Teaching advance movement exploration skills in water to children with autism spectrum disorders

Yanardağ, Mehmet; Erkan, Mert; Yılmaz, İlker; Arıcan, Ela; Düzkantar, Ayten

doi:10.1016/j.rasd.2014.10.016

Cited by 10 publications

(16 citation statements)

References 18 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The active practice facilitated social changing perspective. Fragala-Pinkham et al (2011) and Yanardag et al (2015) argued that the opportunity of young children with ASD to dynamically engage with others in a skilled, supportive, and reciprocal manner is a key contributory element of aquatic programs. Based on the results of Tucker's (2016) study, individuals with ASD can learn social skills and attitudes during an aquatic play, as they learn how to be cooperative and be empathetic with others.…”

Section: Discussionmentioning

confidence: 99%

“…Overall, parents reported that their children enjoyed the programme and also the programme provided an opportunity for exercise. Finally, only in one study (Yanardag, 2015) a structured instruction method (Most Least Prompting -MLP) was used to teach skills and evaluate the effectiveness of aquatic activities to participants with ASD. The results of the study showed that MLP was effective in teaching advance movement exploration skills in the water to participants with ASD.…”

Section: Methodsmentioning

confidence: 99%

“…Responses to the openended questions on the parent satisfaction questionnaire were reviewed and key themes were identified. The same data analysis was used in the study by Najafabadi et al (2018), by Yanardag et al (2015) and by Pan (2010) (see Table no. 4).…”

Section: Methodsmentioning

confidence: 99%

“…Moreover, Primenta et al (2016) found in their study that children with ASD demonstrated positive results for the evolution of aquatic skills, and better participation in the proposed activities. The results of the study by Yanardag et al (2015) showed that MLP was effective in teaching advance movement exploration skills in the water to children with ASD. This enjoyable intervention and appealing setting increased the repertoire of leisure skills and level of physical activity.…”

Section: Outcomes Of Reviewed Studiesmentioning

confidence: 99%

“…The majority of studies (N=4) included 10 to 15 weeks adapted aquatic sessions which were divided into categories, such as social and floor warmup activities, one-to-two small group instruction, whole group games/ activities, and cool-down activities (Fragala-Pinkham et al, 2011). In only one of the rests of the studies, participants engaged in three different aquatic skills, essential for movement exploration in water and swimming, in a one-to-one training format (Yanardag, 2015). Finally, three studies used a structured intervention programme, such as SPARK programme, which consisted of 36 sessions (Najafabadi et al, 2018), a twenty-one weeks water exercise swimming program (WESP) (Pan, 2010) and a twelve weeks multisystemic aquatic programme (CI-MAT) as a form of therapy (Battaglia, 2019).…”

Section: Aquatic Exercises Training Protocolsmentioning

confidence: 99%

See 4 more Smart Citations

Untitled

2019

RevPed

View full text Add to dashboard Cite

Adolescence is among the most studied developmental stages. It represents critical transition stage in human development, characterized by a large amount of changes, to which young people must find creative solutions in order to adapt. Among the most important developmental tasks is the dimension of motivation and, in particular, interests as motivational structures. A convenience sample of 1360 adolescents, aged between 12 and 24 years old, filled in the Questionnaire for Evaluation of Vocational Interests (Cognitrom Assessment System). The objectives and hypotheses of the research are mainly focused on the identification of the existing differences in the area of interests, based on the following criteria: age, gender and environment of provenance. The study identifies a preference of the postadolescents for the social and investigative interests; a preference for artistic, social and realistic interests of girls; and a preference of urban-based adolescents for conventional and investigative interests. Results highlight the importance of identifying the variability of interests for both a better knowledge of this developmental stage and a better organization of the instructive-educational activities, thus supporting the development of career counseling and guidance in schools, high-schools and universities.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Outcomes Of Reviewed Studiesmentioning

confidence: 99%

Section: Aquatic Exercises Training Protocolsmentioning

confidence: 99%

See 3 more Smart Citations

Untitled

2019

RevPed

View full text Add to dashboard Cite

show abstract

The Effectiveness of Aquatic Group Therapy for Improving Water Safety and Social Interactions in Children with Autism Spectrum Disorder: A Pilot Program

Alaniz

Rosenberg

Beard

et al. 2017

J Autism Dev Disord

View full text Add to dashboard Cite

Drowning is the number one cause of accidental death in children with Autism Spectrum Disorder (ASD). Few studies have examined the effectiveness of swim instruction for improving water safety skills in children with moderate to severe ASD. This study examines the feasibility and effectiveness of an aquatic therapy program on water safety and social skills in children with mild to severe ASD (n = 7). Water safety skills were evaluated using the Aquatics Skills Checklist and social skills were measured using the Social Skills Improvement Scale. We provide preliminary evidence that children with ASD can improve water safety skills (p = 0.0002), which are important for drowning prevention after only 8 h of intervention. However, social skills did not respond to intervention (p = 0.6409).

show abstract