Do we need norms of fitness for children with autistic spectrum condition?

Place, Maurice; Dickinson, Kathleen; Reynolds, Joanna

doi:10.1111/1467-8578.12074

Cited by 6 publications

(6 citation statements)

References 47 publications

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“…Ten studies were included in the meta‐analyses that examined the relative risk of BMI ≥ 85th percentile among children with ASD, while 11 studies were included in the meta‐analysis that examined the pooled relative risk of BMI ≥ 95th percentile among children with ASD. Eight additional studies that used definitions of overweight and obesity that differed from the CDC criteria (Table S3) and another five studies that included adults with ASD (Table S4) were included in supplementary meta‐analyses. Twenty‐one of the 37 study samples were rated as of good quality, while the quality of evidence from the remaining 16 study samples were rated fair by the 14‐item National Institutes of Health Study Quality Assessment Tool for Observational Cohort and Cross‐Sectional Studies.…”

Section: Resultsmentioning

confidence: 99%

The risk of overweight and obesity in children with autism spectrum disorders: A systematic review and meta‐analysis

et al. 2019

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Multiple studies have suggested that autism spectrum disorders seem to increase the risk of overweight and obesity. We examined the pooled prevalence and relative risk of developing overweight or obesity among children with autism spectrum disorders in a systematic review and meta-analysis. We searched PubMed, Scopus, ProQuest, and Web of Science databases and subsequently screened the records to identify studies that reported prevalence of overweight and/or obesity in children with ASD and matched groups of neurotypical children. DerSimonian-Laird random-effects meta-analyses were performed to examine pooled prevalence and relative risk of obesity in children with autism spectrum disorders using the "meta" package in R software. Among children with autism spectrum disorders, the prevalence of obesity was 22.2%. Children with ASD had a 41.1% greater risk (P = .018) of development of obesity. Non-Caucasian race, increasing age, female sex, and living in the United States emerged as positive moderators of the association between autism spectrum disorders and prevalence of overweight or obesity.Autism spectrum disorders seem to increase the risk of childhood obesity.Increased awareness of this association may allow the implementation of early interventions to reduce obesity and prevent potential deterioration of quality-oflife in this population.

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Section: Resultsmentioning

confidence: 99%

The risk of overweight and obesity in children with autism spectrum disorders: A systematic review and meta‐analysis

et al. 2019

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“…Neither of the two studies investigating professional views and health outcomes (Place, Dickinson, and Reynolds, 2015; Van Herwegen, Ashworth, and Palikara, 2019) provided sufficient data for effect sizes to be calculated. In the first of these, the possibility of bias due to an unequal participant gender split was raised.…”

Section: Resultsmentioning

confidence: 99%

“…A single study (Place et al., 2015) investigated the physical health of 100 children with autism (79 boys) through physical fitness testing. Using Eurofit measures, the researchers identified large variation in fitness levels.…”

Section: Resultsmentioning

confidence: 99%

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Systematic review of the evidence to support expert practice in the education and care of children and young people with special educational needs and disability in the UK

Clarry

Wood

Long

2022

Research in Spec Educ Needs

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Scopus, EBSCO, ERIC and British Education Index were interrogated in a systematic review of primary research since 2014 addressing expert practice and outcomes in education and care for young people with special educational needs and disability in the UK. Grey literature and studies of medical settings, preschool children, mainstream education or professional education were excluded. Quality was gauged by effect sizes, risk of bias and the Critical Appraisal Skills Programme. The search identified 7058 items. Twenty-eight studies were included, with 1839 participants of 4-22 years. Risk of bias was low, with effect sizes from small to extremely large. The qualitative studies were rigorous. Expert practice with positive outcomes was evidenced in comprehensive assessment, enhancing engagement and personalised interventions. Correction of visual problems, use of humanoid robots, and tested models were generally effective. There was rigorous evidence for efficacy of frameworks and reasonable evidence for creative approaches to physical activity. Drama lessons were valued. Standing frame use improved peer interaction or caused segregation. Disparity between problem identification and planned support in education health and care plans, and addressing personal and physical health factors were problematic. The voice of young people was lacking. More training was required in augmented and alternative communication.This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.

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“…The external school environment is therefore extremely significant, more so when one considers that playgrounds are places for pupils to test and develop motor skills and also feel the benefits of physical exercise. For pupils who can often present with poor fitness levels (Place et al, ) and motor difficulties, this is especially valuable. Well‐designed playgrounds and gardens may aid cognitive development by providing students of all ages with places to test new skills.…”

Section: Discussionmentioning

confidence: 99%

Designed by the pupils, for the pupils: an autism‐friendly school

McAllister¹,

Sloan²

2016

British J Special Edu

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There is growing interest in promoting autism-friendly environments, especially in a school setting. Findings to date have generally advocated an accepted reductionist or generalist approach when providing an autism-friendly built environment. However, previous studies, while very well intentioned, have rarely involved those with autism spectrum condition (ASC) to comment on and then instruct designers on what, for them, constitutes an autism-friendly learning environment. If going to be truly inclusive, the authors contend that those who are most knowledgeable about ASC, those with ASC, should, whenever possible, be given the opportunity to comment on the design of our shared built environment. Hence this article first introduces some of the challenges faced by those with ASC in trying to cope with their surroundings, before proceeding to outline the development of a simple school design 'jigsaw' kit that helped pupils with ASC to communicate ideas for their perfect school. Used in four design workshops, secondary school aged pupils (aged 13 to 18) with ASC imparted their likes, dislikes and what was most important to them within the school environment. This facilitated comparison with current autism-friendly guidelines and provides a valuable insight into the mind of the secondary pupil with ASC. It is hoped that by increasing awareness and then including those with ASC in describing what might constitute an autism-friendly learning environment, it will help facilitate greater inclusion of the child with ASC into mainstream education and society at large.

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Do we need norms of fitness for children with autistic spectrum condition?

Cited by 6 publications

References 47 publications

The risk of overweight and obesity in children with autism spectrum disorders: A systematic review and meta‐analysis

The risk of overweight and obesity in children with autism spectrum disorders: A systematic review and meta‐analysis

Systematic review of the evidence to support expert practice in the education and care of children and young people with special educational needs and disability in the UK

Designed by the pupils, for the pupils: an autism‐friendly school

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