Physical Activity Levels in Children With and Without Autism Spectrum Disorder When Playing Active and Sedentary Xbox Kinect Videogames

Golden, Daphne; Getchell, Nancy

doi:10.1089/g4h.2016.0083

Cited by 22 publications

(11 citation statements)

References 38 publications

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“…In order to minimize these motor difficulties, people with ASD are frequently placed in rehabilitation programs, and health care professionals are continuously seeking new methods to enhance engagement in the rehabilitation process. Thus, virtual reality (VR) has been suggested to help the development of motor skills in ASD both by improving reaction and movement time [Herrero et al, ] and simultaneously increasing physical activity [Golden & Getchell, ]. Importantly, VR has emerged as an engaging and effective tool for improving combined motor and cognitive performance.…”

Section: Introductionmentioning

confidence: 99%

Motor learning and transfer between real and virtual environments in young people with autism spectrum disorder: A prospective randomized cross over controlled trial

et al. 2019

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Autism spectrum disorder (ASD) is associated with persistent deficits in social communication and social interaction, including impaired multisensory integration, which might negatively impact cognitive and motor skill performance, and hence negatively affect learning of tasks. Considering that tasks in virtual environment may provide an engaging tool as adjuncts to conventional therapies, we set out to compare motor performance between young people with ASD and a typically developing (TD) control group that underwent coincident timing tasks based on Kinect (no physical contact) and on Keyboard (with physical contact) environments. Using a randomized repeated cross‐over controlled trial design, 50 young people with ASD and 50 with TD, matched by age and sex were divided into subgroups of 25 people that performed the two first phases of the study (acquisition and retention) on the same device—real or virtual—and then switched to the other device to repeat acquisition and retention phases and finally switched on to a touch screen (transfer phase). Results showed that practice in the virtual task was more difficult (producing more errors), but led to a better performance in the subsequent practice in the real task, with more pronounced improvement in the ASD as compared to the TD group. It can be concluded that the ASD group managed to transfer the practice from a virtual to a real environment, indicating that virtual methods may enhance learning of motor and cognitive skills. A need for further exploration of its effect across a number of tasks and activities is warranted. Autism Res 2020, 13: 307–319. © 2019 International Society for Autism Research, Wiley Periodicals, Inc. Lay Summary Individuals with autism spectrum disorder are known to have difficulties with learning motor tasks. Considering that performing motor tasks in virtual environment may be an engaging tool as adjuncts to conventional therapies, we aimed to estimate performance in tasks regardless of physical touch. Results showed that participants had more difficulty using the non‐touch task; however, virtual training improved performance on the physical (real) task. This result indicates that virtual methods could be a promising therapeutic approach for the ASD population.

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Section: Introductionmentioning

confidence: 99%

Motor learning and transfer between real and virtual environments in young people with autism spectrum disorder: A prospective randomized cross over controlled trial

et al. 2019

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“…This contributes to increased sedentariness among young people with ASD [ 6 ] and to the emergence of diseases affecting health [ 9 ], such as overweight [ 11 ]. More specifically, the significant barriers with regard to social and communication skills can restrict activities where collaboration is essential, such as participation in team sports or group games [ 12 ]. This situation, combined with the usual deficits in motor development, leads children with ASD to opt for simple, solitary activities [ 12 ]; in addition to contributing to a sedentary lifestyle, this has a negative impact on their already limited social skills [ 10 ].…”

Section: Introductionmentioning

confidence: 99%

“…More specifically, the significant barriers with regard to social and communication skills can restrict activities where collaboration is essential, such as participation in team sports or group games [ 12 ]. This situation, combined with the usual deficits in motor development, leads children with ASD to opt for simple, solitary activities [ 12 ]; in addition to contributing to a sedentary lifestyle, this has a negative impact on their already limited social skills [ 10 ]. Their problems to adapt themselves to the alterations in routine also affect their level of PA practice, as it usually involves complex and novel stimuli [ 9 ].…”

Section: Introductionmentioning

confidence: 99%

Instruments to Assess Physical Activity in Primary Education Students with Autism Spectrum Disorder: A Systematic Review

López-Valverde

Díaz

Barcala-Furelos

et al. 2021

IJERPH

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The scientific evidence supports that physical inactivity in childhood is a reality throughout the world which generates important consequences in the global development of children. Young people with Autism Spectrum Disorder (ASD), due to the characteristics of the disorder they suffer, constitute a group at risk. Therefore, assessing the levels of physical activity (PA) in this group is fundamental for subsequent decision making and implementation of PA promotion programmes. Consequently, the aim of this systematic review was to identify, summarise and analyse the main instruments used to assess the levels of PA (in terms of time and/or intensity) in primary school children diagnosed with ASD. Scientific articles in English and Spanish published in five databases were reviewed: PsycINFO, WOS, SPORTDiscus, Scopus and PubMed, following the guidelines of the PRISMA statement. Out of the 605 articles identified, 12 met the previously established inclusion criteria. The instruments used by the studies analysed were divided into two main groups: accelerometers and questionnaires. Both showed different strengths and limitations but agreed on the low levels registered of PA in children with ASD. For this reason, it is considered necessary that further research be carried out in this field, as well as the development and implementation of sports programmes adjusted and adapted to the needs and characteristics of the ASD group.

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“…A search of the scientific literature reveals the existence of a vast amount of research from different fields asserting the benefits of games that use Kinect sensors. For example, there is mention of the positive impact of AVG on children living with autism [ 13 ], and on the elderly when it comes to delivering fall prevention exercises [ 14 ].…”

Section: Introductionmentioning

confidence: 99%

Evaluation of Full-Body Gestures Performed by Individuals with Down Syndrome: Proposal for Designing User Interfaces for All Based on Kinect Sensor

Rio

Martín-Gutiérrez

2020

Sensors

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The ever-growing and widespread use of touch, face, full-body, and 3D mid-air gesture recognition sensors in domestic and industrial settings is serving to highlight whether interactive gestures are sufficiently inclusive, and whether or not they can be executed by all users. The purpose of this study was to analyze full-body gestures from the point of view of user experience using the Microsoft Kinect sensor, to identify which gestures are easy for individuals living with Down syndrome. With this information, app developers can satisfy Design for All (DfA) requirements by selecting suitable gestures from existing lists of gesture sets. A set of twenty full-body gestures were analyzed in this study; to do so, the research team developed an application to measure the success/failure rates and execution times of each gesture. The results show that the failure rate for gesture execution is greater than the success rate, and that there is no difference between male and female participants in terms of execution times or the successful execution of gestures. Through this study, we conclude that, in general, people living with Down syndrome are not able to perform certain full-body gestures correctly. This is a direct consequence of limitations resulting from characteristic physical and motor impairments. As a consequence, the Microsoft Kinect sensor cannot identify the gestures. It is important to remember this fact when developing gesture-based on Human Computer Interaction (HCI) applications that use the Kinect sensor as an input device when the apps are going to be used by people who have such disabilities.

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Physical Activity Levels in Children With and Without Autism Spectrum Disorder When Playing Active and Sedentary Xbox Kinect Videogames

Cited by 22 publications

References 38 publications

Motor learning and transfer between real and virtual environments in young people with autism spectrum disorder: A prospective randomized cross over controlled trial

Motor learning and transfer between real and virtual environments in young people with autism spectrum disorder: A prospective randomized cross over controlled trial

Instruments to Assess Physical Activity in Primary Education Students with Autism Spectrum Disorder: A Systematic Review

Evaluation of Full-Body Gestures Performed by Individuals with Down Syndrome: Proposal for Designing User Interfaces for All Based on Kinect Sensor

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