Increasing Physical Activity in Children With Autism Through Music, Prompting, and Modeling

Dieringer, Shannon Titus; Zoder‐Martell, Kimberly A.; Porretta, David L.; Bricker, Angela L.; Kabazie, Jaclyn

doi:10.1002/pits.22003

Cited by 8 publications

(8 citation statements)

References 29 publications

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“…Author(s), subject, study group and journal of the published documents on autism and art are demonstrated. It has been revealed in many current studies that music education or music activities for children diagnosed with ASD have lasting positive effects in many of their developmental areas (Shi, Lin & Xie, 2016;Dieringer et al, 2017;LaGasse, 2017;Gottfried, Thompson, Elefant & Gold, 2018;Mossler et al, 2019). In the study carried out by Ozorak (2019), it was aimed to determine whether selected children songs used together for the treatment of speech disorders seen in children with ASD are effective.…”

Section: Resultsmentioning

confidence: 99%

Art Education, Therapy Interventions and School Management in Autism

Yucesoy

Bağlama

Tuzel

et al. 2020

RREM

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A variety of research has shown that involvement in the arts increases student achievement across all subject areas, as well as social and adaptive skills. Accordingly, special education and art integration might be beneficial on many levels for individuals with ASD as well. This study aims to determine the trends in the studies on autism and arts through content analysis and discuss the role of school management in art education for individuals with autism. Several databases were examined in the study in order to carry out the content analysis in order to provide a review of on the studies related with art interventions in Autism Spectrum Disorder (ASD). Articles published in academic databases were examined based on certain criteria including year of publication, research subject, sample, name of the journals, authors in the studies. Data were analyzed based on content analysis method. Results are discussed with reference to relevant literature and implications for further research and practices are also provided.

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Section: Resultsmentioning

confidence: 99%

Art Education, Therapy Interventions and School Management in Autism

Yucesoy

Bağlama

Tuzel

et al. 2020

RREM

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“…Four behavioral analytic EBPs specifically targeting inflexible behavior were taught to parents in the context of parent–child play [ 26 , 43 , 66 , 67 ]. The following EBPs were used and taught to each parent: (1) modeling [ 39 , 40 , 67 ], (2) prompting [ 67 , 68 ], (3) differential reinforcement of alternative behaviors [ 41 , 42 ], and (4) RIRD [ 44 , 45 ].…”

Section: Participants Materials and Methodsmentioning

confidence: 99%

“…A prompt includes more direct language, and in this context, accompanied by physical support for completing a task or play expansion. Prompting is intended to reduce low-frequency or incorrect responding and is a commonly used behavioral technique to change behavior [ 40 ]. Prompting is an EBP for increasing play and social behaviors in toddler-aged children, but it is not yet established as effective in decreasing challenging behaviors for this aged child [ 26 ].…”

Section: Introductionmentioning

confidence: 99%

Coaching via Telehealth: Caregiver-Mediated Interventions for Young Children on the Waitlist for an Autism Diagnosis Using Single-Case Design

Kunze

Machalicek

Wei

et al. 2021

JCM

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Years can elapse between parental suspicion of a developmental delay and a diagnostic assessment, ultimately delaying access to medically necessary, autism-specific intervention. Using a single-case, concurrent multiple baseline design, autism spectrum disorder symptomology (i.e., higher-order restrictive and repetitive behaviors and interests; higher-order RRBIs) was targeted in toddlers (21–35 months) waiting for a diagnostic appointment. Caregivers were coached via telehealth to mediate early intervention to decrease interfering, inflexible higher-order RRBIs during play using four evidence-based applied behavior analytic strategies: modeling, prompting, differential reinforcement of appropriate behaviors, and response interruption and redirection. Six mother–child dyads were recruited from pediatrician offices and early intervention service districts in the United States. All families were considered under-served, under-resourced, or living in rural locations. A visual analysis of the data combined with Tau-U revealed a strong basic effect between the intervention package and parent strategy use and child flexible and inflexible behavior. Findings were consistent across participants with one exception demonstrating a moderate effect for flexible behaviors yet a strong effect for inflexible behaviors. Standardized mean difference was beyond zero for all participants. Implications for science and practice include support for early intervention of higher-order RRBIs for young children with and at risk for ASD.

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“…Skill deficits are one reason why children with ASD may not engage in adequate levels of PA. Several researchers have used modeling, prompting, and reinforcement‐based procedures to teach children with ASD to rollerblade, ice skate, swim, and dance, among other activities (Bord et al., 2017; Dieringer et al., 2017; Jull & Mirenda, 2016). Still, acquiring the skill to engage in PA alone does not beget maintained or socially significant increases.…”

Section: Introductionmentioning

confidence: 99%

Increasing physical activity and analyzing parametrically the effects on stereotypy in children with autism spectrum disorder

Goldman

DeLeon

Schieber

et al. 2021

Behavioral Interventions

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A diagnosis of autism spectrum disorder (ASD) and stereotypy engagement is associated with reduced physical activity (PA). Beyond health benefits, researchers have also reported decreases in stereotypy and corresponding increases in on‐task behavior in individuals with ASD following PA. However, the duration of reported PA varies among studies examining these effects and the persistence of any effect is not well understood. Furthermore, no previous study examining these effects has reported difficulty evoking adequate durations of PA. The purposes of this study were to (1) develop an intervention to increase PA engagement, (2) analyze changes in stereotypy and on‐task behavior following PA, and (3) assess persistence of changes as a function of PA duration. Four participants with ASD were observed for 10 min before, between 1 and 15 min during, and 30 min following PA. Results demonstrated that some duration of PA decreased stereotypy and increased on‐task behavior for most participants.

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Increasing Physical Activity in Children With Autism Through Music, Prompting, and Modeling

Cited by 8 publications

References 29 publications

Art Education, Therapy Interventions and School Management in Autism

Art Education, Therapy Interventions and School Management in Autism

Coaching via Telehealth: Caregiver-Mediated Interventions for Young Children on the Waitlist for an Autism Diagnosis Using Single-Case Design

Increasing physical activity and analyzing parametrically the effects on stereotypy in children with autism spectrum disorder

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