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An intervention approach for children with Autism: Aquatherapy

Year 2012, Volume: 4 Issue: 1, 32 - 45, 01.03.2012
https://doi.org/10.20489/intjecse.107937

Abstract

Autistic disorder, a developmental disorder that appears during the first three years of life and is characterized by communication problems, social interaction deficits and repetitive/ restricted interests and behaviors. Although a diagnosis criterion of autistic disorders does not involve restrictions to cover sensory, perception, and motor skills, studies and observations indicated that some of the children with autistic disorder had delay for motor development, lower in physical performance and activity level, and differences in response process to the sensory stimulus than children without autistic disorder. Aquatherapy is utilized to improve physical performance, regulate to sensory stimulus, and providing social integration as intervention for children in literature. However, although these useful effects, aquatherapy not supplied enough to children with autistic disorder, and it is observed that family, teachers and other specialists have some difficulties about performing it. This study focuses on the usefulness of the aquatherapy, adopted measures and teaching strategies, examples of aquatic program and plays for different age groups and safety issues during activities.

References

  • Amerikan Psikiyatri Birliği (2001). Psikiyatride Hastalıkların Tanımlanması ve Sınıflandırılması Elkitabı, Yeniden Gözden Geçirilmiş Dördüncü Baskı, (DSM- IV-TR), Amerikan Psikiyatri Birliği, Washington DC, 2000’den çeviren Köroğlu, E. Hekimler Yayın Birliği, Ankara.
  • Becker, B.E. (2009). Aquatic therapy: scientific foundations and clinical rehabilitation applications. American Academy of Physical Medicine and Rehabilitation, 1, 859-872.
  • Berkeley, S.L., Zittel, L.L., Pitney, L.V., & Nichols, S.E. (2001). Locomotor and object control skills of children diagnosed with autism, Adapted Physical Activity Quarterly, 18, 405-416.
  • Bogdashina, O. (2003). Sensory perceptual issues in autism and Asperger syndrome. London: Jessica Kingsley Publishers.
  • Bumin, G., Uyanık, M., Yılmaz, I., Kayıhan, H., & Topçu M. (2003). Hydrotherapy for Rett syndrome. Journal of Rehabilitation Medicine, 35, 44-45.
  • Burns, B.T., & Ault, R.L. (2009). Exercise and autism symptoms: A Case Study. Psi Chi Journal of Undergraduate Research, 14, 43-51.
  • Campion, M.R. (1985). Hydrotherapy in paediatris. London: William Heinemann Medical Books Ltd.
  • Crollick, J.L., Mancil, R., & Stopka, C. (2006). Physical activity for children with autism spectrum disorder. Teaching Elementary Physical Education, 2, 30-34.
  • Dewey, D., Cantell, M., & Crawford, S.G. (2007). Motor and gestural performance in children with autism spectrum disorders, developmental coordination disorder, and/ or attention deficit hyperactivity disorder. Journal of the International Neuropsychological Society, 13, 246- 256.
  • Diken, İ.H. (2011). Otistik bozukluğu olan öğrenciler. (Ed.) Diken, İ.H. Özel Eğitime Gereksinimi Olan Öğrenciler ve Özel Eğitim. Ünite 13, s: 409-447, Ankara: Pegem Akademi Yayınları, 4. Baskı.
  • Dumas, H., & Francesconi, S. (2001). Aquatic therapy in pediatrics: annotated bibliography. Physical & Occupational Therapy in Pediatrics, 20, 63-78.
  • Huettig, C. & Darden-Melton B. (2004). Acquisition of aquatic skills by children with autism. Palaestra, 20, 20-25.
  • Killian, J.K., Petrovich, R.J.A., Menna, L., & Arena, S.A. (1984). Measuring water orientation and beginner swim skills of autistic individuals. Adapted Physical Actvıty Quarterly, 1, 287-295.
  • Lepore, M., Gayle, G.W., & Stevens, S. (1998). Adapted aquatics programming. Champaign, IL: Human Kinetics.
  • Levinson, L.J. & Reid, G. (1993). The effects of exercise intensity on the stereotypic behaviours of individuals with autism. Adapted Physical Activity Quarterly, 10, 255-268.
  • Lieberman, L.J. & Cowart, J.F. (1996). Games for people with sensory impairments. Champaign, IL: Human Kinetics.
  • Martinez, C.A. (2006). Adapted aquatics for children with autism. Teaching Elementary Physical Education, 17, 34-36.
  • Martin, K. (1983). Therapeutic pool activities for young children in a community facility. Physical & Occupational Therapy in Pediatrics, 31, 59-74.
  • Miles, L. (2007). Physical activity and health. Nutrition Bulletin, 32, 314-363.
  • Pan, C.Y. (2010). Effects of water exercise swimming program on aquatic skills and social behaviors in children with autism spectrum disorders. Autism, 14, 9-28.
  • Provost, B., Lopez, B.R., & Heimerl, S.A. (2007). Comparison of motor delays in young children: Autism spectrum disorder, developmental delay, and developmental concerns. Journal of Autism and Developmental Disorders, 37, 321–328.
  • Prupas, A., Harvey, W.J., & Benjamin, J. (2006). An early intervention aquatics program for pre-school children with autism and their parents. Journal of Physical Education Recreation and Dance, 77, 46-51.
  • Prupas, A. & Reid G. (2001). Effects of exercise frequency on stereotypic behaviors of children with developmental disorders. Education and Training in Mental Retardation and Developmental Disorders, 36, 196-206.
  • Reid, G. (2005). Understanding physical activity in youths with autism spectrum disorders. Palaestra, 21, 6-7.
  • Reid, G. & O’Connor J. (2003). The autism spectrum disorders. Palaestra, 19, 20-26.
  • Todd, T. & Reid G. (2006). Increasing physical activity in individuals with autism. Focus on Autism and Other Developmental Disabilities, 21, 167-176.
  • Yilmaz, I., Yanardag, M., Birkan, B., & Bumin, G. (2004). Effects of swimming training on physical fitness and water orientation in autism. Pediatrics International, 46, 624-626.
  • Yilmaz, I., Yanardag, M., Ergun, N., Uysal, A., & Konukman F. (2011). Effects of pool exercise training on stereotypical behaviors in autism. Research Quarterly for Exercise and Sport, 82, A-76.
  • Yılmaz, I., Konukman, F., Birkan, B., & Yanardağ, M. (2010). The effects of most to least prompting on teaching simple progression swimming skill for children with autism. Education and Training in Autism and Developmental Disabilities, 45, 440-448.

