Parents’ perspectives of physical activity participation among Canadian adolescents with Autism Spectrum Disorder

Gregor, Sarah; Bruni, Nicole; Grkinic, Petar; Schwartz, Lindsey; McDonald, Aimee; Thille, Patricia; Gabison, Sharon; Gibson, Barbara E.; Jachyra, Patrick

doi:10.1016/j.rasd.2018.01.007

Cited by 56 publications

(51 citation statements)

References 46 publications

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“…Family members often channel opportunities for social participation [ 22 , 55 , 56 ] or initiate activities [ 22 , 60 , 62 , 80 ]. Participation is hindered when organizational, emotional, or financial limits restrict families in providing these opportunities [ 60 , 62 , 79 , 80 ]. An example of this is when a family does not go to the cinema with an adolescent with ASD because family members cannot handle other people’s embarrassment [ 60 ].…”

Section: Resultsmentioning

confidence: 99%

“…An example of this is when a family does not go to the cinema with an adolescent with ASD because family members cannot handle other people’s embarrassment [ 60 ]. A higher family income also helps to connect with others [ 57 , 65 , 73 , 76 , 78 , 79 , 56 ], as it provides opportunities and flexibility, and makes it easier to offer more options for participation, for example in physical activities [ 80 ], or to pay for a case manager [ 57 ]. Restricted financial resources might reduce the social participation of families as a whole and consequently that of the adolescents as well.…”

Section: Resultsmentioning

confidence: 99%

“…There is a tendency for advocating families to be associated with more positive outcomes [ 55 , 67 , 79 , 56 ]. When families fail to facilitate social connectedness or to advocate for adolescents with ASD, this seems to hinder participation [ 55 , 59 , 60 , 67 , 72 , 80 ].…”

Section: Resultsmentioning

confidence: 99%

“…Administrative flexibility and pedagogic skillfulness influence the way support staff create equity and structure environments to connect adolescents with ASD with their classmates [ 74 , 79 ]. Unprepared, uninformed, and insufficiently skillful support staff hinders [ 55 , 63 , 67 , 68 , 77 , 80 ]. Such staff members might not be able to deal with challenging behavior, and might even constitute “a negative peer model” [ 55 ].…”

Section: Resultsmentioning

confidence: 99%

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Supporting and hindering environments for participation of adolescents diagnosed with autism spectrum disorder: A scoping review

et al. 2018

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The influence of a person’s environment and its modifying potential on participation is well recognized for most childhood disabilities, but scarcely studied for adolescents with autism spectrum disorder (ASD). A scoping review was conducted, the aim of which was to map the existing literature about supporting and hindering environments for the participation of adolescents with ASD. Sources of scientific evidence were searched for in four databases. Inclusion criteria were the perspectives of adolescents between 12 and 21, families, peers, or significant others; ecologic validity; and a clear connection between environment and participation. The publication dates ranged from 2001 to 2014 and partly up to 2018. The International Classification of Functioning, Disability and Health (ICF) served as the guiding framework for inclusion/exclusion during the selection process. Thematic analysis was performed by five independent reviewers. Results were additionally validated by stakeholders. This scoping review identified 5528 articles, and finally included 31 studies. Two main themes were found: “providing security” indicates how the environment, and specifically the parental, physical, and informational environments, have a securing or intimidating effect. The second theme, “helping to connect”, indicates which environments support or hinder social relationships or social activities, and hence participation. An additional third main theme, “tension in participation”, relates to ambiguities that seem essential to understand participation or isolation of adolescents with ASD. Results show that participation is a value-laden concept. This research widens the field of dealing with adolescents with ASD, as it directs attention towards the responsibility of the environment regarding participation.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

See 2 more Smart Citations

Supporting and hindering environments for participation of adolescents diagnosed with autism spectrum disorder: A scoping review

et al. 2018

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“…Participation in physical activities has a positive effect on the health, motor coordination and cardiovascular fitness of children with ASD (Lalonde et al 2014;Menear and Neumeier 2015;Solish et al 2010;Sowa and Meulenbroek 2012). Through these activities, the social behavior (Gregor et al 2018), communication skills (Yarımkaya et al 2017) of children with ASD develop and their quality of life improves (Groff et al 2009). Moreover, participation in physical activities contributes to the reduction of aggression behavior (Allison et al 1991), stress levels (Hillier et al 2011) and behavioral problems (Lang et al 2010;Sorensen and Zarrett 2014) of children with ASD.…”

