Accelerometer-determined physical activity among elementary school-aged children with autism spectrum disorders in Taiwan / Chien-Yu PAN in Research in Autism Spectrum Disorders, 5-3 (July-September 2011)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 5-3 (July-September 2011) . - p.1042-1052 Titre : Accelerometer-determined physical activity among elementary school-aged children with autism spectrum disorders in Taiwan Type de document : Texte imprimé et/ou numérique Auteurs : Chien-Yu PAN, Auteur ; Chia-Liang TSAI, Auteur ; Kai-Wen HSIEH, Auteur ; Chia-Hua CHU, Auteur ; Ya-Lin LI, Auteur ; Shih-Tse HUANG, Auteur Année de publication : 2011 Article en page(s) : p.1042-1052 Langues : Anglais (eng) Mots-clés : Physical activity  Accelerometry  Autism  Children Index. décimale : PER Périodiques Résumé : To examine age-related physical activity (PA) patterns between- and within-day in elementary school-aged children with autism spectrum disorders (ASD). PA was recorded every 5-s by uniaxial accelerometry in 35 children (grades 1–2, n = 13; grades 3–4, n = 13; grades 5–6, n = 9) for up to five weekdays and two weekend days. Younger children were more active during weekend days compared with weekdays, while the opposite was observed in older children. Age variation also exists in children's PA levels within a weekday, with this effect being most evident during recess and after school. Weekend days and free time within school days seem appropriate targets when promoting PA in older children with ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.11.010 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=119 [article] Accelerometer-determined physical activity among elementary school-aged children with autism spectrum disorders in Taiwan [Texte imprimé et/ou numérique] / Chien-Yu PAN, Auteur ; Chia-Liang TSAI, Auteur ; Kai-Wen HSIEH, Auteur ; Chia-Hua CHU, Auteur ; Ya-Lin LI, Auteur ; Shih-Tse HUANG, Auteur . - 2011 . - p.1042-1052. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 5-3 (July-September 2011) . - p.1042-1052 Mots-clés : Physical activity  Accelerometry  Autism  Children Index. décimale : PER Périodiques Résumé : To examine age-related physical activity (PA) patterns between- and within-day in elementary school-aged children with autism spectrum disorders (ASD). PA was recorded every 5-s by uniaxial accelerometry in 35 children (grades 1–2, n = 13; grades 3–4, n = 13; grades 5–6, n = 9) for up to five weekdays and two weekend days. Younger children were more active during weekend days compared with weekdays, while the opposite was observed in older children. Age variation also exists in children's PA levels within a weekday, with this effect being most evident during recess and after school. Weekend days and free time within school days seem appropriate targets when promoting PA in older children with ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.11.010 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=119

Fundamental Movement Skills in Children Diagnosed with Autism Spectrum Disorders and Attention Deficit Hyperactivity Disorder / Chien-Yu PAN in Journal of Autism and Developmental Disorders, 39-12 (December 2009)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 39-12 (December 2009) . - p.1694-1705 Titre : Fundamental Movement Skills in Children Diagnosed with Autism Spectrum Disorders and Attention Deficit Hyperactivity Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Chien-Yu PAN, Auteur ; Chia-Liang TSAI, Auteur ; Chia-Hua CHU, Auteur Année de publication : 2009 Article en page(s) : p.1694-1705 Langues : Anglais (eng) Mots-clés : Movement-skills Autism Attention-deficit-hyperactivity-disorder Children Index. décimale : PER Périodiques Résumé : The purpose of this study was to compare the movement skills of children with autism spectrum disorders (ASD), attention deficit hyperactivity disorder (ADHD), and those without disabilities. Ninety-one children (ASD, n = 28; ADHD, n = 29; control, n = 34), ages 6–10 years, were of average IQ participated. After controlling for age, both ASD and ADHD groups scored significantly lower than controls (p’s < .05) on overall gross motor development as well as locomotor and object control subtests, and the ASD group performed more poorly than the ADHD group (p’s < .01) on both subtests. Of the children with ASD and ADHD, only 16% had clinical levels of impairment. Potential underlying factors are discussed, with suggestions for future research. En ligne : http://dx.doi.org/10.1007/s10803-009-0813-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=884 [article] Fundamental Movement Skills in Children Diagnosed with Autism Spectrum Disorders and Attention Deficit Hyperactivity Disorder [Texte imprimé et/ou numérique] / Chien-Yu PAN, Auteur ; Chia-Liang TSAI, Auteur ; Chia-Hua CHU, Auteur . - 2009 . - p.1694-1705. