The effect of physical activity interventions on development of children with autism spectrum disorder. content-analysis of researches

Abstract

Background. Heeding the experience of existing research will allow designing future scientific research. This will increase physical activitу (PA), improve physical fitness, maintenance and improvement of health of children with autism spectrum disorders (ASD); assist implementation of inclusion in the educational institutions of the country. Purpose - to analyze the content of physical education programs used in attracting children with autism spectrum disorder to physical activity and to find out domains of indicators that should be investigated. Participants and setting. The analysis of scientific articles for 2000-2019 years was done, 48 publications were selected. Research design. A systematic search for scientific data was conducted, articles that were not related to physical activity were not taken into consideration. The search depth was 3 generations. Data collection. The search of documents was carried out in different databases using keywords «autism», «ASD», «physical activity», «fitness». Articles that studied the effect of different means (lesson programs) on the performance of children with ASD were chosen. More than 100 English-language papers for the last 20 years were analyzed. Data analysis. A content analysis of received data was conducted. The reliability of the differences between the frequency of study of aggregates of indicators was clarified using χ-test. Findings. Scientists, studying the impact of programs of PA on children with ASD, often focus on disruptive behavioral models (31%) of these children and on their indicators of physical fitness and motor skills (35%). Most studies analize the effects of a program using one type of PA. Conclusions. Among the existing research, there is a lack of multidimensional and multimodal programs that would combine effective means of PA. The frequency of communication and cognitive performance research (12% and 10% respectively) significantly (p<0.05) lags behind the research of frequency of physical and behavioral indicators in children with ASD (35% and 31% respectively). there is a lack of research that would study different groups of indicators (physical, cognitive and indicators of problem areas of children with ASD, behavioral and communicative) together.