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The Effect of Adapted Physical Activities on an Individual with Special Need’s Turn-Taking Skills

Yıl 2023, Cilt: 5 Sayı: 2, 381 - 396, 30.09.2023

Bekir Erhan Orhan Aydın Karaçam Arif Çetin

https://doi.org/10.47778/ejsse.1343423

Öz

This study adopts a qualitative approach and uses a case study design to examine the potential benefits of Adapted Physical Activities (APA) in improving turn-taking skills in children diagnosed with Autism Spectrum Disorder (ASD). A 12-year-old female participant with moderate intellectual disability participated in a 12-week APA training program. Researchers conducted one-hour interviews with his family and three teachers to gain in-depth information about his experiences and perceptions. Interview data transcribed with participants' consent showed that APA contributed to a potential improvement in skills vital to social and academic abilities, including turn-taking and waiting. As a result, the findings obtained from this study showed that APA positively contributes to taking turns and waiting, which are of great importance in interpersonal interaction, especially in terms of communication rhythms and mutual exchanges. In this context, educators can enhance the quality of life for individuals with special needs in educational settings through UFA.

Anahtar Kelimeler

Adaptive physical activity Turn-taking skills Autism spectrum disorder

Kaynakça

  • Bailey, R. (2006). Physical education and sport in schools: A Review of benefits and outcomes. Journal of School Health, 76(8), 397–401. https://doi.org/10.1111/j.1746-1561.2006.00132.x
  • Barkley, R. A. (2006). Attention-deficit hyperactivity disorder: A handbook for diagnosis and treatment. The Guilford Press.
  • Block, M. E. (2007). A Teacher's guide to including students with disabilities in general physical education. Brookes Publishing Company.
  • Block, M. E., & Obrusnikova, I. (2007). Inclusion in physical education: A Review of the literature from 1995-2005. Adapted physical activity quarterly, 24(2), 103-124. https://doi.org/10.1123/apaq.24.2.103
  • Bremer, E., & Lloyd, M. (2016). School-based fundamental-motor-skill intervention for children with autism-like characteristics: An exploratory study. Adapted Physical Activity Quarterly, 33(1), 66-88. https://doi.org/10.1123/APAQ.2015-0009
  • Bremer, E., Balogh, R., & Lloyd, M. (2015). Effectiveness of a fundamental motor skill intervention for 4-year-old children with autism spectrum disorder: A pilot study. Autism, 19(8), 980-991. https://doi.org/10.1177/1362361314557
  • Breslin, C. M., & Rudisill, M. E. (2011). The effect of visual supports on performance of the TGMD-2 for children with autism spectrum disorder. Adapted Physical Activity Quarterly, 28(4), 342–353. https://doi.org/10.1123/apaq.28.4.342
  • Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative research in psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa
  • Brown, W. H., Odom, S. L., & McConnell, S. R. (Eds.). (2008). Social competence of young children: Risk, disability, & intervention. MD: Brookes.
  • Bulotsky-Shearer, R. J., Dominguez, X., & Bell, E. R. (2012). Preschool classroom behavioral context and school readiness outcomes for low-income children: A multilevel examination of child-and classroom-level influences. Journal of Educational Psychology, 104(2), 421-438. https://doi.org/10.1037/a0026301
  • Clarke, V., & Braun, V. (2013). Successful qualitative research: A practical guide for beginners. Sage.
  • DeLuzio, J., & Girolametto, L. (2011). Peer interactions of preschool children with and without hearing loss. Journal of speech, language, and hearing research: JSLHR, 54(4), 1197–1210. https://doi.org/10.1044/1092-4388(2010/10-0099)
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (Vol. 7, p. 429). McGraw-hill.
  • Goodway, J. D., & Branta, C. F. (2003). Influence of a motor skill intervention on fundamental motor skill development of disadvantaged preschool children. Research quarterly for exercise and sport, 74(1), 36-46. https://doi.org/10.1080/02701367.2003.10609062
  • Greenspan, S., & Granfield, J. M. (1992). Reconsidering the construct of mental retardation: Implications of a model of social competence. American Journal on Mental Retardation.
  • Gresham, F. M., & Elliot, S. N. (1990). Social skills rating system. American Guidance Service.
  • Harrell, L. G., Kamps, D., & Kravits, T. (1997). The effects of peer networks on social—communicative behaviors for students with autism. Focus on Autism and Other Developmental Disabilities, 12(4), 241-256. https://doi.org/10.1177/108835769701200406
  • Hatch, J. A. (2002). Doing qualitative research in education settings. Suny Press.
  • Ketcheson, L., Hauck, J., & Ulrich, D. (2017). The effects of an early motor skill intervention on motor skills, levels of physical activity, and socialization in young children with autism spectrum disorder: A pilot study. Autism, 21(4), 481-492. https://doi.org/10.1177/1362361316650
