The effect of physical activity interventions on youth with autism spectrum disorder: A meta‐analysis

Healy, Seán; Nacario, Adam; Braithwaite, Rock; Hopper, Chris

doi:10.1002/aur.1955

Cited by 169 publications

(136 citation statements)

References 92 publications

(77 reference statements)

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“…Basic information from recent studies about exercise intervention in patients with autism is shown in Table 4. Overall, exercise intervention appears to benefit the development of physical health and social communication skills, including operating skills, motor skills, muscle strength, and endurance for youth with autism (Healy et al, 2018). These studies establish that exercise intervention may be a feasible treatment for autism.…”

Section: Effects Of Exercise Intervention On Autismmentioning

confidence: 72%

Exercise Intervention in Treatment of Neuropsychological Diseases: A Review

et al. 2020

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Faced with a constant inundation of information and increasing pressures brought by the continuous development of modern civilization, people are increasingly faced with mental health challenges that are only now being actively researched. Mental illness is caused by brain dysfunction due to internal and external pathogenic factors that destroy the integrity of the human brain and alter its function. Regular participation in physical exercise can stimulate the cerebral cortex and simultaneously increase the supply of oxygen and nutrients, helping to preserve or restore normal functioning of the nervous system. In conjunction with other systems of the body, the nervous system constitutes the neuro-humoral regulation system responsible for maintaining the stable state of the human body. This paper is a systematic review of studies investigating the effects of exercise intervention on several common neuropsychological diseases, including depression, anxiety disorder, autism, and attention-deficit/hyperactivity disorder. Furthermore, we discuss possible physiological mechanisms underlying exercise-induced benefits and study limitations that must be addressed by future research. In many cases, drug therapy is ineffective and brings unwanted side effects. Based on the literature, we conclude that exercise intervention plays a positive role and that certain standards must be established in the field to make physical activity consistently effective.

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Section: Effects Of Exercise Intervention On Autismmentioning

confidence: 72%

Exercise Intervention in Treatment of Neuropsychological Diseases: A Review

et al. 2020

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“…This approach calculates the effect size if each of the studies in the meta‐analysis were individually removed. In this way, the influence of any given study can be noted if its removal leads to a substantial change in the overall effect size (i.e., the effect size with the study removed was not within the confidence intervals; see Healy, Nacario, Braithwaite, & Hopper, in press, for a similar approach). As shown in Data S2 (Table B1), the removal of any one of the studies would not substantially change the results of the meta‐analysis on reading performance.…”

Section: Rq1: Reading Performance Results and Discussionmentioning

confidence: 99%

Reading from paper compared to screens: A systematic review and meta‐analysis

Clinton

2019

Journal Research in Reading

250

196

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Background Given the increasing popularity of reading from screens, it is not surprising that numerous studies have been conducted comparing reading from paper and electronic sources. The purpose of this systematic review and meta‐analysis is to consolidate the findings on reading performance, reading times and calibration of performance (metacognition) between reading text from paper compared to screens. Methods A systematic literature search of reports of studies comparing reading from paper and screens was conducted in seven databases. Additional studies were identified by contacting researchers who have published on the topic, by a backwards search of the references of found reports and by a snowball search of reports citing what was initially found. Only studies that were experiments with random assignment and with participants who had fundamental reading skills and disseminated between 2008 and 2018 were included. Twenty‐nine reports with 33 identified studies met inclusion criteria experimentally comparing reading performance (k = 33; n = 2,799), reading time (k = 14; n = 1,233) and/or calibration (k = 11; n = 698) from paper and screens. Results Based on random effects models, reading from screens had a negative effect on reading performance relative to paper (g = −.25). Based on moderator analyses, this may have been limited to expository texts (g = −.32) as there was no difference with narrative texts (g = −.04). The findings were similar when analysing literal and inferential reading performance separately (g = −.33 and g = −.26, respectively). No reliable differences were found for reading time (g = .08). Readers had better calibrated (more accurate) judgement of their performance from paper compared to screens (g = .20). Conclusions Readers may be more efficient and aware of their performance when reading from paper compared to screens.

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“…This indicates younger age groups provide a critical window of opportunity to promote good health outcomes through participation in PA programs. PA's effectiveness has been demonstrated in children with physical disabilities such as cerebral palsy (CP) [6], genetic conditions such as Down syndrome (DS) [7] and neurodevelopmental conditions such as autism spectrum disorder (ASD) [8]. Benefits have been shown to span motoric [9], and aspects of cognitive [10] and socio-emotional domains [11] among disability populations.…”

Section: Introductionmentioning

confidence: 99%

A Pilot Acceptability Study of an ‘AllPlay Pre-Learn’ Day Program to Facilitate Participation in Organised Physical Activity for Children with Disabilities

Howells

Sivaratnam

May

et al. 2019

IJERPH

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In a mixed-methods design, the current study aimed to evaluate the acceptability of a junior Australian rules football program across two 'AllPlay Pre-Learn' days for children aged 5-11 years with disabilities, based on parent and child responses. Three online surveys were created by health professionals based on existing participation models. Surveys were completed by parents immediately before (n = 23), after the 'Pre-Learn' days (n = 15) and following the conclusion of the community version of the program (n = 13). Quantitative findings indicated significant improvements in child ratings around enjoyment of the sport. Qualitative analyses generated three themes around enjoyment in a low-stress environment; the education provided around the sport for parents/children; and, contemplation about playing the football program within their community. Four families (22% of the original attendees) went on to play the sport within a community setting. Despite acknowledged limitations, this study demonstrates preliminary evidence in support of an 'AllPlay Pre-Learn' day as a stepping stone to facilitate later participation in a football program within a child's community. Increased participation would allow children to experience the benefits associated with sport participation, such as motor and social skill development.

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The effect of physical activity interventions on youth with autism spectrum disorder: A meta‐analysis

Cited by 169 publications

References 92 publications

Exercise Intervention in Treatment of Neuropsychological Diseases: A Review

Exercise Intervention in Treatment of Neuropsychological Diseases: A Review

Reading from paper compared to screens: A systematic review and meta‐analysis

A Pilot Acceptability Study of an ‘AllPlay Pre-Learn’ Day Program to Facilitate Participation in Organised Physical Activity for Children with Disabilities

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