Section: Benefits Of Physical Activity For Children With Asdmentioning

confidence: 99%

Promoting physical activity for children with autism spectrum disorders during Coronavirus outbreak: benefits, strategies, and examples

Yarımkaya

Esentürk

2020

International Journal of Developmental Disabilities

109

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Described as a global outbreak (pandemic) by the World Health Organization, Coronavirus disease (COVID-19) raises great concern with more than 2 million infected patients worldwide. A series of measures are taken by governments worldwide to prevent the spread of the outbreak. As new cases increase, people are asked to stay at home. Active living areas such as sports centers, parks and schools are closed in most countries. In this process, staying at home for a long time makes it difficult for individuals with special needs such as Autism Spectrum Disorders (ASD) to stay physically active as well as typically developing individuals. The education process of children with ASD is disrupted, especially due to closed special education schools and rehabilitation centers. Online learning environments are often not suitable for children with ASD. It is predicted that excessive weight, obesity and sedentary life, which are high in children with ASD, may increase even more due to COVID-19. This article outlines the benefits of physical activity for children with ASD and provides strategies and examples of physical activity for children with ASD during the COVID-19 outbreak. The article is thought to be a guide for encouraging children with ASD in the home environment to physical activity.

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Weighty Conversations: Caregivers', Children's, and Clinicians' Perspectives and Experiences of Discussing Weight‐Related Topics in Healthcare Consultations

et al. 2018

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Children with autism spectrum disorder (ASD) are at a higher risk of having obesity than their typically developing peers. Although it has been recommended that health care providers (HCPs) speak to caregivers and children about the risk of higher weights, no research has examined how HCPs communicate weight‐related information. Furthermore, there is a dearth of evidence regarding how to approach and deliver optimal weight‐related discussions among children with ASD and their caregivers. Given these knowledge gaps, 21 in‐depth interviews were conducted with children with ASD, their caregivers, and HCPs. Using a qualitative analytic approach, data from interviews were analyzed thematically. Results suggest that HCPs at times projected weight stigma during clinical encounters, which did not motivate children and caregivers to work toward work loss or wellness. HCPs also described reticence in engaging families in weight‐related conversations due to limited training, and lack of clinical tools to guide these conversations. All stakeholders identified a need to work together to establish a therapeutic partnership to discuss weight‐related issues without blame or shame. The combination of strength‐based communication approaches, establishing a strong therapeutic partnership, and development of clinical tools facilitating weight‐related discussions for HCPs outlined in this article are potential vehicles to foster successful weight‐related discussions while promoting lifelong wellness. Autism Research 2018, 11: 1500–1510. © 2018 International Society for Autism Research, Wiley Periodicals, Inc. Lay Summary Children with autism spectrum disorder (ASD) are at a higher risk of having obesity. Yet, it is unknown how healthcare providers (HCPs) should deliver weight‐related information. Findings suggest children and caregivers experienced weight stigma and were uncomfortable discussing weight‐related issues. HCPs identified that they did not have sufficient training, and did not feel confident identifying/addressing weight issues. Tools are needed to facilitate weight‐related discussions among children, caregivers and HCPs.

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Parents’ perspectives of physical activity participation among Canadian adolescents with Autism Spectrum Disorder

Cited by 56 publications

References 46 publications

Supporting and hindering environments for participation of adolescents diagnosed with autism spectrum disorder: A scoping review

Supporting and hindering environments for participation of adolescents diagnosed with autism spectrum disorder: A scoping review

Promoting physical activity for children with autism spectrum disorders during Coronavirus outbreak: benefits, strategies, and examples

Weighty Conversations: Caregivers', Children's, and Clinicians' Perspectives and Experiences of Discussing Weight‐Related Topics in Healthcare Consultations

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