  • King, G. A., Specht, J. A., Schultz, I., Warr-Leeper, G., Redekop, W., & Risebrough, N. (1997). Social skills training for withdrawn unpopular children with physical disabilities: A preliminary evaluation. Rehabilitation Psychology, 42(1), 47–60. https://doi.org/10.1037/0090-5550.42.1.47
  • Lang, R., Kuriakose, S., Lyons, G., Mulloy, A., Boutot, A., Britt, C., ... & Lancioni, G. (2011). Use of school recess time in the education and treatment of children with autism spectrum disorders: A systematic review. Research in Autism Spectrum Disorders, 5(4), 1296-1305. https://doi.org/10.1016/j.rasd.2011.02.012
  • Liamputtong, P. (2009). Qualitative data analysis: conceptual and practical considerations. Health Promotion Journal of Australia, 20(2), 133-139. https://doi.org/10.1071/HE09133
  • Liber, D. B., Frea, W. D., & Symon, J. B. (2008). Using time-delay to improve social play skills with peers for children with autism. Journal of Autism and Developmental Disorders, 38, 312-323. https://doi.org/10.1007/s10803-007-0395-z
  • Merriam, S. B., & Tisdell, E. J. (2015). Qualitative research: A guide to design and implementation. John Wiley & Sons.
  • McNamara, S. W., & Haegele, J. A. (2021). Undergraduate students’ experiences with educational podcasts to learn about inclusive and integrated physical education. European Physical Education Review, 27(1), 185–202. http://dx.doi.org/10.1177/1356336X20932598
  • Mohamed, J. K. (2005). Pendidikan khas untuk kanak-kanak istimewa. PTS Professional.
  • Monchy*, M. D., Pijl, S. J., & Zandberg, T. (2004). Discrepancies in judging social inclusion and bullying of pupils with behaviour problems. European journal of special needs education, 19(3), 317-330. https://doi.org/10.1080/0885625042000262488
  • Murphy, N. A., Carbone, P. S., & Council on Children with Disabilities. (2008). Promoting the participation of children with disabilities in sports, recreation, and physical activities. Pediatrics, 121(5), 1057–1061. https://doi.org/10.1542/peds.2008-0566
  • Must, A., & Tybor, D. J. (2005). Physical activity and sedentary behavior: a review of longitudinal studies of weight and adiposity in youth. International journal of obesity, 29(2), S84-S96. https://doi.org/10.1038/sj.ijo.0803064
  • Obrusnikova, I., & Cavalier, A. R. (2011). Perceived barriers and facilitators of participation in after-school physical activity by children with autism spectrum disorders. Journal of Developmental and Physical Disabilities, 23, 195-211. https://doi.org/10.1007/s10882-010-9215-z
  • Patton, M. Q. (2023). Qualitative research & evaluation methods: Integrating theory and practice. Sage publications.
  • Pellegrini, A. D., & Smith, P. K. (1998). Physical activity play: The nature and function of a neglected aspect of play. Child development, 69(3), 577-598. https://doi.org/10.1111/j.1467-8624.1998.tb06226.x
  • Phillips Jr, I. J. (2020). Maintaining Small Retail Business Profitability by Reducing Cyberattacks (Doctoral dissertation, Walden University).
  • Razhiyah, K. A. (2008). Apa itu autisme?. PTS Professional.
  • Scheepstra, A. J., Nakken, H., & Pijl, S. J. (1999). Contacts with classmates: the social position of pupils with Down's syndrome in Dutch mainstream education. European Journal of Special Needs Education, 14(3), 212-220. https://doi.org/10.1080/0885625990140303
  • Sherrill, C. (1998). Adapted physical activity, recreation and sport: Crossdisciplinary and lifespan. WCB/McGraw Hill.
  • Spence, S. H., Donovan, C., & Brechman-Toussaint, M. (1999). Social skills, social outcomes, and cognitive features of childhood social phobia. Journal of Abnormal Psychology, 108(2), 211–221. https://doi.org/10.1037/0021-843X.108.2.211
  • Stodden, D. F., Goodway, J. D., Langendorfer, S. J., Roberton, M. A., Rudisill, M. E., Garcia, C., & Garcia, L. E. (2008). A developmental perspective on the role of motor skill competence in physical activity: An emergent relationship. Quest, 60(2), 290–306. https://doi.org/10.1080/00336297.2008.10483582
  • Strong, W. B., Malina, R. M., Blimkie, C. J., Daniels, S. R., Dishman, R. K., Gutin, B., ... & Trudeau, F. (2005). Evidence based physical activity for school-age youth. The Journal of pediatrics, 146(6), 732-737. https://doi.org/10.1016/j.jpeds.2005.01.055
  • Surat, S., Sadali, L., Rahman, S., & Kummin, S. (2016). The Use of CeSo to Improve Turn-Taking Skills among Students with Learning Disabilities. Creative Education, 7(2), 319-324. https://doi.org/10.4236/ce.2016.72032
  • Ulrich, D. A., & Sanford, C. B. (1985). Test of gross motor development. Pro-ed.
  • Vygotsky, L. S., & Cole, M. (1978). Mind in society: Development of higher psychological processes. Harvard University Press.
  • Wilson, W. J. (2014). Contribution of physical education to the overall physical activity behavior of children. Master Thesis. Oregon State University. Yin, R. K. (2014). Case study research: Design and methods (applied social research methods) (p. 312). Sage publications.
  • Zanolli, K., Daggett, J., & Adams, T. (1996). Teaching preschool age autistic children to make spontaneous initiations to peers using priming. Journal of Autism and Developmental Disorders, 26, 407-422. https://doi.org/10.1007/BF02172826

