Dance for Children With Autism: a Therapeutic Intervention to Improve Motor Ability, Quality of Life, Social Communication, Perceived Physical Competence, and Self-efficacy
Overview
- Phase
- Not Applicable
- Intervention
- Not specified
- Conditions
- Neurodevelopmental Disorders
- Sponsor
- University of California, Los Angeles
- Enrollment
- 35
- Locations
- 1
- Primary Endpoint
- Vineland Adaptive Behavior Scale
- Status
- Completed
- Last Updated
- last year
Overview
Brief Summary
Motor impairments are prominent in individuals with autism spectrum disorder (ASD) and other neurodevelopment disorders, and these impairments often impact the individual's ability to engage in organized physical activity programs (OPA). While many studies have identified dance and creative movement to be retrospectively and anecdotally therapeutic, there remains a paucity of literature regarding outcomes associated with these programs, and specifically, their impact on (1) perceived and objective gross and fine motor skills, (2) perceived ability to succeed in related or divergent goals or tasks, (3) quality of life for affected individuals and their caregivers. (4) adaptive function and socialization, (5) social communication
This study explores the impact of organized dance and creative movement classes on children with autism (ages 8-12) and their caregivers. Participants will complete a set of surveys and assessments designed to measure the above metrics (labeled 1, 2, and 3) at their first study visit. This initial assessment is expected to take place within two weeks prior to beginning the intervention (either a wait period or a series of 1-hour dance classes, which children will attend weekly for 10 weeks). The second and final study visit will consist of a similar set of surveys and assessments designed to measure the same metrics within the two weeks following completion of the dance class series. Participants who have completed the wait period at this point will then begin their set of 10 weekly dance classes. Expected duration of participation in the study is no longer than 14 weeks in total.
Detailed Description
Motor impairments are prominent in individuals with autism spectrum disorder (ASD) and other neurodevelopment disorders, and these impairments often impact the individual's ability to engage in organized physical activity programs (OPA). While many studies have identified dance and creative movement to be retrospectively and anecdotally therapeutic, there remains a paucity of literature regarding outcomes associated with these programs, and specifically, their impact on (1) perceived and objective gross and fine motor skills, (2) perceived ability to succeed in related or divergent goals or tasks, (3) quality of life for affected individuals and their caregivers, (4) Adaptive function and socialization, (5) social communication. This study explores the impact of organized dance and creative movement classes on children with autism (ages 8-12) and their caregivers. Participants will complete a set of surveys and assessments designed to measure the above metrics (labeled 1, 2,3, 4, 5) at their first study visit. This initial assessment is expected to take place within two weeks prior to beginning the intervention (either a wait period or a series of 1-hour dance classes, which children will attend weekly for 10 weeks). The second and final study visit will consist of a similar set of surveys and assessments designed to measure the same metrics within the two weeks following completion of the dance class series. Participants who have completed the wait period at this point will then begin their set of 10 weekly dance classes.
Investigators
Rujuta B. Wilson, MD
Assistant Professor
University of California, Los Angeles
Eligibility Criteria
Inclusion Criteria
- •There are no inclusion criteria based on gender, pregnancy/childbearing potential, race, ethnicity, or language spoken
- •Children must be between the ages of 8 to 12
- •A diagnosis of a autism
- •Complex speech/fully verbal
Exclusion Criteria
- •Children younger than 8 years of age
- •Children older than 12 years of age
- •Children without a diagnosis of autism
- •Children who are not fully verbal (i.e. phrased speech, single words, or non-speaking)
- •Children who have previously participated in dance classes held by the Dance program called the Expressive Movement Initiative
Outcomes
Primary Outcomes
Vineland Adaptive Behavior Scale
Time Frame: 45 minutes
A measure of adaptive behavior and motor skills. The minimum value is 21 and maximum value is 140. Higher scores indicate a better outcome.
Autism Impact Measure
Time Frame: 10 minutes
Measure of child's behaviors and the degree of impact on everyday functioning
Quantitative Gait Assessment
Time Frame: 10 minutes
Direct motor measure in which the child walks across a mat with embedded sensors. The mat used in this study is the Zeno Walkway Gait Analysis System. This assessment includes self-regulated walking, fast walking, and standing balance.
Perceived Motor Competence Scale Parent Report
Time Frame: 5 minutes
A measure of perceived motor skills in the child. Higher scores indicate a better outcome. Scores are based on a likert scale of 1-4. The minimum score is 18 and the maximum score is 72.
Perceived Motor Competence Scale Child Report
Time Frame: 5 minutes
A measure of perceived motor skills in the child (participant). Higher scores indicate a better outcome. The minimum score is 13 and the maximum score is 52.
Parenting Stress Scale
Time Frame: 5 minutes
Measure of factors related to caregiver stress
Lifespan Self-Esteem Scale
Time Frame: 2 minutes
Measure of self-esteem/self-confidence
Brief Observation of Social Communication Change
Time Frame: 10 minutes
A videotaped observational coding of a child's social communication behavior.
Movement Assessment Battery for Children Checklist
Time Frame: 10 minutes
Motor questionnaire. Higher scores indicate a worse outcome
Secondary Outcomes
- Survey for adults(10 minutes)
- Survey for children(10 minutes)
- Social responsiveness scale(15 minutes)