Autism Spectrum Disorder
Conditions
Brief summary
The investigators aim to identify the effect of a 12-week fundamental motor skills (FMS) (e.g., throwing, catching, running) intervention on the active participation in physical recreation activities and a variety of other factors (child behaviors, communication, and adaptive skills) and to identify patterns, benefits, constraints, and strategies to active participation in physical recreation activities among families of children with autism spectrum disorders (ASD) (pre-post) through in-person or via phone interviews with parents and children with ASD.
Detailed description
Participants will be randomly assigned to one of three protocols: 1) Workshop group, 2) Home-based group, and 3) wait-listed home-based group. Participants in all groups will receive an activity booklet and physical education-related activity items (e.g., ball, hoop). The hypothesis is that both the workshop and home-based groups will improve in all measures from pre to post compared to the wait-list control group. The investigators want to determine if the differences in the workshop and home-based groups differ significantly or are equitable in terms of gains in all areas. Note: Due to COVID-19 for the post-test, instead of parents attending the UW-Facilities, they will be asked to videotape themselves and their children while performing the test of gross motor development (TGMD) activities. For the follow-up test (Fall 2020) we will expect to conduct these in person. However, if the situation due to COVID-19 remains the same, the investigators will ask families to follow the same procedures (videotape themselves and their children).
Interventions
4 sessions, no more than 3 hours per session covering 1) Sensory Integration, 2) Communication, 3) Aquatic Opportunities, and 4) Physical activity and Sports (during intervention)
BEHAVIORALPhysical Activities & Activity Booklets
expected to engage in physical activity at least 3 hours per week
Sponsors
University of Wisconsin, Madison
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
OTHER
Masking
NONE
Eligibility
Sex/Gender
ALL
Age
4 Years to 11 Years
Healthy volunteers
Yes
Inclusion criteria
Parents (one per family) and children with ASD ages 4 to 11 will be included (recruited as a dyad). Inclusion Criteria: * ASD must be the primary disability of the child * Children will be considered to have ASD if they score above the clinical cutoff or 15 on both the lifetime and current versions of the SCQ. Diagnostic severity of ASD will not be a factor in recruitment. * Children must be able to participate in the program activities. * Children must be ambulatory and able to follow verbal or picture directions with support * Children with significant communication needs will still be considered for the study * No age restriction for adults (parents of children with ASD) * Parents should be ambulatory and not have any restriction to do physical activity
Exclusion criteria
* Parents of children with other primary disabilities, or parents who do not have children with ASD will be excluded. * Participants cannot exhibit aggressive behavior * Children who are non-ambulatory, or participants (children) with significant behavioral or sensory impairments will also be excluded based on application information, including existing behavior intervention plans and existing school information
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Change in Gross Motor Development as Measured by TGMD-3 | Baseline, 3 week post intervention (15 weeks), 3 months post intervention (24 weeks) | The Test of Gross Motor Development - second edition (TGMD-3) is a measure of fundamental motor skills. The total possible range of scores is 47-158, where higher scores are indicative of improved gross motor development. |
| Number of Participants Whose Perceptions Qualitatively Improve as measured via semi-structured interview | baseline (approximately 2 weeks prior to intervention), post intervention (12 weeks), follow up (24 weeks) | Children will participate in one-on-one semi-structured interviews with the research team to explore their perception regarding communication strategies (between parent and child), patterns of physical recreation, perceived benefits, and constraints. |
| Fidelity of Intervention reported as Number of Parents who Implements the Intervention as Intended | up to 12 weeks | Fidelity checklists will be used to determine the fidelity of the intervention. Parents will be asked to email a video of 1-2 lessons per week along with a completed task analysis checklist. Parents will be asked to confirm whether or not each task was completed on the checklist. The research team will complete the same form while viewing the video to ensure whether the parent knows and is implementing the steps intended and if there are fidelity differences between the workshop and home-based group. |
| Change in Social Communication Questionnaire (SCQ) | baseline (approximately 2 weeks prior to intervention), post intervention (12 weeks) | The SCQ is a 40-item survey where each question is a 'yes' or 'no' answer. The total possible range of scores is 0-39 (verbal children) or 0-33 (non-verbal children) with higher scores indicative of greater frequency of symptoms. |
Countries
United States
Outcome results
None listed