The Effect of Adapted Physical Activities on an Individual with Special Need’s Turn-Taking Skills

Yıl 2023, Cilt: 5 Sayı: 2, 381 - 396, 30.09.2023

Bekir Erhan Orhan Aydın Karaçam Arif Çetin

https://doi.org/10.47778/ejsse.1343423

Öz

This study adopts a qualitative approach and uses a case study design to examine the potential benefits of Adapted Physical Activities (APA) in improving turn-taking skills in children diagnosed with Autism Spectrum Disorder (ASD). A 12-year-old female participant with moderate intellectual disability participated in a 12-week APA training program. Researchers conducted one-hour interviews with his family and three teachers to gain in-depth information about his experiences and perceptions. Interview data transcribed with participants' consent showed that APA contributed to a potential improvement in skills vital to social and academic abilities, including turn-taking and waiting. As a result, the findings obtained from this study showed that APA positively contributes to taking turns and waiting, which are of great importance in interpersonal interaction, especially in terms of communication rhythms and mutual exchanges. In this context, educators can enhance the quality of life for individuals with special needs in educational settings through UFA.

Anahtar Kelimeler

Adaptive physical activity Turn-taking skills Autism spectrum disorder

Kaynakça

  • Bailey, R. (2006). Physical education and sport in schools: A Review of benefits and outcomes. Journal of School Health, 76(8), 397–401. https://doi.org/10.1111/j.1746-1561.2006.00132.x
  • Barkley, R. A. (2006). Attention-deficit hyperactivity disorder: A handbook for diagnosis and treatment. The Guilford Press.
  • Block, M. E. (2007). A Teacher's guide to including students with disabilities in general physical education. Brookes Publishing Company.
  • Block, M. E., & Obrusnikova, I. (2007). Inclusion in physical education: A Review of the literature from 1995-2005. Adapted physical activity quarterly, 24(2), 103-124. https://doi.org/10.1123/apaq.24.2.103
  • Bremer, E., & Lloyd, M. (2016). School-based fundamental-motor-skill intervention for children with autism-like characteristics: An exploratory study. Adapted Physical Activity Quarterly, 33(1), 66-88. https://doi.org/10.1123/APAQ.2015-0009
  • Bremer, E., Balogh, R., & Lloyd, M. (2015). Effectiveness of a fundamental motor skill intervention for 4-year-old children with autism spectrum disorder: A pilot study. Autism, 19(8), 980-991. https://doi.org/10.1177/1362361314557
  • Breslin, C. M., & Rudisill, M. E. (2011). The effect of visual supports on performance of the TGMD-2 for children with autism spectrum disorder. Adapted Physical Activity Quarterly, 28(4), 342–353. https://doi.org/10.1123/apaq.28.4.342
  • Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative research in psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa
  • Brown, W. H., Odom, S. L., & McConnell, S. R. (Eds.). (2008). Social competence of young children: Risk, disability, & intervention. MD: Brookes.
  • Bulotsky-Shearer, R. J., Dominguez, X., & Bell, E. R. (2012). Preschool classroom behavioral context and school readiness outcomes for low-income children: A multilevel examination of child-and classroom-level influences. Journal of Educational Psychology, 104(2), 421-438. https://doi.org/10.1037/a0026301
  • Clarke, V., & Braun, V. (2013). Successful qualitative research: A practical guide for beginners. Sage.
