Water Orientation Skills and Basic Safety and Swimming Skills of Children with Autism Spectrum Disorder

Globally, drowning is the third leading cause of unintentional injury death, and children on the autism spectrum are at a higher risk of drowning. Several factors affect limited water competency (swim skills and water safety) and engagement in swimming as a meaningful leisure activity. To identify baseline water competency among children on the autism spectrum, examine caregiver goals for swim skill intervention, and examine factors associated with water competency. Cross-sectional analysis of baseline assessment from a larger randomized controlled trial. Franklin County Board of Developmental Disabilities Therapy Pool. Children on the autism spectrum (N = 37; 28 boys, 9 girls), ages 5 to 9 yr, recruited from the local community. Water competency was assessed using the Water Orientation Test-Alyn 1 and 2 (WOTA 1 and 2). Caregivers completed the Canadian Occupational Performance Measure (COPM), the Sensory Profile-2 (SP-2), and a prior aquatic exposure questionnaire. Children on the autism spectrum showed limited water competency skills on the WOTA 1 and 2. A majority of caregivers identified safety in and around water as a goal for their child, using the COPM. Higher conduct processing and low registration scores on the SP-2 significantly correlated with lower water competency. Exposure to group lessons significantly correlated with better water competency. Children on the autism spectrum demonstrated limited swim and water safety skills, highlighting the need for programs that teach swim and water safety skills in this population. Plain-Language Summary: This study examined water competency, including swim safety skills, among children on the autism spectrum. The results suggest that these children lacked basic water competency and safety skills. Caregivers of children on the autism spectrum identified water safety in and around bodies of water to be a high-priority goal. A child's sensory characteristics and prior exposure to water activities affect their water competency. Our results highlight the need for programs that teach swim and water safety skills for children on the autism spectrum.

BackgroundDrowning death rates decreased by 32% in the U.S. since 1990. However, rates remain high among Non-Hispanic American Indian or Alaska Native (AI/AN) and Non-Hispanic Black or African-American (Black) persons.MethodsNational...

IntroductionWHO guidance supports implementation of drowning prevention interventions. This study aimed to examine barriers and facilitators of use of WHO guidance on basic swimming and water safety skills in low-resource...

Introduction‘Swim for Safety’ is a recently introduced survival swimming and water safety training programme for Sri Lanka. The programme was developed by Sri Lanka Life Saving and Life Saving Victoria,...

Drowning has been identified as the cause of over 2.5 million preventable deaths globally in the past decade. Lower- and middle-income countries in Asia have recorded the highest numbers of drowning worldwide and children seem particularly vulnerable. Drowning is a complex phenomenon informed by multiple interacting factors, and the majority of deaths occur in natural environments such as ponds, ditches, rivers and oceans. Any potential drowning prevention strategy should acknowledge the important relationships that are created between individuals and their environment in water safety education. In this article, we share how the ecological dynamics theoretical perspective can help inform our understanding of drowning prevention. First, we review recent drowning prevention recommendations provided by the World Health Organization (WHO). Next, we discuss how well WHO's recommendations align with the principles of ecological dynamics. It is acknowledged that in many Asian countries, there are considerable challenges to delivering WHO's drowning prevention interventions. Teaching children basic swimming, water safety and self-rescue skills remains the most practical means to prevent drowning. The relevant scale of analysis for understanding behaviour is the individual-environment relationship. Specifically, the relative fit between these components may dictate how well water safety skills are learnt. Considerations such as installing barriers and adequate supervision around water can be scaffolded alongside an understanding of affordances in the context of water safety. We conclude that water safety education informed by an ecological dynamics approach is an effective partnership to help tackle the drowning pandemic.

People with autism are approximately twice as likely to die from drowning than members of the general population. Drowning can take place in quite small bodies of water. Therefore, acquiring good water safety skills is of the utmost importance. A systematic review of research into effective behavioural interventions for water safety and swim skills was conducted. In total, 11 studies were identified. Findings suggest that behaviourally based interventions can improve a range of water safety and swim skills in individuals with autism.

