The impacts of physical activity intervention on physical and cognitive outcomes in children with autism spectrum disorder

Pan, Chien-Yu; Chu, Chi Nung; Tsai, Chia Liang; Sung, Ming Chih; Huang, Chu Yang; Ya, Wei

doi:10.1177/1362361316633562

Cited by 162 publications

(164 citation statements)

References 47 publications

(73 reference statements)

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“…Por otro lado, seis artículos trabajaron con escolares TEA (Dickinson & Place, 2014;Hillier et al, 2011;Nicholson et al, 2011;Oriel et al, 2011;Pan et al, 2016;Vander & Sprong, 2011).…”

Section: Resultsunclassified

“…Los estudios se llevaron a cabo en seis países diferentes: un estudio en Alemania (Ziereis & Jansen, 2015), uno en Canadá (Verret et al, 2012), uno en Corea del Sur (Choi et al, 2015), uno en el Reino Unido (Dickinson & Place, 2014), tres en China (Huang et al, 2014;Pan et al, 2015;Pan et al, 2016), seis en Estados Unidos (Dickinson & Place, 2014;Hillier et al, 2011;Hoza et al, 2015;Nicholson et al, 2011;Oriel et al, 2011;Smith et al 2013 …”

Section: Resultsunclassified

“…Oriel et al (2011) obtuvieron mejoras en RA tras un programa de carrera aeróbica previa a la jornada escolar (3 semanas, X 5 días/sem, 15min). En niños de 6-12 años las funciones ejecutivas mejoraron después de cada sesión de AF de 70min aplicada una vez a la semana durante 12 semanas (Pan et al 2016). Tras 12 semanas post-intervención los beneficios seguían presentes.…”

Section: Efectos De Un Programa De Af En El Ra Y Rc En Escolares Tdahunclassified

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La Actividad Física en Jóvenes Con Dificultades De Aprendizaje

Suáerz-Manzano¹

2017

Revista INFAD de Psicología

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RESUMENLa mayor parte de los niños y adolescentes diagnosticados como Trastorno por Déficit de Atención e Hiperactividad (TDAH) o Trastorno del Espectro Autista (TEA) muestran dificultades de aprendizaje. Los resultados obtenidos por diversos estudios muestran el efecto positivo de la Actividad Física (AF) en estos escolares. En este trabajo pretendemos conocer el efecto inmediato de la AF sobre el rendimiento académico (RA) y cognitivo (RC). Se consultaron cuatro bases de datos (PubMed, SportDiscus, Web of Science and SCOPUS), limitado las fechas de los estudios a enero 2010 -septiembre 2016. Se emplearon combinaciones de los términos: "physical fitness", "attention-deficit hyperactivity disorder", "Autism spectrum disorder" y "adolescent" "children". De un total de 260 artículos, se seleccionaron 13, todos de alta calidad. En todos ellos, los participantes eran escolares (6-18 años) diagnosticados TDAH o TEA. Los trabajos midieron variables de RA y/o RC antes y después de intervenir con un programa de AF. Las sesiones empleadas en cada estudio son muy diversas, pero todas coinciden en que la actividad realizada fue de carácter aeróbico y a una intensidad moderada/moderada-vigorosa. Al finalizar el programa de AF se comprobaron mejoras en las variables dmemoria de trabajo, planificación, inhibición y velocidad de procesamiento, frente al grupo control y respecto a las mediciones previas a la intervención. Por lo tanto, concluimos que los escolares TDAH y TEA con dificultades de aprendizaje que práctica AF de forma sistemática mejoran sus niveles de RA y RC.Palabras clave: Rendimiento Académico, Rendimiento Cognitivo, programa de Ejercicio Físico ABSTRACT Physical activity in young people with learning difficulties The majority of children and adolescents diagnosed as Attention Deficit Hyperactivity Disorder (ADHD) or Autism Spectrum Disorder (ASD) show learning difficulties. The results obtained by several studies show the positive effect of Physical Activity (PA) in these students. In this paper we intend to know the immediate effect of PA on academic (AP) and cognitive (CP) performance. We

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“…Por otro lado, seis artículos trabajaron con escolares TEA (Dickinson & Place, 2014;Hillier et al, 2011;Nicholson et al, 2011;Oriel et al, 2011;Pan et al, 2016;Vander & Sprong, 2011).…”

Section: Resultsunclassified

Section: Efectos De Un Programa De Af En El Ra Y Rc En Escolares Tdahunclassified

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La Actividad Física en Jóvenes Con Dificultades De Aprendizaje

Suáerz-Manzano¹

2017

Revista INFAD de Psicología

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“…Continuous monitoring of body movements can provide feedback on injury rehabilitation and enable early detection of disorders that affect motor control, for example, Parkinson's disease and multiple sclerosis . Furthermore, assessment of fine motor skills is one of the screening tests for conditions such as epilepsy and autism spectrum disorder (ASD) . However, the current approach to evaluate motor skills is often subjective; that is, clinicians would observe patients doing certain movements, and then clinicians rank each patient's level according to qualitative descriptions in benchmark classification scales .…”