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 39-12 (December 2009) . - p.1694-1705 Mots-clés : Movement-skills Autism Attention-deficit-hyperactivity-disorder Children Index. décimale : PER Périodiques Résumé : The purpose of this study was to compare the movement skills of children with autism spectrum disorders (ASD), attention deficit hyperactivity disorder (ADHD), and those without disabilities. Ninety-one children (ASD, n = 28; ADHD, n = 29; control, n = 34), ages 6–10 years, were of average IQ participated. After controlling for age, both ASD and ADHD groups scored significantly lower than controls (p’s < .05) on overall gross motor development as well as locomotor and object control subtests, and the ASD group performed more poorly than the ADHD group (p’s < .01) on both subtests. Of the children with ASD and ADHD, only 16% had clinical levels of impairment. Potential underlying factors are discussed, with suggestions for future research. En ligne : http://dx.doi.org/10.1007/s10803-009-0813-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=884

Physical activity and self-determined motivation of adolescents with and without autism spectrum disorders in inclusive physical education / Chien-Yu PAN in Research in Autism Spectrum Disorders, 5-2 (April-June 2011)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 5-2 (April-June 2011) . - p.733-741 Titre : Physical activity and self-determined motivation of adolescents with and without autism spectrum disorders in inclusive physical education Type de document : Texte imprimé et/ou numérique Auteurs : Chien-Yu PAN, Auteur ; Chia-Liang TSAI, Auteur ; Chia-Hua CHU, Auteur ; Kai-Wen HSIEH, Auteur Année de publication : 2011 Article en page(s) : p.733-741 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders  Physical activity  Motivation  Adolescents Index. décimale : PER Périodiques Résumé : The main purpose of this study was to compare the objectively measured physical activity (PA) and the motivation process between adolescents with (n = 25) and without (n = 75) autism spectrum disorders (ASD) in inclusive physical education (PE); and assess the associations of the PA levels to a sequence of motivational processes. Independent t-tests revealed significant PA and motivational process differences between adolescents with and without ASD. External regulation was positively correlated with the percentage of time that adolescents with ASD spent in moderate PA (r25 = 0.58, p < .01) and moderate-to-vigorous PA (r25 = 0.50, p < .05), and this extrinsic motive was associated with their needs of being attached or related in the class (r25 = 0.53, p < .01). No significant associations of PA in PE on the motivational sequences of adolescents without ASD were observed. It is concluded that adolescents with ASD had less PA levels in PE and lower motives toward PE than adolescents without ASD, and external regulation was important in facilitating PA participation in adolescents with ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.08.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=114 [article] Physical activity and self-determined motivation of adolescents with and without autism spectrum disorders in inclusive physical education [Texte imprimé et/ou numérique] / Chien-Yu PAN, Auteur ; Chia-Liang TSAI, Auteur ; Chia-Hua CHU, Auteur ; Kai-Wen HSIEH, Auteur . - 2011 . - p.733-741. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 5-2 (April-June 2011) . - p.733-741 Mots-clés : Autism spectrum disorders  Physical activity  Motivation  Adolescents Index. décimale : PER Périodiques Résumé : The main purpose of this study was to compare the objectively measured physical activity (PA) and the motivation process between adolescents with (n = 25) and without (n = 75) autism spectrum disorders (ASD) in inclusive physical education (PE); and assess the associations of the PA levels to a sequence of motivational processes. Independent t-tests revealed significant PA and motivational process differences between adolescents with and without ASD. External regulation was positively correlated with the percentage of time that adolescents with ASD spent in moderate PA (r25 = 0.58, p < .01) and moderate-to-vigorous PA (r25 = 0.50, p < .05), and this extrinsic motive was associated with their needs of being attached or related in the class (r25 = 0.53, p < .01). No significant associations of PA in PE on the motivational sequences of adolescents without ASD were observed. It is concluded that adolescents with ASD had less PA levels in PE and lower motives toward PE than adolescents without ASD, and external regulation was important in facilitating PA participation in adolescents with ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.08.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=114