Teaching basic swimming, water safety and rescue skills is recommended by the World Health Organization for all school-aged children. However, there is a lack of evidence on effective pedagogies to develop swimming competency and the success of swimming lessons as a drowning prevention intervention. This study used a self-report questionnaire and practical testing procedures to examine the effectiveness of a 10-week student-centred aquatic programme designed for children aged 10–12 years. The study also determined whether the non-traditional swimming programme was accepted by swim teachers, school teachers and principals, and parents from a range of schools from different geographical regions in Victoria, Australia. A total of 204 students were enrolled in the programme. The pre-programme results indicated a good level of swimming, water safety and aquatic knowledge, but low swimming ability. Swimming ability significantly improved from pre-programme to post-programme, with no significant post-programme ability differences between male and female children or for participants from different programmes. Qualitative feedback collected through questionnaires, interviews and/or focus groups from students ( n = 73) and parents ( n = 69), school teachers and principals ( n = 14), swim teachers and swim school managers ( n = 21) indicated strong support from principals and swim teachers for the student-centred pedagogy, and all stakeholders valued the focus on survival swimming competencies. This research highlights the importance of including stakeholders when designing and implementing aquatics programmes. The study has resulted in a well-founded, effective programme with tailored resources and instructional materials that are available for swim centres and schools that would enable schools globally to adopt and implement this programme.

Swimming and water safety skills are essential for reducing drowning. Swimming and water safety programs primarily focus on children, despite adults accounting for over 80% of fatal drowning in Australia. This study aims to identify types of adult swimming programs in Australia, who attends these programs, and measure their swimming skill achievement against national benchmarks. A retrospective cross-sectional study of adults attending swimming programs between 2018 and 2021 was conducted. Participant assessment records were analysed against the [Australian] National Swimming and Water Safety Framework and national benchmarks to be achieved by 6 and 12 years old. Descriptive statistics and Chi-square analysis were undertaken. Of 4914 adults attending swimming lessons, 44% were female, median age was 38 years, and 40% were from high socioeconomic areas. On average, adults attended nine lessons, averaging 4.5 h in the water. At their final assessment, 69% could swim at least 5 m (6-year-old benchmark), and 8% could swim 50 m continuously (12-year-old benchmark). Adults of all ages are learning to swim; however, only 8% are achieving the 12-year-old benchmark of swimming 50 m. An equity issue exists, with adults from lower socioeconomic areas and men less likely to be attending swimming programs. Developing and maintaining water safety skills throughout the lifespan is vital for reducing drowning risk among adults. SO WHAT?: Adults are spending time, money and effort learning to swim, however, more is needed to ensure that participants stay in lessons long enough to develop the necessary skills needed to be safe in the water.

Preventing adolescent drowning: Understanding water safety knowledge, attitudes and swimming ability. The effect of a short water safety intervention

Drowning is the number one cause of accidental death in children with Autism Spectrum Disorder (ASD). Few studies have examined the effectiveness of swim instruction for improving water safety skills in children with moderate to severe ASD. This study examines the feasibility and effectiveness of an aquatic therapy program on water safety and social skills in children with mild to severe ASD (n = 7). Water safety skills were evaluated using the Aquatics Skills Checklist and social skills were measured using the Social Skills Improvement Scale. We provide preliminary evidence that children with ASD can improve water safety skills (p = 0.0002), which are important for drowning prevention after only 8h of intervention. However, social skills did not respond to intervention (p = 0.6409).

New research reveals that record numbers of primary pupils are leaving without basic swimming and water safety skills. It is time this worrying trend was reversed.

