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Yıl 2023, Cilt: 6 Sayı: Special Issue 1- Healthy Life, Sports for Disabled people, 30 - 41, 25.10.2023

Meltem Işık Afacan

https://doi.org/10.33438/ijdshs.1348362

Öz

Kaynakça

  • Afacan, E. (2020). Sociological Dimensions of Physical Education and Sports, Academician Bookstore, ISBN: 978-625-710.
  • American Psychiatric Association (APA). (2013). DSM-V: Diagnosticans statistical manual of mental disorders. Washington (DC): American Psychiatric Association.
  • Arslan, Ş. (2019). Investigation of the relationship between time management and academic success in university students: Sample of Van Yüzüncü Yıl University School of Physical Educationand Sports Master's Thesis, Trakya University, Institute of Social Science.
  • Bedford, R., Pickles, A., Lord, C. (2016). Early gross motor skills predict the subsequent development of language in children with autism spectrum disorder. Autism Research, 9(9), 993–1001.https:// doi.org/ 10.1002 /aur. 1587
  • Blagrave, A. J., Colombo-Dougovito, A.M. (2019). Experiences participating in community physical activity by families with a child on the autism spectrum: A phenomenologic alinquiry. Advances in Neuro developmental Disorders, 3, 72-84
  • 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
  • Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. A., Karadeniz, Ş. ve Demirel, F. (2016). Scientific Research Methods, 21st Edition, Pegem Academy Publishing.
  • Campisi, L., Imran, N., Nazeer, A., Skokauskas, N., Azeem, M. W. (2018). Autism spectrum disorder. British Medical Bulletin, 127(1). 91–100.
  • Colombo-Dougovito, A. M., Block, M.E. (2019). Fundamental motor skill interventions for children and adolescents on the autism spectrum: A literatüre review. Review Journal of Autism and Developmental Disorders, 6, 159-171.
  • Crucitti, J., Hyde, C., Stokes, M.A. (2019). Hammering that nail: variedpraxis motor skills in younger autistic children. Journal of Autism and Developmental Disorders.https://doi.org/ 10.1007/ s10803-019-04136-4.
  • Esposito, G., Venuti, P., Maestro, S., Muratori, F. (2009). An exploration of symmetry in early autism spectrum disorders: analysis of lying. Brain Dev. 31: 131–138.
  • Eigsti, I.M., Marchena, A.B., Schuh, J.M., Kelley, E. (2011). Language acquisition in autism spectrum disorders: A developmental review. Research in Autism Spectrum Disorders, 5(2), 681-691.
  • Fournier, K.A, Hass, C.J, Naik, S.K, Lodha, N., Cauraugh, J. H. (2010). Motor coordination in autism spectrum disorders: a synthesis and meta-analysis. J Autism Dev Disord. 40:1227–1240.
  • Ferreira, J. P., Ghiarone, T., Cabral Junior, C.R., Furtado, G. E., Moreira Carvalho, H., Machado-Rodrigues, A.M., Andrade Toscano, C.V. (2019). Effects of physical exercise on the stereotyped behavior of children with autism spectrum disorders. Medicina, 55(10), 685.
  • Green, G. (2001). Behavior analytic instruction for learners with autism: Advances in stimulus control technology. Focus on autism and other developmental disabilities, 16(2), 72-85.
  • Guest, L., Balogh, R., Dogra, S., Lloyd, M. (2017). Examining the impact of a multi-sport camp for girls ages 8–11 with autism spectrum disorder. Therapeutic Recreation Journal, 51(2), 109.
  • History (2023). https:// ihfed .org /about / history / date access: 18.02.2023
  • Healy, S., Nacario, A., Braith waite, R.E., Hopper, C. (2018). The effect of physical activity interventions on youth with autism spectrum disorder: A meta analysis. Autism Research, 11(6), 818-833.
  • Hebert, E. B., Nolan, K. W., Smith, K. N. (2022). A review of early motor issues in young children with Autism Spectrum Disorder. Infants & Young Children, 35(4), 339-355.
  • Huang, J., Du, C., Liu, J., Tan, G. (2020). Meta-analysis on intervention effects of physical activities on children and adolescents with autism. International journal of environmental research and public health, 17(6), 1950.
  • Iverson, J.M. (2010). Developing language in a developing body: the relationship between motor development and language development. J Child Lang. 37:1–25.
  • Jachyra, P., Renwick, R., Gladstone, B., Anagnostou, E., Gibson, B. E. (2021). Physical activity participation among adolescents with autism spectrum disorder. Autism, 25(3), 613-626.