The effect of peer- and sibling-assisted aquatic program on interaction behaviors and aquatic skills of children with autism spectrum disorders and their peers/siblings / Chia-Hua CHU in Research in Autism Spectrum Disorders, 6-3 (July-September 2012)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 6-3 (July-September 2012) . - p.1211-1223 Titre : The effect of peer- and sibling-assisted aquatic program on interaction behaviors and aquatic skills of children with autism spectrum disorders and their peers/siblings Type de document : Texte imprimé et/ou numérique Auteurs : Chia-Hua CHU, Auteur ; Chien-Yu PAN, Auteur Année de publication : 2012 Article en page(s) : p.1211-1223 Langues : Anglais (eng) Mots-clés : Peer  Sibling  Interaction behaviors  Aquatic skills  Autism Index. décimale : PER Périodiques Résumé : The purpose of this study was to assess the effect of peer- and sibling-assisted learning on interaction behaviors and aquatic skills in children with autism spectrum disorders (ASD). Outcome measures were also examined in their typically developing (TD) peers/siblings. Twenty-one children with ASD and 21 TD children were assigned in three groups: peer-assisted (PG), sibling-assisted (SG), and control (CG). All participated in 16-week aquatic settings under three instructional conditions (teacher-directed, peer/sibling-assisted, and voluntary support). The main findings were that (a) PG and SG of children with ASD showed significantly more improvement on physical and social interactions with their TD peers/siblings during peer/sibling-assisted condition as compared to CG (p < 0.01), (b) PG and SG of children with ASD showed significantly more improvement on physical interactions with their TD peers/siblings (p < 0.01) and social interactions with their teachers and other children with ASD (p < 0.01) during voluntary support condition as compared to CG, and (c) all children with ASD and their TD peers/siblings significantly increased their aquatic skills after the program. The benefit for children with ASD as well as TD peers/siblings makes the use of TD peer/sibling assisted learning an even more desirable instructional strategy. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.02.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=155 [article] The effect of peer- and sibling-assisted aquatic program on interaction behaviors and aquatic skills of children with autism spectrum disorders and their peers/siblings [Texte imprimé et/ou numérique] / Chia-Hua CHU, Auteur ; Chien-Yu PAN, Auteur . - 2012 . - p.1211-1223. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 6-3 (July-September 2012) . - p.1211-1223 Mots-clés : Peer  Sibling  Interaction behaviors  Aquatic skills  Autism Index. décimale : PER Périodiques Résumé : The purpose of this study was to assess the effect of peer- and sibling-assisted learning on interaction behaviors and aquatic skills in children with autism spectrum disorders (ASD). Outcome measures were also examined in their typically developing (TD) peers/siblings. Twenty-one children with ASD and 21 TD children were assigned in three groups: peer-assisted (PG), sibling-assisted (SG), and control (CG). All participated in 16-week aquatic settings under three instructional conditions (teacher-directed, peer/sibling-assisted, and voluntary support). The main findings were that (a) PG and SG of children with ASD showed significantly more improvement on physical and social interactions with their TD peers/siblings during peer/sibling-assisted condition as compared to CG (p < 0.01), (b) PG and SG of children with ASD showed significantly more improvement on physical interactions with their TD peers/siblings (p < 0.01) and social interactions with their teachers and other children with ASD (p < 0.01) during voluntary support condition as compared to CG, and (c) all children with ASD and their TD peers/siblings significantly increased their aquatic skills after the program. The benefit for children with ASD as well as TD peers/siblings makes the use of TD peer/sibling assisted learning an even more desirable instructional strategy. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.02.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=155

