Brief Report: Using Behavioral Skills Training to Teach Skateboarding Skills to a Child with Autism Spectrum Disorder

Thomas, Benjamin R.; Lafasakis, Michael; Spector, Vicki

doi:10.1007/s10803-016-2900-8

Cited by 25 publications

(18 citation statements)

References 17 publications

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“…The BST framework has effectively trained numerous personnel, including teachers, caregivers, university psychology students, and support staff (e.g., Alaimo, Seiverling, Sarubbi, & Sturmey, ; Belisle, Rowsey, & Dixon, ; Clayton & Headley, ; Hassan et al, ; Hassan, Thomson, Khan, Burnham Riosa, & Weiss, ; Hogan, Knez, & Kahng, ; Nigro‐Bruzzi & Sturmey, ; Ward‐Horner & Sturmey, ). This training method has also been applied to teach a wide variety of skills including, but not limited to: safety skills, social skills, and leisure skills (e.g., Dogan, King, & Fischetti, ; Hanratty, Miltenberger, & Florentino, ; Himle, Miltenberger, Flessner, & Gatheridge, ; Nuernberger, Ringdahl, Vargo, Crumpecker, & Gunnarsson, ; Speelman, Whiting, & Dixon, ; Thomas, Lafasakis, & Spector, ).…”

Section: Introductionmentioning

confidence: 99%

A component analysis of behavioral skills training with volunteers teaching motor skills to individuals with developmental disabilities

Davis

Thomson

Connolly

2019

Behavioral Interventions

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This study included a component analysis of behavioral skills training (BST) for teaching volunteers how to use this training method to support individuals with developmental disabilities in a physical education program. In an alternating treatment design embedded within a multiple baseline design across five participants, the number of BST steps that volunteers completed correctly while teaching four motor skills was measured. In the initial training phase, each motor skill was taught to volunteers using a specific component of BST (i.e., instructions, modeling, rehearsal, or feedback). In subsequent training phases, BST components were combined to teach the volunteers the motor skills for which they did not reach a predetermined mastery criterion (a score of four correct responses across two consecutive trials). Maintenance was assessed. Results indicated that individual components of BST alone were sufficient for volunteers to meet the mastery criterion; however, the full BST framework was necessary for skill maintenance.Strengths, limitations, and recommendations for future research are discussed. K E Y W O R D S behavioral skills training, component analysis, developmental disabilities, motor skills, physical education

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Section: Introductionmentioning

confidence: 99%

A component analysis of behavioral skills training with volunteers teaching motor skills to individuals with developmental disabilities

Davis

Thomson

Connolly

2019

Behavioral Interventions

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“…Positive effects were observed under the influence of exercises that required complex coordination. So, the researchers found out a positive impact of skateboarding on the formation of new motor skills [18]. Scientists proved positive results of dancing on repetitive behaviour, cognitive functions, executive function [37], behavioural problems [39], physical fitness, and motor skills [47,48] of children with ASd.…”

Section: Resultsmentioning

confidence: 94%

“…The number of participants involved in the research varied significantly: from 1 person [16][17][18] or 2-3 people [19][20][21][22][23][24] up to 112 [25] in 1 group and 58 [26] or 64 [27] 18.44). The value of the standard error (higher than the arithmetic mean) confirms the wide scope of the number of participants.…”

Section: Resultsmentioning

confidence: 99%

Physical education of children with autism spectrum disorders: a systematic review of structure and effects of interventional programs

Боднар¹,

Павлова²,

Хамаде³

2020

Physiother Quart.

