Title of thesis: Parents' perspectives on the secondary effects of an early motor skills intervention for their four-year-old children with autism spectrum disorder. Parents' perspectives on the secondary effects of an early motor skills intervention for their four-year-old children with autism spectrum disorder. The results of this study suggest that motor skills interventions have differential benefits at the child and parent levels.
These findings indicate that early motor interventions have several important secondary effects that may benefit families of children with ASD. Parents' motives for enrolling their 4-year-old children with ASD in an early motor intervention.
INTRODUCTION
There are many possible mechanisms through which the experience of early motor intervention for children with ASD may influence parental stress and family quality of life. How is parental stress and family quality of life affected by the experience of early motor intervention for children with ASD? Based on this view, interventions for children with ASD will therefore indirectly influence their families.
Interventions for children with autism spectrum disorder and their parents: A systematic review of family outcomes. Parental perceptions of psychosocial outcomes of equine-assisted interventions for children with autism spectrum disorder.
LITERATURE REVIEW
Very few researchers have examined the secondary effects of motor skill interventions for children with ASD (Ketcheson et al., 2017), and those that have have focused on the. Interventions for children with ASD that improve family quality of life can strengthen positive outcomes for the children in a bidirectional manner. The relationship of motor skills and adaptive behavior skills in young children with autism spectrum disorders.
The effects of previous physical activity on the academic engagement of children with autism spectrum disorders. Effects of exercise on children with autism spectrum disorders: Metabolic health, autistic traits, and quality of life.
MANUSCRIPT 1
Conclusions: Overall, these findings suggest that early motor skills intervention experiences for children with ADHD can have a positive impact on parents and families. The purpose of this study is to describe parents' perspectives on their stress and family quality of life, the benefits of early motor skills intervention for children with developmental disorders at the parent level, and how these benefits affect the family unit. The motor skills intervention involved small groups of three- to five-year-old children with ADHD.
Meet other parents of children with ASD - Learn strategies to use at home with your child(ren). Not only was early motor skills intervention the first opportunity for many parents to meet other children with ADHD, but it was also their first exposure to other parents. This study also aimed to improve our understanding of why parents choose to include their children with ADHD in early motor skill interventions.
The opportunity for parents to meet other children with ASD was also seen as a beneficial component of the intervention. More research is needed to fully understand the types of parent-level benefits sought by parents of children with ASD. For example, one of the reasons participants in this study were motivated to enroll their children in a motor intervention was that they could meet other parents of children with ADHD.
Parents in the current study reported several reasons for enrolling their children with ASD in an early motor intervention, including potential benefits for. They also reported improvements in their stress and family quality of life through a variety of parent-level benefits associated with the early motor intervention for their children with ASD. The results of this study highlighted the motivation of parents to enroll their children with ASD in an early motor skill.
Effectiveness of a basic motor skills intervention for 4-year-old children with autism spectrum disorder: A pilot study. School-based fundamental-motor-skills intervention for children with autism-like characteristics: an exploratory study.
MANUSCRIPT 2
Early motor skills interventions may be an effective and feasible intervention option for children with ASD between the time they are. Parents of children with ASD have previously reported that strained sibling relationships contribute to their own stress levels (Rivers & Stoneman, 2003). This is an important finding that suggests that motor skill interventions for young children with ASD can increase school readiness (Brigman, Lane, Switzer, Lane, & Lawrence, 1999).
Further investigation into the effectiveness of motor skills interventions for improving the listening skills of children with ASD is warranted. Visual displays of skill sequences have been shown to be quite effective for children with ASD (Quill, 1997). To our knowledge, the current study is the first to identify improvements in listening skills and turn-taking skills, and their influence on family dynamics, as a result of an early motor skills intervention for children with ASD.
In a study by Stoner et al. 2007) parents of young children with ASD reported that preparation for transitions begins with understanding the child. The current study highlights parents' perceptions of secondary effects of an early motor skills intervention for children with ASD. The results of this study suggest that early motor skills interventions for young children with ASD may be a strategy that can be used to achieve these outcomes.
Consistent with family systems theory, these findings highlight several distinct pathways through which parent-level benefits associated with early motor skills intervention for children with ASD may extend to the family unit. Finally, parents described several reasons for including their children with developmental disabilities in early motor skills intervention. Overall, the results of this study suggest that experiences with early motor skills intervention can benefit both children with ADHD and their parents, and that these benefits can extend to the family unit.
The findings of this study suggest that community-based programs such as these can significantly benefit families of children with ASD. Stress and family quality of life in parents of children with autism spectrum disorder: Parental gender and the dual ABCX model.
APPENDICES
Letter of Approval from the University of Ontario Institute of Technology Research Ethics Board
Informed Consent Form Informed Consent Form
The transcript from the interview session will be emailed to you no later than two weeks after your interview date. You have two weeks to add, remove or revise any of your comments - you don't have to provide input if you don't want to. A brief summary of the results will be emailed to you once the survey is complete.
However, your name will not be used in any documents related to this research. You will be given a false name in all publications resulting from this research, so that your comments remain anonymous. Your transcribed interview will be emailed to you via a UOIT institutional email address, but the security of information sent over the internet cannot be guaranteed. The data collected in this study will be used for current and possible future research and will be kept secure.
You may withdraw from this survey at any time without penalty; before, during or after the interview session until the time of study. If you choose to withdraw, all data that has been collected will be destroyed and will not be used in any analyses, publications or further research. If you wish to withdraw from the study, you can do so by contacting one of the investigators by phone or email (see contact details above).
This study was approved on October 31, 2018 by the University of Ontario Institute of Technology Research Ethics Board (REB #15012), a university committee whose mission is to ensure the protection of the rights and welfare of people participating in research . . Please consent to my interview session being audio recorded as part of the research. I have been fully informed of the details of the investigation and have had the opportunity to discuss my concerns.
Motor Intervention PI Recruitment Email
Study Information Recruitment Email
Significance of the study: The results from this study will help us understand the secondary effects of early motor interventions for children with ASD. They can also help us design interventions and services in the future in a way that promotes the best outcomes for all family members. If none of these dates/times work for you, please give me two dates/times that would work for you and I will do my best to accommodate you.
Demographic Information Form
Is your child currently receiving any other form of intervention/therapy (eg PT, OT, speech, ABA-based services, etc.).
Interview Guide Interview Guide
The purpose of this demographic information form is to provide us with some background information about your family. This will help us interpret your comments in the context of your family life. Each question on the form is optional, which means you are still eligible to participate. The purpose of this scale is to assess your family's current crisis situation. Circle the statement that best describes your family at this time.
Tell me a little about why you decided to enroll your child in motor intervention. If so, how have these changes in your child's behavior affected the well-being of your family, including you. My next two questions focus on the quality of family life, which is essentially a measure of the "goodness" of your family life.
The state of health of you and your family members - Your and your family members' energy levels - Opportunities to accomplish things individually. If at all, how has your child's participation in the motor intervention affected your family's quality of life. If at all, how has your child's participation in the motor intervention affected your stress.
Can you describe any other benefits or challenges you or your family have experienced as a result of your child's participation in motor intervention? Investigations: Talking to other parents, recess, watching your child succeed, leaving home, relationship with instructors, transportation burden, schedule burden. If at any point in the interview the participant said they were in crisis or scored 6+ on the Brief Family Distress Scale, list the sources of the crisis. Thanks again for your cooperation.
Email Sent to Participants Following Participation
Crisis Resources for Participants in Crisis
NVivo Coding Framework