Children with autism spectrum disorder (ASD) have difficulty recognizing subtle expressions of feelings, identifying and understanding various other states of emotion expressed by others, and knowing what to do in a set of conditions that exist at a particular time in a particular place. The purpose of this study was to examine the effects that a music-movement programme can have on a 6-year-old girl with ASD – specifically her ability to recognize and understand the feelings of others, communicate clearly about her personal emotional states and build stronger relationships. Results showed that the programme appeared to enhance empathic development for the young girl with ASD and reduced the frequency of difficulty in determining emotional reactions in others, describing emotional states, and difficulty thinking and feeling about a situation. These initial results support the use of the programme to reduce maladaptive behaviours of children with ASD and increase their awareness of and sensitivity towards others.
Children with Autism Spectrum Disorders often have difficulties communicating, such as social interactions, social cognition, pragmatics, and language processing. A number of effective instructional strategies and methods have been used for teaching these children who need extra attention. This paper focuses on physical education teachers' perceptions of using role-playing approach as a teaching strategy to help children who are diagnosed with autism spectrum disorders to increase social interaction skills with their peers. The qualitative approach focused on the analysis of fifty-eight teachers' (M=45.7 years) perceptions with a major in adapted physical education of northern and western Greece who are selected by purposive sampling and participated in semi-structured interviews. The interview protocol included 10 open-closed questions. Each interview lasted approximately 30 to 45 minutes. Responses were collected through a recording device. A depth-analysis of teacher's responses was used to analyze their patterns and relationships. Physical education teachers' agree that role-playing strategies with appropriate curricular decisions and knowledge can hold an essential place in their class and developing social interaction skills to children with autism spectrum disorders.
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