Behind the Dance: Educational, Emotional and Social Contexts in Down syndrome

doi:10.20431/2349-0381.0301005

Cited by 1 publication

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“…These aspects substantially influence body perception and spatial-temporal orientation. In addition, dance practice reduces anxiety and increases self-esteem, self-confidence, and quality of life (Reinders et al, 2015; Council England, 2006; Farias & Teixeira-Machado, 2016; Georgiadi et al, 2012).…”

Section: Discussionmentioning

confidence: 99%

Dance, functioning and quality of life in children with Down syndrome and autism spectrum disorder dance, functioning and quality of life in Down syndrome and autism spectrum disorder

Adorno

Santos

DeJesus

et al. 2021

Clin Child Psychol Psychiatry

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This study investigated dance practice in psychosocial and functional aspects, and quality of life in children with Down syndrome and autism spectrum disorder. Children with DS and ASD, between 3 and 12 years old, attended a dance program during 16 sessions/lessons, lasting 60 min, twice a week, in suitable place. Functional Independence Measure (FIM), Childhood Autism Rating Scale SF-36 quality of life survey, and Knowledge, Attitude and Practice Inquiry (KAP Inquiry) were applied before and after dance classes. Eleven participants concluded the study. Functional independence changes were observed in relation to self-care, sphincter control, locomotion, and communication domains. Children’ “quality of life” reported by parents showed changes in functional capacity, vitality, mental health, physical and social aspects, and general state of health domains. These findings suggest that regular dance practice can underlie psychosocial adjustments in children with DS and ASD.

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Section: Discussionmentioning

confidence: 99%