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IntroductionStudies of the effect of physical activity on indicators of physical and social health, as well as communication skills remain relevant owing to the lack of clear recommendations regarding the types, organization, and substantive content of sports and exercise interventional programs, as well as means of physical education (PE) effective for autism spectrum disorders (ASD) treatment and correction and improving the participants’ quality of life.MethodsStudies of the effect of physical activity on indicators of physical and social health, as well as communication skills remain relevant owing to the lack of clear recommendations regarding the types, organization, and substantive content of sports and exercise interventional programs, as well as means of physical education (PE) effective for autism spectrum disorders (ASD) treatment and correction and improving the participants’ quality of life.ResultsIn the scientific studies of 2000–2019 concerning the effect of applying PE programs for children with ASD, the participants were usually heterogeneous in age, level of functional capabilities, and intelligence quotient. The duration of the experiment was short (8–14 weeks); the frequency of interventions was different, the training sessions lasted 45–60 minutes. PE activities with proven effectiveness were swimming and water games, running, walking, imitation of riding, elements of yoga and oriental martial arts.ConclusionsIt is worth conducting a randomized study with a representative sample, within a group of the same age, intelligence quotient, daily physical activity, functional capabilities that would investigate indicators of all groups (physical, cognitive, behavioural, communicative) in an integrated manner, with a particular focus on those that are of interest to practice

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“…Otizmli bireylerde karşılaşılan en yaygın sağlık problemleri obezite (Thomas et al, 2016;Phillips et al, 2014), kalp hastalığı, diyabet (Hildebrandt et al, 2010;World Health Organization, 2002), hiperaktivite, saldırganlık ve ruhsal dalgalanmalardır (Sowa and Meulenbroek). Otizmli bireyler bu sağlık problemlerinin yanı sıra üç tür vücut özelliği sergiler.…”

Section: Introductionunclassified

Oti̇zmli̇ Çocuklarda Temel Hareket Eği̇ti̇mi̇ni̇n Fi̇zi̇ksel Uygunluk Parametreleri̇ Üzeri̇ne Etki̇si̇

Kara¹,

Beyazoğlu

Uysal³

2019

Ankara Üniversitesi Beden Eğitimi Ve Spor Yüksekokulu SPORMETRE Beden Eğitimi Ve Spor Bilimleri Dergisi

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Bu çalışmanın amacı, 6-11 yaş erkek otizmli çocuklara 12 hafta süreyle uygulanan temel hareket eğitiminin fiziksel uygunluk parametreleri üzerine etkisinin incelenmesidir. Araştırmaya, yaşları 6 ile 11 yaş arasında bulunan, yaş ortalamaları 7,33±1,50, boy ortalamaları 135,22±4,16 ve kilo ortalamaları 37,33±4,04 olan toplam 9 erkek çocuk katılmıştır. Hareket eğitiminin etkisini belirlemek için Eurofit Test Bataryası kullanılarak, dikey sıçrama, durarak uzun atlama, squat, şınav, reaksiyon zamanı, denge ve esneklik ölçümleri yapılmıştır. Verilerin değerlendirilmesinde SPSS 21 paket programı kullanılmıştır. Ön test ve son test arasındaki farklılığın belirlenmesinde paired t testi uygulanmıştır. Yapılan bağımlı t testi sonuçlarına göre, durarak uzun atlama, esneklik ve dikey sıçrama değişkenleri bakımından ön-test ve sontest arasında istatistiki olarak anlamlı düzeyde farklılık bulunmuştur (p<0.01). Squat ve şınav değişkenleri bakımından ön-test ve son-test arasında anlamlı düzeyde farklılık bulunmuştur (p<0.05). Reaksiyon zamanı ve denge değişkenleri bakımından ön-test son-test arasında anlamlı farklılık bulunmamıştır (p>0.05). Sonuç olarak, düzenli periyotlarla uygulanan hareket eğitiminin 6-11 yaş otizmli çocuklarda fiziksel uygunluk parametrelerini anlamlı düzeyde geliştirdiği görülmüştür.

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Brief Report: Using Behavioral Skills Training to Teach Skateboarding Skills to a Child with Autism Spectrum Disorder

Cited by 25 publications

References 17 publications

A component analysis of behavioral skills training with volunteers teaching motor skills to individuals with developmental disabilities

A component analysis of behavioral skills training with volunteers teaching motor skills to individuals with developmental disabilities

Physical education of children with autism spectrum disorders: a systematic review of structure and effects of interventional programs

Oti̇zmli̇ Çocuklarda Temel Hareket Eği̇ti̇mi̇ni̇n Fi̇zi̇ksel Uygunluk Parametreleri̇ Üzeri̇ne Etki̇si̇

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