Autism Spectrum Disorder
Conditions
Brief summary
This study will explore the effectiveness of dance as an intervention to promote social-emotional health within children with ASD.
Detailed description
The study will look children with ASD's response to a 7-week occupational therapy led dance program in regards to social-emotional health. This will include exploring the effect on change of social-emotional behavior in children with ASD after being exposed to dance intervention through comparing the quantitative measurements of pre- and post-assessment scores of the Developmental Profile 4 (DP-4), analysis of the qualitative measurements of pre- and post-social-emotional behaviors via child report, and analysis of qualitative observations of social-emotional behavior through reviewing video recording of dance classes. Additionally, parents' perspectives will be explored through post-interview questions to share their observations of their child's experience.
Interventions
BEHAVIORALHip-Hop Dance
I. Week 1 - Session 1 1. Daily Check-In 2. Warm-Up: Mobility/Grooves 3. Lesson: Style - Hip-Hop 4. Cool-Down: Deep Breathing 5. Debrief Check-In II. Week 2 - Session 2 1. Daily Check-In 2. Warm-Up: Mobility/Grooves 3. Lesson: Style - Locking 4. Cool-Down: Instructed Yoga 5. Debrief Check-In III. Week 3 - Session 3 1. Daily Check-In 2. Warm-Up: Mobility/Grooves 3. Lesson: Style - Breaking 4. Cool-Down: Sensory Time 5. Debrief Check-In IV. Week 4 - Session 4 1. Daily Check-In 2. Warm-Up: Mobility/Grooves 3. Lesson: Style - Popping 4. Cool-Down: Animal Deep Breathing 5. Debrief Check-In V. Week 5 - Session 5 1. Daily Check-In 2. Warm-Up: Mobility/Grooves 3. Lesson: Learn Showcase Routine 4. Cool-Down: Animal Instructed Yoga 5. Debrief Check-In VI. Week 6 - Session 6 1. Daily Check-In 2. Warm-Up: Mobility/Grooves 3. Lesson: Review Showcase Routine 4. Cool-Down: Sensory Time 5. Debrief Check-In VII. Week 7 - Dance Showcase
Sponsors
Loma Linda University
Study design
Allocation
NA
Intervention model
SINGLE_GROUP
Primary purpose
TREATMENT
Masking
NONE
Eligibility
Sex/Gender
ALL
Age
7 Years to 11 Years
Healthy volunteers
No
Inclusion criteria
for Youth Participants * Elementary school children ages 7-11. * Parent/caregiver/guardian must provide proof of an Individualized Education Plan (IEP) with a Primary Eligibility of Autism. o Parent/caregiver/guardian must provide proof of IEP and eligibility. * Will speak and understand English. * Able to physically participate in the dance program without the use of adaptive equipment. * Answer yes to the following Skillset Checklist (Per parent/caregiver/guardian report): * Follow 1- and 2-step instructions. * Follow structured activities with supervision (e.g., visual schedule, routine). * Previous participation in extracurricular group activities over the last 6 months - 1 year (e.g., structured sports). * Minimum 5-minutes of attention to task.
Exclusion criteria
* No IEP Primary Eligibility of Autism. * No children participants younger than 7. * No children participants older than 11.
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Child Description of Impact on Social-Emotional Health | Change between baseline (time of enrollment) and Week 7 | Subject will be asked to describe emotional state immediately prior to weekly dance intervention and immediately after dance intervention completed. Subject will be asked to verbalize emotional state or choose an icon to represent emotional state. Interviewer will record subject response. Effectiveness will be measured based on verbal or visual responses between 3 options: Happy, Sad, or Okay, where Happy is considered effective, Sad considered to be ineffective, or if the responses are the same before and after than there is no change. This is a composite measurement over the course of 7 weeks. |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Parent Perspective of Impact on Social-Emotional Health | Change between baseline (time of enrollment) and Week 7 (program completion) | Parent will complete the Developmental Profile 4 (DP-4) assessment pre- and post-program regarding the child's social-emotional behavior. Effectiveness will be measured on responses between Yes and No, where Yes is applicable to the parent's child, and No is not applicable. This is a composite measurement with 1 domain and 36 sub questions of the assessment before and after the program. |
| Change in Social-Emotional Behavior | Change between baseline (time of enrollment) and Week 7 (program completion) | Subjects will be audio/video recorded in each dance class weekly. Researcher will observe and analyze recordings using a developed observation checklist of each subject. Effectiveness will be measured by responses of Observed and Not Observed, where Observed is witness in the subject and is effective, and Not Observed is not witnessed in the subject and is ineffective.This is a composite measurement over the course of 7 weeks. |
Countries
United States
Outcome results
None listed