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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)
[article]
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
in Research in Autism Spectrum Disorders > 6-3 (July-September 2012) . - p.1211-1223[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 Teaching advance movement exploration skills in water to children with autism spectrum disorders / Mehmet YANARDAG in Research in Autism Spectrum Disorders, 9 (January 2015)
[article]
Titre : Teaching advance movement exploration skills in water to children with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Mehmet YANARDAG, Auteur ; Mert ERKAN, Auteur ; ?lker YILMAZ, Auteur ; Ela ARICAN, Auteur ; Ayten DÜZKANTAR, Auteur Année de publication : 2015 Article en page(s) : p.121-129 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders Aquatic skills Physical activity Most to least prompting Index. décimale : PER Périodiques Résumé : Abstract This study evaluated the effectiveness of the ‘most to least’ prompting (MLP) procedure on the teaching of advance movement exploration skills in water to children with autism spectrum disorders (ASD). Three 6-year old children with ASD, participated in the study and were taught 3 different aquatic skills, essential for movement exploration in water and swimming, in a one-to-one training format at three sessions per week. A multiple probe design across behaviors was used and was replicated across subjects to analyze the effects of MLP. The results of the study showed that MLP was effective in teaching advance movement exploration skills in water to children with ASD. Performing the exploration skills in water was continued after the training process during maintenance and generalization probe sessions. In addition, social validity results reflected that parents’ opinions were positive on the learning skills in terms of functionality, beginning swimming and participation in other aquatic settings for their children. The enjoyable intervention and appealing setting are recommended to increase the repertoire of leisure skills and level of physical activity for children with ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.10.016 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=243
in Research in Autism Spectrum Disorders > 9 (January 2015) . - p.121-129[article] Teaching advance movement exploration skills in water to children with autism spectrum disorders [Texte imprimé et/ou numérique] / Mehmet YANARDAG, Auteur ; Mert ERKAN, Auteur ; ?lker YILMAZ, Auteur ; Ela ARICAN, Auteur ; Ayten DÜZKANTAR, Auteur . - 2015 . - p.121-129.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 9 (January 2015) . - p.121-129
Mots-clés : Autism spectrum disorders Aquatic skills Physical activity Most to least prompting Index. décimale : PER Périodiques Résumé : Abstract This study evaluated the effectiveness of the ‘most to least’ prompting (MLP) procedure on the teaching of advance movement exploration skills in water to children with autism spectrum disorders (ASD). Three 6-year old children with ASD, participated in the study and were taught 3 different aquatic skills, essential for movement exploration in water and swimming, in a one-to-one training format at three sessions per week. A multiple probe design across behaviors was used and was replicated across subjects to analyze the effects of MLP. The results of the study showed that MLP was effective in teaching advance movement exploration skills in water to children with ASD. Performing the exploration skills in water was continued after the training process during maintenance and generalization probe sessions. In addition, social validity results reflected that parents’ opinions were positive on the learning skills in terms of functionality, beginning swimming and participation in other aquatic settings for their children. The enjoyable intervention and appealing setting are recommended to increase the repertoire of leisure skills and level of physical activity for children with ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.10.016 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=243