Sir, Globally, drowning has been acknowledged as one of the leading causes of deaths attributed to unintentional injury and accounts for almost 9% of all injury-related fatalities.[1] The current estimates suggest that every year almost 0.37 million people die due to drowning, of which more than 90% of the victims are from low- and middle-income nations.[1] Further, the worst affected regions in terms of incidence are Western Pacific and Southeast Asia, while the African region has reported maximum mortality.[1,2] Not only that the available estimates do not reflect the precise picture as many cases often go unreported, especially nonfatal events, and even drowning deaths resulting because of suicide or homicide or disasters are excluded.[2,3] Moreover, it also contributes a significant financial burden on the families and on the health system.[2] The epidemiological assessment of the global trends revealed that children in the age-group of 1–4 years have the highest incidence of drowning, while in excess of 50% of victims are <25 years.[1] Moreover, the overall death rates have been twice more common in males than females owing to high-risk behaviors.[1] In addition, factors such as poor swimming skills, easy access to open water sources either because of occupation or due to proximity to house, frequent traveling on water in boats or ships poorly maintained or manned by un-experienced drivers, flood disasters, infants left unsupervised near water, tourists unaware of prevalent risks, and lack of barriers limiting exposure to water bodies are some of the known potential risk factors.[1,2,3,4] It is extremely important to understand that once an individual begins to drown, the result is usually fatal and is eventually determined based on the promptness of rescuing the individual from the water, and speed with which appropriate resuscitation is executed.[2,5] Thus, prevention is extremely crucial, and interventions such as creating barriers to restrict access to open water sources; building safe places for under-five children away from water sources; and teaching basic swimming, water safety, and safe rescue-related skills in schools will have a sizeable impact on the overall burden of the problem.[2,3,4] Further, measures such as training observers regarding safe rescue and resuscitation, creating awareness about the condition and susceptibility among children, establishing and enforcing safe boating regulations, ensuring preparedness to adequately respond to flood disasters, encouraging intersectoral coordination, and promoting well-designed studies to ascertain the high risk factors and impact of corrective strategies will also eventually reduce the incidence of drowning and its associated consequences.[2,3,4,5] Acknowledging the public health importance and the fact that the condition has been neglected till date, the World Health Organization has appealed to the national governments to prioritize the concern of drowning prevention, generate reliable date on drowning estimates, integrate it with other public health agendas, formulate a water safety plan at the national level, and even advocate for the involvement of all concerned stakeholders.[1,2] To conclude, drowning is an important global public health concern with a significant impact on health standards of children and youth. As the condition is preventable, implementation of proven measures at various levels can significantly minimize the risk of drowning and associated mortality, especially in low-resource settings. Financial support and sponsorship Nil. Conflicts of interest There are no conflicts of interest.

Taiwan is an island which is located in Asia and has abundant water resources and subtropical climate. Therefore, aquatic sports are popular sports and leisure activities. According to the statistics,...

This study examined the effectiveness of a drowning prevention program and the retention of swimming and water safety skills for 3-14 year-old children with and without disabilities. The intensive program, SWIM Central, used a top-down approach to teach 6 swimming and water safety skills during 10, 30-minute sessions. A post-participation parent survey results suggested that children ages 3-14 with and without disabilities who had previously participated in SWIM Central retained swimming and water safety skills to a similar degree. The current swim skill assessments showed that there was not an overall difference in swim skill performance in the presence of a disability; therefore, the SWIM Central program was effective in increasing overall swimming performance for children with and without disabilities.

Drowning is a public health challenge, disproportionately impacting children. Social determinants of health (SDH) such as socio-economic disadvantage and geographic isolation increase drowning risk. Swimming and water safety lessons, in part, have reduced drowning in children, while also enabling healthy aquatic participation. Research suggests that some Australian children receive insufficient swimming and water safety education and are not achieving essential skills. A cross-sectional retrospective analysis of swimming and water safety skills achieved by a cohort of children (5-12years) attending commercial swimming lessons in three Australian states was undertaken. Variables included participant demographics (age, gender, and the SDH of socio-economic status [SES], and geographical remoteness) and skills being taught and achieved. Skills achieved were analysed against the National Swimming & Water Safety Framework and the National Benchmark. Swim schools were more likely to teach freestyle (87%) and backstroke (83%); and less likely to teach water safety skills like treading water (53%), and survival backstroke (46%). Overall, 40% of 12-year-old children failed to achieve the National Benchmark of 50 metres freestyle, fewer were achieving minimum water safety skills. Children from low socio-economic areas and regional locations were less likely to be achieving 50 metres freestyle. Children in this study were commonly from major cities (94%) and of high socio-economic areas (53%). Swimming lessons must incorporate a broad range of swimming and water safety competencies to ensure children have the skills required to reduce drowning, especially for those deemed at increased risk. Stakeholders must prioritise holistic drowning prevention education strategies, ensuring all children can access swimming and water safety programs regardless of their socio-economic status or geographical location.