  • Jihyun, L., Kristina, K.V. (2017) Physical Activity into Socialization: A Movement-based Social Skills Program for Children with Autism Spectrum Disorder, Journal of Physical Education, Recreation & Dance, 88:4, 7-13, doi:10.1080/ 07303084.2016. 1 270788
  • Kanner, L. (1943). Autistic disturbances of affective contact. Nervous child, 2(3), 217-250.
  • Karasik, L.B., Tamis-lemonda, C.S., Adolph, K.E. (2011). Transition from crawling to walking and infants’ actions with objects and people. Child Dev. 82:1199–1209.
  • 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.
  • Liu, T., Fedak, A. T., Hamilton, M. (2016). Effect of physical activity on the stereotypic behaviors of children with autism spectrum disorder. Int J School Health, 3(1):e28674
  • Lord, E, Patterson, I. (2008). The benefits of physically active leisure for people with disabilities: An Australian perspective. Annals of Leisure Research, 11, 123-144.
  • Miles, M. B., Huberman, A. M. (1994). Qualitativ data analysis: An expanded sourcebook. sage.
  • Must, A., Phillips, S., Curtin, C., Bandini, L.G. (2015). Barrier stop hysical activity in children with autism spectrum disorders: Relationship to physical activity and screen time. Journal of Physical Activity and Health, 12(4), 529-534.
  • McPhail, J.D. (2006). The therapeutic benefits of physical activity, American Athletic Medical Association Journal;1(1): 9-10.
  • Nazemzadegan, G., Babadi, A., Zeinali, Z., Kakavandi, K. (2016). Effectiveness of ball exercises on reduction of stereotypic behavior of children with autism spectrum disorder with high performance. Iranian rehabilitation journal; 14(2):121-126.
  • Nicholson, H., Kehle, T.J., Bray, M.A., Heest, J.V. (2011). The effects of antecedent physical activity on the academic engagement of children with autism spectrum disorder. Psychology in the Schools; 48 (2): 198-213.
  • 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.
  • Obrusnikova, I., Miccinello, D.L. (2012). Parent perceptions of factors influencing after-school physical activity of children with autism spectrum disorders. Adaptedp hysical activity quarterly; 29(1): 63-80.
  • Oriel, K. N., George, C. L., Peckus, R.,Semon, A. (2011). The effects of aerobic exercise on academic engagement in young children with autism spectrum disorder. Pediatric Physical Therapy; 23(2): 187-193.
  • Öztürk, N., Karabıçak, G.Ö. and Cavlak, U. (2023). Does Function Level of Individuals With Autism Spectrum Disorder Affect The Family Impact?. Int J Disabil Sports Health Sci;2023;6(2):129-138.https://doi.org/10.33 438/ijdshs.1255718
  • Pan, C.Y. (2009). Age, social engagement, and physical activity in children with autism spectrum disorders. Research in Autism Spectrum Disorders; 3(1): 22-31.
  • Pan, C.Y. (2014). Motor proficiency and physical fitness in adolescent males with and without autism spectrum disorders. Autism; 18(2): 156-165.
  • Ruggeri, A., Dancel, A., Johnson, R., Sargent, B. (2020). The effect of motor and physical activity intervention on motor outcomes of children with autism spectrum disorder: A systematic review. Autism; 24(3): 544-568.
  • Sezgin, D. (2017). Corporate reputation from the point of view of the employee of the institution. Selcuk Communications; 9(4):141-163.
  • Thomas, S., Barnett, L.M., Papadopoulos, N., Lander, N., Mc Gillivray, J., Rinehart, N. (2021). How do physical activity and sedentary behaviour affect motor competence in children with autism spectrum disorder compared to typically developing children: a pilot study. Journal of Autism and Developmental Disorders; 1-13.
  • Topçuoğlu, H. (1984). Sociology of Law Courses, Isin Publishing.
  • Tse, A.C. (2020). Brief Report: Impact of a Physical Exercise Intervention on Emotion Regulation and Behavioral Functioning in Children with Autism Spectrum Disorder Journal of Autism and Developmental Disorders; 50(11): 4191-4198.
  • Vandereycken, W., Hoogduin, C.A.L., Emmelkamp, P.M.G. (2016). Handboek psychopathologie. Bohn Stafleuvan Loghum.
  • Yıldırım, A., Şimşek, H. (2011). Qualitative Research Methods in The Social Sciences. Seckin Publishing.
  • Zhao, M.,Chen, S. (2018). The effects of structured physical activity program on social interaction and communication for children with autism. Bio Med Research International; 2018(13). https:// doi.org / 10.1155 /2018 /18 25046
  • Winnick, J.P. (2005). Adapted Physical Educationand Sports (4th ed.). Human Kinetics.
  • Winnick, J.P. (2011). Adapted Physical Education and Sport (5th ed.). Champaign, IL: Human Kinetics.

