spectrum disorder
Bibliographic record
Abstract
Autism spectrum disorder (ASD) is a lifelong neurodevelopmental condition characterized by social/communication challenges and restrictive or repetitive behaviours. While motor challenges are not considered core diagnostic criteria, they are common among children with ASD. Additional evidence suggests motor and social/communication skills are coupled at a young age and are predictively associated with one another. Dance Movement Therapy (DMT) is a non-conventional psychotherapeutic intervention using dance and movement as a process to enhance physical and psychological conditions. The purpose of this study was to examine the effects of DMT for children with ASD through the perspective of the therapist. Fifteen therapists completed a questionnaire containing a collection of questions concerning basic demographic information and general outcomes following therapy. Four participants further engaged in one-on-one semi-structured interviews to elaborate on their perceived outcomes. The results of this study show DMT has the potential to ameliorate physical, social, and emotional domains among children with ASD. More specifically, mood management, overall wellbeing, socialization and communication were recognized as the most improved outcomes following therapy. Although not the main objective of practice, motor challenges were also seen to improve with DMT participation. This study highlights the benefits of DMT for children with ASD and can assist in providing diagnosed individuals with an alternative intervention approach.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.003 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
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.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
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".