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Exploring the Body Language of Child...

University of Toronto (Canada)., Rehabilitation Science.

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Exploring the Body Language of Children With Autism Spectrum Disorder (ASD) During Physical Activity.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Exploring the Body Language of Children With Autism Spectrum Disorder (ASD) During Physical Activity./
Author:	Naiman, Ilana Deborah.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2023,
Description:	180 p.
Notes:	Source: Dissertations Abstracts International, Volume: 85-01, Section: B.
Contained By:	Dissertations Abstracts International85-01B.
Subject:	Recreation. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30312983
ISBN:	9798379770877

Exploring the Body Language of Children With Autism Spectrum Disorder (ASD) During Physical Activity.
Naiman, Ilana Deborah.

Exploring the Body Language of Children With Autism Spectrum Disorder (ASD) During Physical Activity. - Ann Arbor : ProQuest Dissertations & Theses, 2023 - 180 p.

Source: Dissertations Abstracts International, Volume: 85-01, Section: B.

Thesis (Ph.D.)--University of Toronto (Canada), 2023.

This item must not be sold to any third party vendors.

Introduction: Children with autism spectrum disorder (ASD) participate in less physical activity (PA) than their peers. Research has shown that one reason is that some instructors lack awareness about ASD and how best to support these children. Differences with body language expression are a feature of ASD that limit social interactions and may compromise participation. This dissertation used mixed methods to explore how body language of children with ASD is demonstrated and perceived in PA settings and reports the first-stage validation and associated refinement of the Body Language Coding Scale (BLCS) to help instructors with body language identification and interpretation.{A0}Methods: Twelve parents of children with ASD (7-12 years) were interviewed to explore thoughts about their child's body language and their impressions of its interpretation by PA instructors. Next, the BLCS was used to quantify body language during a motor assessment performed by 31 children with ASD (6-12 years). BLCS reliability and its association with motor proficiency and skill enjoyment were evaluated. A content validity evaluation was undertaken with three parents of children with ASD (8-12 years) to review cue valence. The BLCS scoring was revised and reliability was re-evaluated.{A0}Results: Misinterpretation of non-basic emotions expressed through body language was identified by parents as a knowledge gap. The BLCS showed excellent intra-rater and moderate inter-rater reliability. No significant associations were shown between body language, motor performance and enjoyment. Parents' evaluation of cue meaning demonstrated concurrence with BLCS cue valence. Further refinement of the BLCS (including renaming of positive/negative categories to engaged/not engaged) resulted in the BLCS-v2-revised, which demonstrated excellent intra-rater and good inter-rater total score reliability, and excellent intra- and inter-rater category reliability.Discussion: The BLCS-v2-revised is a reliable and valid measure of body language of children with ASD. Further research is needed on the feasibility of using the BLCS-v2-revised in the community context.Conclusion: The BLCS is ready for introduction to PA instructors as a tool to help them communicate better with children with ASD. Bringing awareness of body language differences in children with ASD may help instructors create a more inclusive environment to support participation and enjoyment.

ISBN: 9798379770877Subjects--Topical Terms:

535376
Recreation.
Subjects--Index Terms:

Autism

Exploring the Body Language of Children With Autism Spectrum Disorder (ASD) During Physical Activity.
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502 $a Thesis (Ph.D.)--University of Toronto (Canada), 2023.
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520 $a Introduction: Children with autism spectrum disorder (ASD) participate in less physical activity (PA) than their peers. Research has shown that one reason is that some instructors lack awareness about ASD and how best to support these children. Differences with body language expression are a feature of ASD that limit social interactions and may compromise participation. This dissertation used mixed methods to explore how body language of children with ASD is demonstrated and perceived in PA settings and reports the first-stage validation and associated refinement of the Body Language Coding Scale (BLCS) to help instructors with body language identification and interpretation.{A0}Methods: Twelve parents of children with ASD (7-12 years) were interviewed to explore thoughts about their child's body language and their impressions of its interpretation by PA instructors. Next, the BLCS was used to quantify body language during a motor assessment performed by 31 children with ASD (6-12 years). BLCS reliability and its association with motor proficiency and skill enjoyment were evaluated. A content validity evaluation was undertaken with three parents of children with ASD (8-12 years) to review cue valence. The BLCS scoring was revised and reliability was re-evaluated.{A0}Results: Misinterpretation of non-basic emotions expressed through body language was identified by parents as a knowledge gap. The BLCS showed excellent intra-rater and moderate inter-rater reliability. No significant associations were shown between body language, motor performance and enjoyment. Parents' evaluation of cue meaning demonstrated concurrence with BLCS cue valence. Further refinement of the BLCS (including renaming of positive/negative categories to engaged/not engaged) resulted in the BLCS-v2-revised, which demonstrated excellent intra-rater and good inter-rater total score reliability, and excellent intra- and inter-rater category reliability.Discussion: The BLCS-v2-revised is a reliable and valid measure of body language of children with ASD. Further research is needed on the feasibility of using the BLCS-v2-revised in the community context.Conclusion: The BLCS is ready for introduction to PA instructors as a tool to help them communicate better with children with ASD. Bringing awareness of body language differences in children with ASD may help instructors create a more inclusive environment to support participation and enjoyment.
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