The use of movement-based interventions with children diagnosed with autism for psychosocial outcomes—A scoping review

Lee, Keven; Lambert, Heather C.; Wittich, Walter; Kehayia, Eva; Park, Melissa

doi:10.1016/j.rasd.2015.12.011

Cited by 11 publications

(5 citation statements)

References 71 publications

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“…In light of the above, focus on autistic motor disorder and the role of motor systems in higher cognition may have important clinical and therapeutic implications which are now beginning to be explored (Donnellan et al, 2013;Lee, Lambert, Wittich, & Park, 2016;McCleery et al, 2013). We suggest, in closing, that the aforementioned 'broken mirrors' hypothesis of autism may have been a straw man which, however, has pointed the way to fruitful research in autism.…”

mentioning

confidence: 91%

What can autism teach us about the role of sensorimotor systems in higher cognition? New clues from studies on language, action semantics, and abstract emotional concept processing

Moseley

Pulvermüller

2018

Cortex

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confidence: 91%

What can autism teach us about the role of sensorimotor systems in higher cognition? New clues from studies on language, action semantics, and abstract emotional concept processing

Moseley

Pulvermüller

2018

Cortex

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“…Like all individuals with developmental disabilities, the needs of children with ASD are complex and are unlikely to be met by a single practitioner from a single discipline. Research has shown that movement-based interventions may benefit other areas of development such as social, communication, and behavior (Bremer, Crozier, & Lloyd, 2016; Holloway & Long, 2019; Lee, Lambert, Wittich, Kehayia, & Park, 2016). Thus, comprehensive intervention programs should include the appropriate integration of multiple domains.…”

Section: Discussionmentioning

confidence: 99%

The Intersection of Gross Motor Abilities and Participation in Children With Autism Spectrum Disorder

Holloway

Long

Biasini

2021

Infants &Amp; Young Children

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Many children with autism spectrum disorder (ASD) demonstrate movement difficulties in addition to problems with social communication and interactions, and repetitive or restrictive behaviors. The goal of early intervention for children with disabilities is to promote participation in routines and activities, but little is known about the role gross motor abilities contribute to participation for young children with ASD. The purpose of this study was to examine relationships between gross motor abilities and participation in preschool-aged children with ASD. Twenty-two children with ASD participated in the study. Gross motor skills were measured using the Peabody Developmental Motor Scales, Second Edition. Participation was measured using the Preschool Activity Card Sort. Children who had greater gross motor skills also demonstrated greater participation in self-care, high-demand leisure, and social interaction activities. Results also identified activities that may be difficult for preschoolers with ASD. Findings suggest that early childhood intervention providers consider the impact of gross motor deficits within the context of participation in daily routines and activities.

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“…They can also collaborate with and have awareness of others when using technology designed to support their ways of interacting (Holt & Yuill, 2014, 2017). Ethnographic research shows how autistic children become both more stable and more flexible in their bodily participation when therapists use sensory integration techniques and take them on narrative journeys (Park, 2008, 2010, 2012; see also Lee et al., 2016). In these investigations, the autistic children, their interaction partners, and the researchers are able to let each other be, while also staying with their own motivations, aims, and perspectives in the interaction.…”

Section: Implications For Transcultural Psychiatry: Heeding What Part...mentioning

confidence: 99%

Seeing and inviting participation in autistic interactions

Jaegher

2021

Transcult Psychiatry

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What does it take to see how autistic people participate in social interactions? And what does it take to support and invite more participation? Western medicine and cognitive science tend to think of autism mainly in terms of social and communicative deficits. But research shows that autistic people can interact with a skill and sophistication that are hard to see when starting from a deficit idea. Research also shows that not only autistic people, but also their non-autistic interaction partners, can have difficulties interacting with each other. To do justice to these findings, we need a different approach to autistic interactions—one that helps everyone see, invite, and support better participation. I introduce such an approach, based on the enactive theory of participatory sense-making and supported by insights from indigenous epistemologies. This approach helps counteract the homogenizing tendencies of the “global mental health” movement, which attempts to erase rather than recognize difference, and often precludes respectful engagements. Based in the lived experiences of people in their socio-cultural-material and interactive contexts, I put forward an engaged—even engag ing—epistemology for understanding how we interact across difference. From this perspective, we see participatory sense-making at work across the scientific, diagnostic, therapeutic, and everyday interactions of autistic and non-autistic people, and how everyone can invite and support more of it.

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The use of movement-based interventions with children diagnosed with autism for psychosocial outcomes—A scoping review

Cited by 11 publications

References 71 publications

What can autism teach us about the role of sensorimotor systems in higher cognition? New clues from studies on language, action semantics, and abstract emotional concept processing

What can autism teach us about the role of sensorimotor systems in higher cognition? New clues from studies on language, action semantics, and abstract emotional concept processing

The Intersection of Gross Motor Abilities and Participation in Children With Autism Spectrum Disorder

Seeing and inviting participation in autistic interactions

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