Physical, cognitive, psychological and social effects of dance in children with disabilities: systematic review and meta-analysis

May, Tamara; Chan, Emily S.; Lindor, Ebony; McGinley, Jennifer; Skouteris, Helen; Austin, David W.; McGillivray, Jane; Rinehart, Nicole

doi:10.1080/09638288.2019.1615139

Cited by 37 publications

(41 citation statements)

References 37 publications

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“…We have found strong physical activity can also be therapeutic, such as in sports, dance or equine therapy (Ford, 2013;Koch, 2016;Koch et al, 2015;May et al, 2019;Rinehart, Jeste, & Wilson, 2018), or in shared movement-regulating programmes, such as that based on the agency-guiding education theory of Geoffrey Waldon (Solomon, Holland, & Middleton, 2012;Posner, 2016). In the activity of 'doing', the sensory and motor system embeds, supports and physically yolks experience to the active sensory-affective self.…”

Section: Implications For Self-improvement and Therapeutic Support Of Autistic Disturbance To The Core Selfmentioning

confidence: 99%

Disruption to embodiment in autism, and its repair

Delafield‐Butt

Dunbar

Trevarthen

2021

Emerging Programs for Autism Spectrum Disorder

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This paper offers a neuroscientific explanation of life with autism which recognises that human behaviour and experience is by nature both personal and interpersonal. With a focus on insights of Penelope Dunbar (Pum) who has lived with autism for decades, we explore an affective neuroscience understanding of autistic experience and how to work creatively with its impulses for health and personal development. Pum describes her autistic disruptions to the intra-personal coherence of her basic states of being, moving-with-feeling in selfawareness, and how this disturbance to her internal subjective coherence of mind challenges her capacity to self-regulate arousal, and communicate with others. By examination of the source of her problems in childhood and ways of working with them, Pum has clarified fundamental elements in the development of her capacity to regulate self-care in creative efforts that facilitate both affective embodiment and sensory-motor coherence in growth of understanding in her mind and body. With her advice we explore how current neurobiological insights in autism as a disruption to the regulation of affective embodiment and sensory-motor integration leads to new recommendations for therapeutic care to relieve autistic distress and restricted modes of being. Although particular to her circumstances and cultivated habits of autistic expression, this analysis offers insight into the fundamental nature of autism, and ways of positive working with one's autistic nature for creative gains.

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Section: Implications For Self-improvement and Therapeutic Support Of Autistic Disturbance To The Core Selfmentioning

confidence: 99%

Disruption to embodiment in autism, and its repair

Delafield‐Butt

Dunbar

Trevarthen

2021

Emerging Programs for Autism Spectrum Disorder

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“…Several reviews have focused on the associations between PA and mental health in children with SEN. One review studied the relationship between dance and self-concept in children with SEN but found no associations ( May et al, 2021 ). Another systematic review demonstrated that self-efficacy could be an essential factor associated with PA in children with physical disabilities ( Bloemen et al, 2015 ).…”

Section: Introductionmentioning

confidence: 99%

The association between physical activity and mental health in children with special educational needs: A systematic review

Yang

Wong

Sum

et al. 2021

Preventive Medicine Reports

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Highlights PA was consistently associated with mental health. There were positive associations between PA and overall psychological well-being. PA was negatively associated with anxiety and fatigue. Unstructured PA showed the most robust relationship with mental health. Body composition, sex and age moderated the associations.

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“…This is reasonable given research suggests that dance can be used to meet the diverse needs of learners in the school setting [98] and that children with disabilities enjoy dancing [99]. Additionally, a recent review by May et al [100] indicates that dance programs can have a number of benefits for the development of children with disabilities including physical, cognitive, psychological and social benefits. Therefore, it is perhaps unsurprising that dance/drama activities were common.…”

Section: Program Componentsmentioning

confidence: 98%

Class Time Physical Activity Programs for Primary School Aged Children at Specialist Schools: A Systematic Mapping Review

Emonson

McGillivray

Kothe

et al. 2019

IJERPH

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Children with disabilities tend to be less active than typically developing peers and may therefore miss important developmental benefits. Class time physical activity (PA) programs can provide additional PA to children and have shown to contribute to numerous benefits in mainstream classrooms. However, it is unclear whether class time PA opportunities are provided in specialist education settings. This review aimed to identify and map class time PA programs that have been implemented in specialist schools and classes. Nine electronic databases were searched. Grey literature searches were also conducted. Programs were included if they were implemented in a primary/elementary specialist school or class, involved a PA component, were conducted during class time and involved more than one child from the class participating. Included programs were mapped and narratively synthesised according to activity type. Of the 2068 records screened, 34 programs were included. Programs involving dance/drama activities (k = 11) were most common and programs involving stretching activities (k = 2) were least frequently implemented. Twenty-three programs had been evaluated, of which only two were randomised controlled trials. More class time PA opportunities are warranted in specialist education settings. Further research is required to build the evidence base for these programs.

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Physical, cognitive, psychological and social effects of dance in children with disabilities: systematic review and meta-analysis

Cited by 37 publications

References 37 publications

Disruption to embodiment in autism, and its repair

Disruption to embodiment in autism, and its repair

The association between physical activity and mental health in children with special educational needs: A systematic review

Class Time Physical Activity Programs for Primary School Aged Children at Specialist Schools: A Systematic Mapping Review

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