  • DeLuzio, J., & Girolametto, L. (2011). Peer interactions of preschool children with and without hearing loss. Journal of speech, language, and hearing research: JSLHR, 54(4), 1197–1210. https://doi.org/10.1044/1092-4388(2010/10-0099)
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (Vol. 7, p. 429). McGraw-hill.
  • Goodway, J. D., & Branta, C. F. (2003). Influence of a motor skill intervention on fundamental motor skill development of disadvantaged preschool children. Research quarterly for exercise and sport, 74(1), 36-46. https://doi.org/10.1080/02701367.2003.10609062
  • Greenspan, S., & Granfield, J. M. (1992). Reconsidering the construct of mental retardation: Implications of a model of social competence. American Journal on Mental Retardation.
  • Gresham, F. M., & Elliot, S. N. (1990). Social skills rating system. American Guidance Service.
  • Harrell, L. G., Kamps, D., & Kravits, T. (1997). The effects of peer networks on social—communicative behaviors for students with autism. Focus on Autism and Other Developmental Disabilities, 12(4), 241-256. https://doi.org/10.1177/108835769701200406
  • Hatch, J. A. (2002). Doing qualitative research in education settings. Suny Press.
  • Ketcheson, L., Hauck, J., & Ulrich, D. (2017). The effects of an early motor skill intervention on motor skills, levels of physical activity, and socialization in young children with autism spectrum disorder: A pilot study. Autism, 21(4), 481-492. https://doi.org/10.1177/1362361316650
  • King, G. A., Specht, J. A., Schultz, I., Warr-Leeper, G., Redekop, W., & Risebrough, N. (1997). Social skills training for withdrawn unpopular children with physical disabilities: A preliminary evaluation. Rehabilitation Psychology, 42(1), 47–60. https://doi.org/10.1037/0090-5550.42.1.47
  • Lang, R., Kuriakose, S., Lyons, G., Mulloy, A., Boutot, A., Britt, C., ... & Lancioni, G. (2011). Use of school recess time in the education and treatment of children with autism spectrum disorders: A systematic review. Research in Autism Spectrum Disorders, 5(4), 1296-1305. https://doi.org/10.1016/j.rasd.2011.02.012
  • Liamputtong, P. (2009). Qualitative data analysis: conceptual and practical considerations. Health Promotion Journal of Australia, 20(2), 133-139. https://doi.org/10.1071/HE09133
  • Liber, D. B., Frea, W. D., & Symon, J. B. (2008). Using time-delay to improve social play skills with peers for children with autism. Journal of Autism and Developmental Disorders, 38, 312-323. https://doi.org/10.1007/s10803-007-0395-z
  • Merriam, S. B., & Tisdell, E. J. (2015). Qualitative research: A guide to design and implementation. John Wiley & Sons.
  • McNamara, S. W., & Haegele, J. A. (2021). Undergraduate students’ experiences with educational podcasts to learn about inclusive and integrated physical education. European Physical Education Review, 27(1), 185–202. http://dx.doi.org/10.1177/1356336X20932598
  • Mohamed, J. K. (2005). Pendidikan khas untuk kanak-kanak istimewa. PTS Professional.
  • Monchy*, M. D., Pijl, S. J., & Zandberg, T. (2004). Discrepancies in judging social inclusion and bullying of pupils with behaviour problems. European journal of special needs education, 19(3), 317-330. https://doi.org/10.1080/0885625042000262488
  • Murphy, N. A., Carbone, P. S., & Council on Children with Disabilities. (2008). Promoting the participation of children with disabilities in sports, recreation, and physical activities. Pediatrics, 121(5), 1057–1061. https://doi.org/10.1542/peds.2008-0566
