A Sensory-Profile Framework for Differentiated Swim Instruction in Autistic Children: A Randomized Controlled Study With Nonverbal Learner Findings
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 发起方
- 入组人数
- 95
- 试验地点
- 1
- 主要终点
- (1) lessons to 5-meter unassisted float/kick;
研究概览
简要总结
Autistic children drown at one-hundred sixty times the rate of their neurotypical peers: a public health crisis that the adapted learning field has only addressed by demonstrating that standard swimming instruction sometimes works for autistic children. This study presents a three-profile framework (sensory-seeking/hyposensitive, sensory-avoidant/hypersensitive, variable/mixed) founded in sensory processing literature, based on ~950 lessons to 65 autistic children (ages 3-15) to determine why this disjunction exists, and how swim instructors can fix it.
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Single Group
- 主要目的
- Supportive Care
- 盲法
- Double (Care Provider, Outcomes Assessor)
入排标准
- 年龄范围
- 3 Months 至 16 Months（Child）
- 性别
- All
- 接受健康志愿者
- 否
入选标准
- 未提供
排除标准
- •Neurotypical
研究组 & 干预措施
sensory-profile framework
Profile 1: Hyposensitive. Students of this profile pursue full-body pressure because their sensory systems under-register input. The instructional challenge for these children is not entry, but instead channeling that drive for stimulation toward skill acquisition. Yilmaz et al. (2004) documented proprioceptive gains from structured, repetitive swimming, which is precisely the kind of input these children seek but need sensory-based instruction to hone.
Profile 2: Hypersensitive. Hypersensitive children are the ones for whom one wrong splash early on might end the lesson. Yet Vonder Hulls et al. (2006) found measurable improvements in touch tolerance following aquatic therapy. Their best mechanism for instruction is controlled and consensual exposure, not forced desensitization.
干预措施: sensory-based instruction (Behavioral)
control
Normal non-sensory-based instruction for the autistic children
干预措施: standard instruction (Behavioral)
结局指标
主要结局
(1) lessons to 5-meter unassisted float/kick;
时间窗: 10 lessons for each participant; 10-14 weeks
(2) percentage of sessions ending 10+ minutes early due to apparent dysregulation;
时间窗: 10 lessons for each participant; 10-14 weeks
(3) week-4 composite trust score (1-10 score: 10=highest);
时间窗: 10 lessons for each participant; 10-14 weeks
(4) technique corrections accepted per session without protest.
时间窗: 10 lessons for each participant; 10-14 weeks
次要结局
未报告次要终点