The Evaluation of Developments in Children with Autism within the Framework of Hemsball Training: From the Trainer’s and Parents’ Perspective

Yıl 2023, Cilt: 6 Sayı: Special Issue 1- Healthy Life, Sports for Disabled people, 30 - 41, 25.10.2023

Meltem Işık Afacan

https://doi.org/10.33438/ijdshs.1348362

Öz

This study was designed to answer questions about why hemsball, an activity that allows children with autism to be easily involved and allows for individualized adaptations, can be an alternative activity for children with autism. The aim of this study is to examine the observations of parents and trainers for the evaluation of developments in children with autism with in the frame work of hemsball training. This study adopted a qualitative research model and was designed as a case study.The study group in the research consists of 8 parents and one trainer, who were selected by easily accessible case sampling method and participated in the research voluntarily. Semi-structured interviews were conducted with the parents and the trainer to achieve the aims of the research. In the first part of the form given to the parents, there is personal in formation and general information about the participation of their child with autism in hemsball training, and in the second form, there are interview forms consisting of 3 semi-structured questions for the parent and the trainer. After the interviews, the data were coded with the maticanalysis method. Content analysis technique was used in the analysis of the data obtained in the research. The changes that parents and hemsball trainer saw in children with autism after the hemsball training started were collected under 6 themes: motor, behavioral, academic, language and communication, sociological and psychological. And as a result, it was revealed that children with autism showed positive development in these six themes.

