The Effects of Family-Mediated Physical Activities on Communication Skills of a Student with Autism Spectrum Disorders: A pilot study

Year 2020, Volume: 3 Issue: 1, 52 - 65, 20.06.2020

Erkan Yarımkaya , Oğuz Kaan Esentürk , Levent İlhan

https://doi.org/10.33438/ijdshs.733754

Cited By: 3

https://izlik.org/JA24GF54LY

Abstract

Effective strategies to address communication
skills are critical to students with Autism Spectrum Disorder
(ASD) participating in inclusive education. The purpose of this pilot study is
to investigate the effects of family-mediated physical activities on the
communication skills of a student with ASD. One inclusive student with ASD and
his mother participated in the study designed in the pretest-posttest
experimental model. For 8 weeks, family-mediated physical activities were
carried out with the student with ASD and his mother. 6 sessions of family
education programs were organized before family-mediated physical activities.
The data were obtained with the Observation Form developed in line with the
literature, and communication skills of the student with ASD. According to the
findings of the study, it was determined that the communication skills of the
student with ASD increased significantly after 8 weeks after family-mediated
physical activities. As a result, it was obtained the impression that
family-mediated physical activities had a positive effect on the communication
skills of the student with ASD.

Keywords

Autism Spectrum Disorders , Communication Skills , Family-Mediated , Physical Activity