  • Must, A., & Tybor, D. J. (2005). Physical activity and sedentary behavior: a review of longitudinal studies of weight and adiposity in youth. International journal of obesity, 29(2), S84-S96. https://doi.org/10.1038/sj.ijo.0803064
  • Obrusnikova, I., & Cavalier, A. R. (2011). Perceived barriers and facilitators of participation in after-school physical activity by children with autism spectrum disorders. Journal of Developmental and Physical Disabilities, 23, 195-211. https://doi.org/10.1007/s10882-010-9215-z
  • Patton, M. Q. (2023). Qualitative research & evaluation methods: Integrating theory and practice. Sage publications.
  • Pellegrini, A. D., & Smith, P. K. (1998). Physical activity play: The nature and function of a neglected aspect of play. Child development, 69(3), 577-598. https://doi.org/10.1111/j.1467-8624.1998.tb06226.x
  • Phillips Jr, I. J. (2020). Maintaining Small Retail Business Profitability by Reducing Cyberattacks (Doctoral dissertation, Walden University).
  • Razhiyah, K. A. (2008). Apa itu autisme?. PTS Professional.
  • Scheepstra, A. J., Nakken, H., & Pijl, S. J. (1999). Contacts with classmates: the social position of pupils with Down's syndrome in Dutch mainstream education. European Journal of Special Needs Education, 14(3), 212-220. https://doi.org/10.1080/0885625990140303
  • Sherrill, C. (1998). Adapted physical activity, recreation and sport: Crossdisciplinary and lifespan. WCB/McGraw Hill.
  • Spence, S. H., Donovan, C., & Brechman-Toussaint, M. (1999). Social skills, social outcomes, and cognitive features of childhood social phobia. Journal of Abnormal Psychology, 108(2), 211–221. https://doi.org/10.1037/0021-843X.108.2.211
  • Stodden, D. F., Goodway, J. D., Langendorfer, S. J., Roberton, M. A., Rudisill, M. E., Garcia, C., & Garcia, L. E. (2008). A developmental perspective on the role of motor skill competence in physical activity: An emergent relationship. Quest, 60(2), 290–306. https://doi.org/10.1080/00336297.2008.10483582
  • Strong, W. B., Malina, R. M., Blimkie, C. J., Daniels, S. R., Dishman, R. K., Gutin, B., ... & Trudeau, F. (2005). Evidence based physical activity for school-age youth. The Journal of pediatrics, 146(6), 732-737. https://doi.org/10.1016/j.jpeds.2005.01.055
  • Surat, S., Sadali, L., Rahman, S., & Kummin, S. (2016). The Use of CeSo to Improve Turn-Taking Skills among Students with Learning Disabilities. Creative Education, 7(2), 319-324. https://doi.org/10.4236/ce.2016.72032
  • Ulrich, D. A., & Sanford, C. B. (1985). Test of gross motor development. Pro-ed.
  • Vygotsky, L. S., & Cole, M. (1978). Mind in society: Development of higher psychological processes. Harvard University Press.
  • Wilson, W. J. (2014). Contribution of physical education to the overall physical activity behavior of children. Master Thesis. Oregon State University. Yin, R. K. (2014). Case study research: Design and methods (applied social research methods) (p. 312). Sage publications.
  • Zanolli, K., Daggett, J., & Adams, T. (1996). Teaching preschool age autistic children to make spontaneous initiations to peers using priming. Journal of Autism and Developmental Disorders, 26, 407-422. https://doi.org/10.1007/BF02172826
Toplam 44 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Engelliler için Beden Eğitimi, Spor ve Fiziksel Aktivite
Bölüm Makaleler
Yazarlar

