Dance for Children With Autism: a Therapeutic Intervention to Improve Motor Ability, Quality of Life, Social Communication, Perceived Physical Competence, and Self-efficacy
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 入组人数
- 35
- 试验地点
- 2
- 主要终点
- Vineland Adaptive Behavior Scale
研究概览
简要总结
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.
详细描述
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.
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Parallel
- 主要目的
- Other
- 盲法
- Single (Outcomes Assessor)
盲法说明
Certain direct outcome measure assessors will be masked
入排标准
- 年龄范围
- 8 Years 至 12 Years（Child）
- 性别
- All
- 接受健康志愿者
- 否
入选标准
- •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
排除标准
- •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
结局指标
主要结局
Vineland Adaptive Behavior Scale
时间窗: 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
时间窗: 10 minutes
Measure of child's behaviors and the degree of impact on everyday functioning
Quantitative Gait Assessment
时间窗: 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
时间窗: 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
时间窗: 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
时间窗: 5 minutes
Measure of factors related to caregiver stress
Lifespan Self-Esteem Scale
时间窗: 2 minutes
Measure of self-esteem/self-confidence
Brief Observation of Social Communication Change
时间窗: 10 minutes
A videotaped observational coding of a child's social communication behavior.
Movement Assessment Battery for Children Checklist
时间窗: 10 minutes
Motor questionnaire. Higher scores indicate a worse outcome
次要结局
- Survey for adults(10 minutes)
- Survey for children(10 minutes)
- Social responsiveness scale(15 minutes)
研究者
Rujuta B. Wilson, MD
Assistant Professor
University of California, Los Angeles