Otistik Bozukluk Gösteren Çocuklarda Bir Müdahale Yaklaşımı: Su İçi Etkinlikler

Year 2012, Volume: 4 Issue: 1, 32 - 45, 01.03.2012
https://doi.org/10.20489/intjecse.107937

Abstract

Otistik bozukluk, yaşamın ilk üç yılında ortaya çıkan, iletişim ve sosyal etkileşim sorunları, sınırlı/yinelenen ilgi ve davranışlarla karakterize bir gelişimsel bozukluktur. Otistik bozukluk teşhis ölçütü, duyu, algı ve motor becerileri kapsayan sınırlılıklar içermemesine rağmen yapılan çalışmalar ve gözlemler, otistik bozukluk tanısı almış bazı çocukların motor gelişiminde gecikmeler, fiziksel performans ve aktivite düzeylerinde düşüklük, duyusal uyarılara tepki süreçlerinde otistik bozukluk göstermeyen çocuklara göre farklılıklar bulunduğunu göstermiştir. Alanyazında, su içi etkinlikler çocuklarda fiziksel performansı arttırma, duyusal tepkileri düzenleme ve sosyal etkileşimi sağlamada bir müdahale yaklaşımı olarak kullanılmaktadır. Ancak, bu yararlı etkilere rağmen, otistik bozukluk gösteren çocuklarda su içi etkinliklere yeterince yer verilmemekte ve uygulanması konusunda aileler, öğretmenler ve diğer uzmanlarca bazı sorunlar yaşandığı gözlenmektedir. Bu çalışma; otistik bozukluk gösteren çocuklarda su içi etkinliklerin yararları, yapılacak uyarlamalar ve izlenmesi gereken yaklaşımlar, farklı yaş gruplarında yapılabilecek su içi etkinlik ve oyunlar ve etkinlik sırasında alınması gereken önlemler üzerine odaklaşmaktadır.

