Abstract
Movement in response to music represents one of the natural social environments in which physical activity occurs. The study of music and movement, including dance, requires a careful, holistic consideration of many features, which may include music, physical activity, motor learning, social engagement, emotion, and creativity. The overarching goal of this manuscript is to examine qualitative characteristics of and individual responses to a music and movement intervention (Creatively Able) for children with Autism Spectrum Disorder (ASD). We provide a description of Creatively Able, illustrating how the program design and physical and social environment were informed by children’s needs and preferences in order to provide an enriched environment in which to promote multiple systems in children with ASD. Using data from two pilot studies with 20 children with ASD, we illustrate how researchers can use observational research methods to measure important aspects of the social environment (e.g., children’s engagement during intervention sessions) as well as engagement of potential underlying behavioral mechanisms (e.g., self-regulation) that might reduce clinical symptoms. We further illustrate how individual responses to intervention (e.g., improvements in behaviors or symptoms) can be studied in physically active interventions. Our pilot study results showed group-level reductions in Stereotyped and Compulsive behaviors of 8% and 4%, respectively; posthoc analysis revealed that there were substantial individual differences in children’s responses to the intervention. This research illustrates robust methods that can be applied to intervention research to improve our understanding of important features of interventions that might help promote development in various domains, including executive functions and self-regulation.
Highlights
Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder characterized by persistent deficits in social communication and interaction and restricted, repetitive patterns of behavior, interests, or activities that are present during a child’s development and cause clinically significant impairments in functioning [1]
Enjoyment Scale (PACES); 80% endorsed the statement “I enjoyed it”. Parents described their interest in a longer intervention and their perceptions of how the intervention could be beneficial for their children, with many describing their child’s interest in and love for music as relevant
Our research supports the feasibility of recruitment and implementation of Creatively Able and documents interest in participating among children with ASD and their families
Summary
Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder characterized by persistent deficits in social communication and interaction and restricted, repetitive patterns of behavior, interests, or activities that are present during a child’s development and cause clinically significant impairments in functioning [1]. The prevalence of ASD in children in the United States is estimated to be 1.47% [2], and interventions to improve functioning in children with ASD are an important research priority. In this manuscript, we examine the potential of Creatively Able, a music and movement intervention, to promote development in children with ASD. To date, there are few studies evaluating the outcomes of PA interventions for children with ASD, making the development and study of intervention programs that promote PA for children with ASD an important research priority
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