The impacts of physical activity intervention on physical and cognitive outcomes in children with autism spectrum disorder / Chien-Yu PAN in Autism, 21-2 (February 2017)  

Public ISBD [article]  inAutism > 21-2 (February 2017) . - p.190-202 Titre : The impacts of physical activity intervention on physical and cognitive outcomes in children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Chien-Yu PAN, Auteur ; Chia-Hua CHU, Auteur ; Chia-Liang TSAI, Auteur ; Ming-Chih SUNG, Auteur ; Chu-Yang HUANG, Auteur ; Wei-Ya MA, Auteur Article en page(s) : p.190-202 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This study examined the effects of a 12-week physical activity intervention on the motor skill proficiency and executive function of 22 boys (aged 9.08?±?1.75?years) with autism spectrum disorder. In Phase I of the 12?weeks, 11 boys with autism spectrum disorder (Group A) received the intervention, whereas the other 11 boys with autism spectrum disorder (Group B) did not (true control, no intervention). The arrangement was reversed in Phase II, which lasted an additional 12?weeks. The Bruininks?Oseretsky Test of Motor Proficiency, Second Edition, and the Wisconsin Card Sorting Test were conducted three times for each participant (Group A, primary grouping: baseline (T1), post-assessment (T2), and follow-up assessment (T3); Group B, control grouping: T1?T2; intervention condition, T2?T3). The main findings were that both groups of children with autism spectrum disorder significantly exhibited improvements in motor skill proficiency (the total motor composite and two motor-area composites) and executive function (three indices of the Wisconsin Card Sorting Test) after 12?weeks of physical activity intervention. In addition, the effectiveness appeared to have been sustained for at least 12?weeks in Group A. The findings provide supporting evidence that physical activity interventions involving table tennis training may be a viable therapeutic option for treating children with autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361316633562 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=303 [article] The impacts of physical activity intervention on physical and cognitive outcomes in children with autism spectrum disorder [Texte imprimé et/ou numérique] / Chien-Yu PAN, Auteur ; Chia-Hua CHU, Auteur ; Chia-Liang TSAI, Auteur ; Ming-Chih SUNG, Auteur ; Chu-Yang HUANG, Auteur ; Wei-Ya MA, Auteur . - p.190-202. Langues : Anglais (eng) in Autism > 21-2 (February 2017) . - p.190-202 Index. décimale : PER Périodiques Résumé : This study examined the effects of a 12-week physical activity intervention on the motor skill proficiency and executive function of 22 boys (aged 9.08?±?1.75?years) with autism spectrum disorder. In Phase I of the 12?weeks, 11 boys with autism spectrum disorder (Group A) received the intervention, whereas the other 11 boys with autism spectrum disorder (Group B) did not (true control, no intervention). The arrangement was reversed in Phase II, which lasted an additional 12?weeks. The Bruininks?Oseretsky Test of Motor Proficiency, Second Edition, and the Wisconsin Card Sorting Test were conducted three times for each participant (Group A, primary grouping: baseline (T1), post-assessment (T2), and follow-up assessment (T3); Group B, control grouping: T1?T2; intervention condition, T2?T3). The main findings were that both groups of children with autism spectrum disorder significantly exhibited improvements in motor skill proficiency (the total motor composite and two motor-area composites) and executive function (three indices of the Wisconsin Card Sorting Test) after 12?weeks of physical activity intervention. In addition, the effectiveness appeared to have been sustained for at least 12?weeks in Group A. The findings provide supporting evidence that physical activity interventions involving table tennis training may be a viable therapeutic option for treating children with autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361316633562 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=303

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