References

  • Amerikan Psikiyatri Birliği (2001). Psikiyatride Hastalıkların Tanımlanması ve Sınıflandırılması Elkitabı, Yeniden Gözden Geçirilmiş Dördüncü Baskı, (DSM- IV-TR), Amerikan Psikiyatri Birliği, Washington DC, 2000’den çeviren Köroğlu, E. Hekimler Yayın Birliği, Ankara.
  • Becker, B.E. (2009). Aquatic therapy: scientific foundations and clinical rehabilitation applications. American Academy of Physical Medicine and Rehabilitation, 1, 859-872.
  • Berkeley, S.L., Zittel, L.L., Pitney, L.V., & Nichols, S.E. (2001). Locomotor and object control skills of children diagnosed with autism, Adapted Physical Activity Quarterly, 18, 405-416.
  • Bogdashina, O. (2003). Sensory perceptual issues in autism and Asperger syndrome. London: Jessica Kingsley Publishers.
  • Bumin, G., Uyanık, M., Yılmaz, I., Kayıhan, H., & Topçu M. (2003). Hydrotherapy for Rett syndrome. Journal of Rehabilitation Medicine, 35, 44-45.
  • Burns, B.T., & Ault, R.L. (2009). Exercise and autism symptoms: A Case Study. Psi Chi Journal of Undergraduate Research, 14, 43-51.
  • Campion, M.R. (1985). Hydrotherapy in paediatris. London: William Heinemann Medical Books Ltd.
  • Crollick, J.L., Mancil, R., & Stopka, C. (2006). Physical activity for children with autism spectrum disorder. Teaching Elementary Physical Education, 2, 30-34.
  • Dewey, D., Cantell, M., & Crawford, S.G. (2007). Motor and gestural performance in children with autism spectrum disorders, developmental coordination disorder, and/ or attention deficit hyperactivity disorder. Journal of the International Neuropsychological Society, 13, 246- 256.
  • Diken, İ.H. (2011). Otistik bozukluğu olan öğrenciler. (Ed.) Diken, İ.H. Özel Eğitime Gereksinimi Olan Öğrenciler ve Özel Eğitim. Ünite 13, s: 409-447, Ankara: Pegem Akademi Yayınları, 4. Baskı.
  • Dumas, H., & Francesconi, S. (2001). Aquatic therapy in pediatrics: annotated bibliography. Physical & Occupational Therapy in Pediatrics, 20, 63-78.
  • Huettig, C. & Darden-Melton B. (2004). Acquisition of aquatic skills by children with autism. Palaestra, 20, 20-25.
  • Killian, J.K., Petrovich, R.J.A., Menna, L., & Arena, S.A. (1984). Measuring water orientation and beginner swim skills of autistic individuals. Adapted Physical Actvıty Quarterly, 1, 287-295.
  • Lepore, M., Gayle, G.W., & Stevens, S. (1998). Adapted aquatics programming. Champaign, IL: Human Kinetics.
  • Levinson, L.J. & Reid, G. (1993). The effects of exercise intensity on the stereotypic behaviours of individuals with autism. Adapted Physical Activity Quarterly, 10, 255-268.
  • Lieberman, L.J. & Cowart, J.F. (1996). Games for people with sensory impairments. Champaign, IL: Human Kinetics.
  • Martinez, C.A. (2006). Adapted aquatics for children with autism. Teaching Elementary Physical Education, 17, 34-36.
  • Martin, K. (1983). Therapeutic pool activities for young children in a community facility. Physical & Occupational Therapy in Pediatrics, 31, 59-74.
  • Miles, L. (2007). Physical activity and health. Nutrition Bulletin, 32, 314-363.
  • Pan, C.Y. (2010). Effects of water exercise swimming program on aquatic skills and social behaviors in children with autism spectrum disorders. Autism, 14, 9-28.
  • Provost, B., Lopez, B.R., & Heimerl, S.A. (2007). Comparison of motor delays in young children: Autism spectrum disorder, developmental delay, and developmental concerns. Journal of Autism and Developmental Disorders, 37, 321–328.
  • Prupas, A., Harvey, W.J., & Benjamin, J. (2006). An early intervention aquatics program for pre-school children with autism and their parents. Journal of Physical Education Recreation and Dance, 77, 46-51.
  • Prupas, A. & Reid G. (2001). Effects of exercise frequency on stereotypic behaviors of children with developmental disorders. Education and Training in Mental Retardation and Developmental Disorders, 36, 196-206.
  • Reid, G. (2005). Understanding physical activity in youths with autism spectrum disorders. Palaestra, 21, 6-7.
  • Reid, G. & O’Connor J. (2003). The autism spectrum disorders. Palaestra, 19, 20-26.
  • Todd, T. & Reid G. (2006). Increasing physical activity in individuals with autism. Focus on Autism and Other Developmental Disabilities, 21, 167-176.
  • Yilmaz, I., Yanardag, M., Birkan, B., & Bumin, G. (2004). Effects of swimming training on physical fitness and water orientation in autism. Pediatrics International, 46, 624-626.
  • Yilmaz, I., Yanardag, M., Ergun, N., Uysal, A., & Konukman F. (2011). Effects of pool exercise training on stereotypical behaviors in autism. Research Quarterly for Exercise and Sport, 82, A-76.
  • Yılmaz, I., Konukman, F., Birkan, B., & Yanardağ, M. (2010). The effects of most to least prompting on teaching simple progression swimming skill for children with autism. Education and Training in Autism and Developmental Disabilities, 45, 440-448.
There are 29 citations in total.

Details

Primary Language Turkish
Journal Section Articles
Authors

Mehmet Yanardağ This is me

İlker Yılmaz This is me

Publication Date March 1, 2012
Published in Issue Year 2012 Volume: 4 Issue: 1

Cite

APA Yanardağ, M., & Yılmaz, İ. (2012). Otistik Bozukluk Gösteren Çocuklarda Bir Müdahale Yaklaşımı: Su İçi Etkinlikler. International Journal of Early Childhood Special Education, 4(1), 32-45. https://doi.org/10.20489/intjecse.107937