Section: Introductionmentioning

confidence: 99%

Flexible Pressure Sensors for Objective Assessment of Motor Disorders

Amit

Chukoskie

Skalsky

et al. 2019

Adv Funct Materials

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Monitoring body motion is relevant to motor control disorders as well as assessment of fine motor skills in child development. Furthermore, motion tracking is necessary for rehabilitation monitoring and injury prevention and benefits both sick and healthy individuals. Flexible pressure sensors based on resistors, capacitors, inductors, or transistors are reviewed in the context of healthcare measurements, ranging from physiological signals to body movement characteristics such as grip and gait. To demonstrate the use of flexible pressure sensors for motor assessment, a touch sensing glove that evaluates fine motor skills in autism research is developed. The results show that autistic children perform fewer taps per minute compared to typically developing children, with larger variations in tap durations. In a second example, a force and motion sensing glove is developed to assess spasticity, a neuromuscular disorder that causes muscle stiffness/resistance and jerky movement. Analyses of force versus velocity show movement-dependent muscle resistance in a patient with spasticity. Through these flexible sensor systems, the shift from subjective scores to objective measurement will promote better diagnosis and dramatically improve the accuracy in tracking patient response to therapy.patients doing certain movements, and then clinicians rank each patient's level according to qualitative descriptions in benchmark classification scales. [12,13] The subjective scores can be inconsistent between raters and do not capture finelevel changes in a patient's progress in response to therapy. Therefore, there is a critical need to tackle the issue of imprecise assessment of motor disorders.With recent advances in flexible sensors and innovations in tactile sensing, [14][15][16][17][18][19] we have new low-cost technologies that are prime to facilitate quantitative evaluation of motor control. This progress report presents current developments in wearable sensor systems applicable to motor disorders, so that consistent, objective metrics become available to accurately track whether a treatment effectively relieves symptoms. The wearable sensors are not limited to placement on patients but can also be worn by clinicians or caregivers to assist them in taking measurements during patient interactions. [20,21] The point-of-care sensor systems will allow frequent monitoring, which is highly desirable to offer a better understanding of the patient's short and long-term response to therapies, to tailor treatment and improve outcome and quality of life for patients.Other reviews [14][15][16][17][18][19] have already extensively covered the flexible materials and devices used in tracking vital signs and electronic skin applications. In light of that, this progress report focuses on the applications in monitoring motor skills, in particular to implement pressure sensor designs for wearable systems with diverse form factors, for instance, gloves, [20,22,23] epidermal tags tags, [24,25] and shoe insoles. [26,27] We will discuss the mechanis...

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“…Numerous investigations to date have examined the benefits that physical activity participation produces for children with Autism Spectrum Disorder (ASD). Benefits have included higher sleep quality (Wachob & Lorenzi, 2015), more proficiency in motor skills, and improved cognitive performance than before physical activity participation (Anderson-Hanley, Turek, & Schneiderman, 2011;Pan, Chu, Tsai, Sung, Huang, & Ma, 2017). Despite these published benefits, many persons with ASD still have limited opportunities to participate in physical activities; this is in part due to the social demands often associated with physical activity (Pan & Frey, 2006).…”

Section: Introductionmentioning

confidence: 99%

Examining the Perceived Impacts of Recreational Swimming Lessons for Children with Autism Spectrum Disorder

Kraft¹

2019

IJARE

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The purpose of this study was to examine the perceived impacts of recreational swimming lesson participation for children with Autism Spectrum Disorder (ASD). Although swimming lessons are a suitable form of physical activity for children with ASD, minimal research has examined the impacts of these lessons. The author conducted semi-structured interviews with an Applied Behaviour Analysis (ABA) certified therapist and a swim instructor, each with experience working with children with ASD in swimming lessons. The participants suggested that swimming lessons encouraged children with ASD to socialise. Both participants agreed that distractions in swimming lessons and barriers in communication created challenges for developing swimming skills. Finally, the participants described techniques they found appropriate for teaching children with ASD. These results aim to provide insights into the perceived impacts of recreational swimming lessons and appropriate techniques for lessons. Hopefully these insights may inspire parents/guardians of children with ASD to include swimming lessons into the routines of their children while also considering the safety risks of aquatic environments.

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The impacts of physical activity intervention on physical and cognitive outcomes in children with autism spectrum disorder

Cited by 162 publications

References 47 publications

La Actividad Física en Jóvenes Con Dificultades De Aprendizaje

La Actividad Física en Jóvenes Con Dificultades De Aprendizaje

Flexible Pressure Sensors for Objective Assessment of Motor Disorders

Examining the Perceived Impacts of Recreational Swimming Lessons for Children with Autism Spectrum Disorder

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