The effectiveness of video prompting on teaching aquatic play skills for children with autism

Abstract

Aquatic play skills and swimming pools are favoured for children with autism. This attractive intervention is recommended as a means to extend knowledge of leisure skills and motor development of children with autism.

Efeitos da atividade física no desenvolvimento global de indivíduos com autismo: uma revisão narrativa

“…A partir da retirada de artigos duplicados nas bases, dos critérios de inclusão estabelecidos e com a leitura dos títulos e resumos dos artigos, foram selecionados, do total inicial 14 artigos para avaliação e discussão. Deste total, 2 estudos eram de revisão narrativa 2,4 , um de revisão sistemática 1 e 11 eram estudos transversais [5][6][7][8][9][10][11][12][13][14][15] .…”

“…Ainda sobre as idades desses sujeitos, 9 artigos foram realizados com crianças [5][6][7][8][9][10][11][12][13] , apenas um com adolescentes 14 e um com adultos 15 . A respeito das analises, encontrou-se 3 estudos de caso com um sujeito 7,12,13 , e os outros estudos transversais variavam as amostras em n=3 10 , n=5 14 , n=6 15 , n=7 5 , n=17 6 , n=22 9 , n=26 8 , n=34 11 .…”

“…A respeito das atividades aquáticas, um dos programas de intervenção teve duração de 12 semanas, com 3 sessões de 60 minutos por semana 10 , e outro teve 10 semanas com 3 sessões cada 12 . Ambos estudos apontam melhora global do desenvolvimento motor da criança dentro e fora da água, diminuição de comportamento agressivo e boa adaptabilidade dos sujeitos em ambiente aquático.…”

A Module-Based Approach: Training Paraeducators on Evidence-Based Practices

“…This strategy has been found effective in teaching students chained tasks or skills (Aykut, 2012;Westling & Fox, 2009). In addition, prompting strategies have been used as a main component in training appropriate behavioral skills; increasing independence; and improving communication, social and life skills (Petscher & Bailey, 2006;van Vonderen & de Bresser, 2005;Yanardağ et al, 2011) among students with a wide range of needs. Using prompting strategies appropriately and systematically fading prompts is especially important to prevent student over-reliance on adult support (van Vonderen & de Bresser, 2005;West & Billingsley, 2005).…”

A Comparison of Least-to-Most Prompting and Video Modeling for Teaching Pretend Play Skills to Children with Autism Spectrum Disorder

“…When recent studies conducted on individuals with ASD are examined, it is seen that least-tomost prompting was effective on teaching pretend play (Barton & Wolery, 2010); for using an iPod to ease transition between activities (Cihak, Fahrenkrog, Ayres, & Smith, 2010); and for playing tennis (Yanardag et al, 2011). Researchers suggest the use of least-to-most prompting, especially in teaching pretend play skills, is effective due to the following reasons: (a) it supports playing alone because it gives a chance to respond independently, (b) it can be embedded effectively in adult-child interactions, and (c) by use of prompts based on play interaction, it motivates a child toward new play behaviors (Barton & Wolery, 2008, 2010.…”