References

• Alexander, M. G., Dummer, G. M., Smeltzer, A., & Denton, S. J. (2011). Developing the social skills of young adult Special Olympics athletes. Education and Training in Autism and Developmental Disabilities, 46, 297-310.Retrievedfrom:https://www.jstor.org/stable/23879699?seq=1
• American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders. Washington, DC: American Psychiatric Association. Retrieved from: https://www.psychiatry.org/psychiatrists/practice/dsm
• Anderson-Hanley, C., Turek, K., & Schneiderman, R. L. (2011). Autism and exergaming: Effects on repetitive behaviors and cognitions. Psychology Research and Behavior Management, 4, 129-137. https://doi.org/10.2147/PRBM.S24016
• Aydın, A. (2016). Development of the parent form of the preschool children’s communication skills scale and comparison of the communication skills of children with normal development and with autism spectrum disorder. Educational Sciences: Theory & Practice, 16, 2005-2028. https://doi.org/10.12738/estp.2016.6.2684
• Bahrami, F., Movahedi, A., Marandi, S. M., & Abedi, A. (2012). Kata techniques training consistently decreases stereotypy in children with autism spectrum disorder. Research in Developmental Disabilities, 33(4), 1183-1193. https://doi.org/10.1016/j.ridd.2012.01.018
• Bahrami, F., Movahedi, A., Marandi, S. M., & Sorensen, C. (2016). The effect of karate techniques training on communication deficit of children with autism spectrum disorders. Journal of Autism and Developmental Disorders, 46(3), 978-986. https://doi.org/10.1007/s10803-015-2643-y
• Bass, M. M., Duchowny, C. A., & LIabre, M. M. (2009). The effect of therapeutic horseback riding on social functioning in children with autism. Journal of Autism and Developmental Disorders, 39(9), 1261-1267. https://doi.org/10.1007/s10803-009-0734-3
• Becker-Cottrill, B., McFarland, J., & Anderson, V. A. (2003). Model of positive behavioral support for individuals with autism and their families: The family focus process. Focus on Autism and Other Developmental Disabilities, 18, 110-121. https://doi.org/10.1177/108835760301800205
• Bellini, S., Peters, J. K., Benner, L., & Hopf, A. (2007). A meta-analysis of school-based social skills interventions for children with autism spectrum disorders. Remedial and Special Education, 28, 153-162. https://doi.org/10.1177/07419325070280030401
• Brookman-Frazee, L., Stahmer, A., Baker-Ericzen, M., & Tsai, K. (2006). Parenting interventions for children with autism spectrum and disruptive behavior disorders: Opportunities for cross-fertilization. Clinical Child and Family Psychology Review, 9, 181-200. https://doi.org/10.1007/s10567-006-0010-4
• Charlop, M. H., Dennis, B., Carpenter, M. H., & Greenberg, A. L. (2010). Teaching socially expressive behaviors to children with autism through video modeling. Education and Treatment of Children, 33(3), 371-393. Retrievedfrom:https://www.jstor.org/stable/42900075?seq=1
• Charman, T. (2003). Why is joint interest a pivotal skill in autism? Philosophical Transition of the Royal Society of London. Series B: Bilogical Sciences, 358(1430), 315-324. https://doi.org/10.1098/rstb.2002.1199
• Diken, İ. H. (2009). Turkish mothers’ self-efficacy beliefs and styles of interactions with their children with language delays. Early Child Development and Care, 179(4), 425- 436. https://doi.org/10.1080/03004430701200478
• Ekici, G. (2008). The effects of the classroom management lesson on preservıce teachers’ teacher sense of self-effıcacy. Hacettepe University Journal of Education, 35, 98-110.
• Esentürk, O. K. (2019). Examination of the effectiveness of adapted physical activity program implemented by mothers on communication skills of children with autism spectrum disorder. Doctoral Dissertation, Gazi University, Ankara. Retrieved from: https://tez.yok.gov.tr/UlusalTezMerkezi/tezSorguSonucYeni.jsp
• Foster-Sanda, S. (2014). Enhancing the play and commenting abilities of toddlers with autism spectrum disorders through caregiver-implemented teaching of play. Doctoral Dissertation, Northeastern University, Boston, Massachusetts. Retrieved from: https://pdfs.semanticscholar.org/a076/686c75df0d51745d01589247e0d592f3bdc6.pdf
• Freeman, S., & Dake, L. (1997). Teach me language: A manual for children with autism, aspergers’ syndrome and related developmental disorders. Langley, BC: SKF Books.
• Garcia-Villamisar, D. A., & Dattilo, J. (2011). Social and clinical effects of a leisure program on adults with autism spectrum disorder. Research in Autism Spectrum Disorders,5(1),246-253. https://doi.org/10.1016/j.rasd.2010.04.006
• Hameury, L., Delavous, P., Teste, B., Leroy, C., Gaboriau, J. C., & Berthier, A. (2010). Équithérapie et autism. Annales Médico-psychologiques, Revue Psychiatrique, 168(9),655659.https://doi.org/10.1016/j.amp.2009.12.019