Bekir Erhan Orhan 0000-0002-3149-6630

Aydın Karaçam 0000-0001-6509-427X

Arif Çetin 0000-0002-7430-4803

Erken Görünüm Tarihi 29 Eylül 2023
Yayımlanma Tarihi 30 Eylül 2023
Kabul Tarihi 29 Eylül 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 5 Sayı: 2

Kaynak Göster

APA Orhan, B. E., Karaçam, A., & Çetin, A. (2023). The Effect of Adapted Physical Activities on an Individual with Special Need’s Turn-Taking Skills. Avrasya Spor Bilimleri Ve Eğitim Dergisi, 5(2), 381-396. https://doi.org/10.47778/ejsse.1343423
AMA Orhan BE, Karaçam A, Çetin A. The Effect of Adapted Physical Activities on an Individual with Special Need’s Turn-Taking Skills. EJSSE. Eylül 2023;5(2):381-396. doi:10.47778/ejsse.1343423
Chicago Orhan, Bekir Erhan, Aydın Karaçam, ve Arif Çetin. “The Effect of Adapted Physical Activities on an Individual With Special Need’s Turn-Taking Skills”. Avrasya Spor Bilimleri Ve Eğitim Dergisi 5, sy. 2 (Eylül 2023): 381-96. https://doi.org/10.47778/ejsse.1343423.
EndNote Orhan BE, Karaçam A, Çetin A (01 Eylül 2023) The Effect of Adapted Physical Activities on an Individual with Special Need’s Turn-Taking Skills. Avrasya Spor Bilimleri ve Eğitim Dergisi 5 2 381–396.
IEEE B. E. Orhan, A. Karaçam, ve A. Çetin, “The Effect of Adapted Physical Activities on an Individual with Special Need’s Turn-Taking Skills”, EJSSE, c. 5, sy. 2, ss. 381–396, 2023, doi: 10.47778/ejsse.1343423.
ISNAD Orhan, Bekir Erhan vd. “The Effect of Adapted Physical Activities on an Individual With Special Need’s Turn-Taking Skills”. Avrasya Spor Bilimleri ve Eğitim Dergisi 5/2 (Eylül 2023), 381-396. https://doi.org/10.47778/ejsse.1343423.
JAMA Orhan BE, Karaçam A, Çetin A. The Effect of Adapted Physical Activities on an Individual with Special Need’s Turn-Taking Skills. EJSSE. 2023;5:381–396.
MLA Orhan, Bekir Erhan vd. “The Effect of Adapted Physical Activities on an Individual With Special Need’s Turn-Taking Skills”. Avrasya Spor Bilimleri Ve Eğitim Dergisi, c. 5, sy. 2, 2023, ss. 381-96, doi:10.47778/ejsse.1343423.
Vancouver Orhan BE, Karaçam A, Çetin A. The Effect of Adapted Physical Activities on an Individual with Special Need’s Turn-Taking Skills. EJSSE. 2023;5(2):381-96.
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