• Hoevenaars-van den Boom, M. A. A., Antonissen, A. C. F. M., Knoors, H., & Vervloed, M. P. J. (2009). Differentiating characteristics of deafblindness and autism in people with congenital deafblindness and profound intellectual disability. Journal of Intellectual Disability Research, 53(6), 548-558. https://doi.org/10.1111/j.13652788.2009.01175.x
• Ingersoll, B., & Dvortcsak, A. (2010). Teaching social communication to children with autism. New York: The Guilford Press.
• İlhan, E. L., Yarımkaya, E., & Esentürk, O. K. (2017). The effect of mother participated sports activities on the awareness levels of Turkish mothers having children with intellectual disabilities towards the effect of sports: A pilot study. International Journal of Developmental Disabilities, 63(2), 124 129.https://doi.org/10.1080/20473869.2016.1147679
• Kasari, C., Rotheram-Fuller, E., Locke, J., & Gulsrud, A. (2012). Making the connection: Randomized controlled trial of social skills at school for children with autism spectrum disorders. Journal of Child Psychology and Psychiatry,53(4),431-439. https://doi.org/10.1111/j.1469-7610.2011.02493.x
• Lequia, J., Machalicek, W., & Lyons, G. (2013). Parent education intervention results in decreased challenging behavior and improved task engagement for students with disabilities during academic tasks. Behavioral Interventions, 28(4), 322-343. https://doi.org/10.1002/bin.1369
• Litras, S., Moore, D. W., & Anderson, A. (2010). Using video self modelled social stories to teach social skills to a young child with autism. Autism Research and Treatment, Article.ID:834979,9. https://doi.org/10.1155/2010/834979
• MacDuff, J. L., Ledo, R., McClannahan, L. E., & Krantz, P. J. (2007). Using script and script-fading procedures to promote bids for joint interest by young children with autism. Research in Autism Spectrum Disorders, 1(4),281-290. https://doi.org/10.1016/j.rasd.2006.11.003
• Matson, J. L., Matson, M. L., & Rivet, T. T. (2007). Social-skills treatments for children with autism spectrum disorders: An overview. Behavior Modification, 31(5), 682-707. https://doi.org/10.1177/0145445507301650
• Mazurik-Charles, R., & Stefanou, C. (2010). Using paraprofessionals to teach social skills to children with autism spectrum disorders in the general education classroom. Journal of Instructional Psychology, 37(2), 161-169. Retrieved from: https://www.questia.com/library/journal/1G1-231807636/using-paraprofessionals-to-teach-social-skills-to
• Movahedi, A., Bahrami, F., Marandi, M., & Abedi, A. (2013). Improvement in social dysfunction of children with autism spectrum disorder following long term Kata techniques training. Research in Autism Spectrum Disorders, 7(9), 1054-1061. https://doi.org/10.1016/j.rasd.2013.04.012
• Newschaffer, C., Croen, L., Daniels, J., Giarelli, E., Grether, J., Levy, S., … Mandel, D. S. (2007). The epidemiology of autism spectrum disorders. Annual Review of Public Health,28,235-258. https://doi.org/10.12738/estp.2016.6.2684
• Nicholson, H., Kehle, T. J., Bray, M. A., & Van Heest, J. (2011). The effects of antecedent physical activity on the academic engagement of children with autism spectrum disorder. Psychology in the School, 48(2),198-213. https://doi.org/10.1002/pits.20537
• Olçay-Gül, S. (2012). Family delivered scoial stories on teaching social skills to youth with autism spectrum disorders. Doctoral Dissertation, Anadolu University, Eskişehir. Retrieved from:https://tez.yok.gov.tr/UlusalTezMerkezi/tezSorguSonucYeni.jsp
• Özen, A. (2015). Effectiveness of siblings-delivered iPad game activities in teaching social interaction skills to children with autism spectrum disorders. Educational Sciences: Theory & Practice, 15, 1287-1303. https://doi.org/10.12738/estp.2015.5.2830
• Özen, G., Timurkaan, S., Güllü, M., Timurkaan, H. S., Meriç, F., Uğraş, S., & Çoban, D. Ç. (2012). Educational games. Ankara: Milli Eğitim Bakanlığı Yayınları. Pan, C. Y. (2010). Effects of water exercise swimming program on aquatic skills and social behaviors in children with autism spectrum disorders. Autism, 14(1), 9-28. https://doi.org/10.1177/1362361309339496
• Pan, C. Y. (2014). Motor proficiency and physical fitness in adolescent males with and without autism spectrum disorders. Autism, 18, 156-165. https://doi.org/10.1177/1362361312458597
• Paul, R., & Sutherland, D. (2005). Enhancing early language in children with autism spectrum disorders. F. R. Volkmar, R. Paul, A. Klin, & D. J. Cohen (Eds.), Handbook of autism and pervasive developmental disorders (pp. 223-246). Hoboken, NJ: Wiley.
• Paul, R., & Wilson, K. P. (2009). Assessing speech, language, and communication in autism spectrum disorders. In S. Goldstein, J. A. Naglieri & S. Ozonof (Eds.), Assessment of autism spectrum disorders (pp. 171-208). New York: Guilford Press.
• Phillips, K. L., Schieve, L. A., Visser, S., Boulet, S. Sharma, A. J., Kogan, M. D., … Boyle, C. A. (2014). Prevalence and impact of unhealthy weight in a national sample of US adolescents with autism and other learning and behavioral disabilities. Maternal and Child Health Journal, 18(8), 1964-1975. https://doi.org/10.1007/s10995-014-1442-y
• Prelock, P., Paul, R., & Allen, E. (2011). Evidence-based treatments in communication for children with autism spectrum disorders. F. Volkmar & B. Reichow (Eds.), Evidence-based treatments for children with Autism (pp. 93-170). New York: Springer.
• Prupas, A., & Reid, G. (2001). Effects of exercise frequency on stereotypic behaviors of children with developmental disabilities. Education and Training in Mental Retardation and Developmental Disabilities, 36(2), 196-206. Retrieved From: https://www.jstor.org/stable/23879735?seq=1
• Reichow, B., Doehring, P., Cicchetti, D. V., & Volkmar, F. R. (2011). Evidence-based practices and treatments for children with autism. NY: Springer Science and Business Media.
• Sameroff, A. J., & Fiese, B. H. (2000). Transactional regulation: the developmental ecology of early intervention. In J. P. Shonkoff, & S. J. Meisels, (Eds.). Handbook of early childhood intervention (pp. 135-159). New York: Cambridge University.
• Sani-Bozkurt, S., & Vuran, S. (2014). An analysis of the use of social stories in teaching social skills to children with autism spectrum disorders. Educational Sciences: Theory and Practice, 14(5), 1875-1892. https://doi.org/10.12738/estp.2014.5.1952
• Solomon, R., Necheles, J., Ferch, C., & Bruckman, D. (2007). Pilot study of a parent training program for young children with autism: The play project home consultation program. Autism, 11(3), 205-224. https://doi.org/10.1177/1362361307076842
• Solomon, R., Van Egeren, L. A., Mahoney, G., Huber, M. S. Q., & Zimmerman, P. (2014). Play project home consultation intervention program for young children with autism spectrum disorders: A randomized controlled trial. Journal of Developmental and Behavioral Pediatrics, 35(8), 475-485. https://doi.org/10.1097/DBP.0000000000000096
• Srinivasan, S. M., Pescatello, L. S., & Bhat, A. N. (2014). Current perspectives on physical activity and exercise recommendations for children and adolescents with autism spectrum disorders. Physical Therapy, 94(6), 1-46. https://doi.org/10.2522/ptj.20130157
• Staples, K. L., Reid, G., Pushkarenko, K., & Crawford, S. (2011). Physically active living for individuals with ASD. In J. L. Matson & P. Sturmey (Eds.), International handbook of autism and pervasive developmental disorders (pp. 397-412). New York: Springer.
• Tekin-İftar, E. (2012). Single-subject research and basic concepts. E. Tekin-İftar (Ed.), In single-subject research in education and behavioral sciences (pp. 15-40). Ankara: Türk Psikologlar Derneği.
• Todd, T., Reid, G., & Butler-Kisber, L. (2010). Cycling for students with ASD: Self-regulation promotes sustained physical activity. Adapted Physical Activity Quarterly, 27(3), 226-241. https://doi.org/10.1177/10883576060210030501
• Trent, J. A., Kaiser, A. P., & Wolery, M. (2005). The use of responsive interaction strategies by siblings. Topics in Early Childhood Special Education, 25, 107-118. https://doi.org/10.1177/02711214050250020101
• Ward-Horney, J., & Sturmey, P. (2008). The effects of general-case training and behavioral skills training on the generalization of parents’ use of discrete-trial teaching, child correct responses, and child maladaptive behavior. Behavioral Interventions, 23, 271-284. https://doi.org/10.1002/bin.268
• Webber, J., & Scheuermann, B. (2008). Educating students with autism: A quick start manual. Austin: Pro-ed.
• Yarımkaya, E., İlhan, E. L., & Karasu, N. (2017). An investigation of the changes in the communication skills of an individual with autism spectrum disorder participating in peer mediated adapted physical activities. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 18, 225-252. https://doi.org/10.21565/ozelegitimdergisi.319423
• Yarımkaya, E. (2018). The effect of the peer-mediated adapted physical activities on the socialization level of the students with moderate intellectual disabilities. Kastamonu Education Journal, 26, 335-344. https://doi.org/10.24106/kefdergi.389805
• Yoder, P. J. (2006). Predicting lexical density growth rate in young children with autism spectrum disorders. American Journal of Speech-Language Pathology, 15(4), 378-388. https://doi.org/10.1044/1058-0360(2006/035)