Anahtar Kelimeler

Hemsball Autism Training Skill Development Sportive Skill Development

Kaynakça

  • Afacan, E. (2020). Sociological Dimensions of Physical Education and Sports, Academician Bookstore, ISBN: 978-625-710.
  • American Psychiatric Association (APA). (2013). DSM-V: Diagnosticans statistical manual of mental disorders. Washington (DC): American Psychiatric Association.
  • Arslan, Ş. (2019). Investigation of the relationship between time management and academic success in university students: Sample of Van Yüzüncü Yıl University School of Physical Educationand Sports Master's Thesis, Trakya University, Institute of Social Science.
  • Bedford, R., Pickles, A., Lord, C. (2016). Early gross motor skills predict the subsequent development of language in children with autism spectrum disorder. Autism Research, 9(9), 993–1001.https:// doi.org/ 10.1002 /aur. 1587
  • Blagrave, A. J., Colombo-Dougovito, A.M. (2019). Experiences participating in community physical activity by families with a child on the autism spectrum: A phenomenologic alinquiry. Advances in Neuro developmental Disorders, 3, 72-84
  • 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
  • Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. A., Karadeniz, Ş. ve Demirel, F. (2016). Scientific Research Methods, 21st Edition, Pegem Academy Publishing.
  • Campisi, L., Imran, N., Nazeer, A., Skokauskas, N., Azeem, M. W. (2018). Autism spectrum disorder. British Medical Bulletin, 127(1). 91–100.
  • Colombo-Dougovito, A. M., Block, M.E. (2019). Fundamental motor skill interventions for children and adolescents on the autism spectrum: A literatüre review. Review Journal of Autism and Developmental Disorders, 6, 159-171.
  • Crucitti, J., Hyde, C., Stokes, M.A. (2019). Hammering that nail: variedpraxis motor skills in younger autistic children. Journal of Autism and Developmental Disorders.https://doi.org/ 10.1007/ s10803-019-04136-4.
  • Esposito, G., Venuti, P., Maestro, S., Muratori, F. (2009). An exploration of symmetry in early autism spectrum disorders: analysis of lying. Brain Dev. 31: 131–138.
  • Eigsti, I.M., Marchena, A.B., Schuh, J.M., Kelley, E. (2011). Language acquisition in autism spectrum disorders: A developmental review. Research in Autism Spectrum Disorders, 5(2), 681-691.
  • Fournier, K.A, Hass, C.J, Naik, S.K, Lodha, N., Cauraugh, J. H. (2010). Motor coordination in autism spectrum disorders: a synthesis and meta-analysis. J Autism Dev Disord. 40:1227–1240.
  • Ferreira, J. P., Ghiarone, T., Cabral Junior, C.R., Furtado, G. E., Moreira Carvalho, H., Machado-Rodrigues, A.M., Andrade Toscano, C.V. (2019). Effects of physical exercise on the stereotyped behavior of children with autism spectrum disorders. Medicina, 55(10), 685.
  • Green, G. (2001). Behavior analytic instruction for learners with autism: Advances in stimulus control technology. Focus on autism and other developmental disabilities, 16(2), 72-85.
  • Guest, L., Balogh, R., Dogra, S., Lloyd, M. (2017). Examining the impact of a multi-sport camp for girls ages 8–11 with autism spectrum disorder. Therapeutic Recreation Journal, 51(2), 109.
  • History (2023). https:// ihfed .org /about / history / date access: 18.02.2023
  • Healy, S., Nacario, A., Braith waite, R.E., Hopper, C. (2018). The effect of physical activity interventions on youth with autism spectrum disorder: A meta analysis. Autism Research, 11(6), 818-833.
  • Hebert, E. B., Nolan, K. W., Smith, K. N. (2022). A review of early motor issues in young children with Autism Spectrum Disorder. Infants & Young Children, 35(4), 339-355.
  • Huang, J., Du, C., Liu, J., Tan, G. (2020). Meta-analysis on intervention effects of physical activities on children and adolescents with autism. International journal of environmental research and public health, 17(6), 1950.
  • Iverson, J.M. (2010). Developing language in a developing body: the relationship between motor development and language development. J Child Lang. 37:1–25.
  • Jachyra, P., Renwick, R., Gladstone, B., Anagnostou, E., Gibson, B. E. (2021). Physical activity participation among adolescents with autism spectrum disorder. Autism, 25(3), 613-626.
  • Jihyun, L., Kristina, K.V. (2017) Physical Activity into Socialization: A Movement-based Social Skills Program for Children with Autism Spectrum Disorder, Journal of Physical Education, Recreation & Dance, 88:4, 7-13, doi:10.1080/ 07303084.2016. 1 270788
  • Kanner, L. (1943). Autistic disturbances of affective contact. Nervous child, 2(3), 217-250.
  • Karasik, L.B., Tamis-lemonda, C.S., Adolph, K.E. (2011). Transition from crawling to walking and infants’ actions with objects and people. Child Dev. 82:1199–1209.
  • 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.
  • Liu, T., Fedak, A. T., Hamilton, M. (2016). Effect of physical activity on the stereotypic behaviors of children with autism spectrum disorder. Int J School Health, 3(1):e28674
  • Lord, E, Patterson, I. (2008). The benefits of physically active leisure for people with disabilities: An Australian perspective. Annals of Leisure Research, 11, 123-144.
  • Miles, M. B., Huberman, A. M. (1994). Qualitativ data analysis: An expanded sourcebook. sage.
  • Must, A., Phillips, S., Curtin, C., Bandini, L.G. (2015). Barrier stop hysical activity in children with autism spectrum disorders: Relationship to physical activity and screen time. Journal of Physical Activity and Health, 12(4), 529-534.
  • McPhail, J.D. (2006). The therapeutic benefits of physical activity, American Athletic Medical Association Journal;1(1): 9-10.
  • Nazemzadegan, G., Babadi, A., Zeinali, Z., Kakavandi, K. (2016). Effectiveness of ball exercises on reduction of stereotypic behavior of children with autism spectrum disorder with high performance. Iranian rehabilitation journal; 14(2):121-126.
  • Nicholson, H., Kehle, T.J., Bray, M.A., Heest, J.V. (2011). The effects of antecedent physical activity on the academic engagement of children with autism spectrum disorder. Psychology in the Schools; 48 (2): 198-213.
  • 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.
  • Obrusnikova, I., Miccinello, D.L. (2012). Parent perceptions of factors influencing after-school physical activity of children with autism spectrum disorders. Adaptedp hysical activity quarterly; 29(1): 63-80.
  • Oriel, K. N., George, C. L., Peckus, R.,Semon, A. (2011). The effects of aerobic exercise on academic engagement in young children with autism spectrum disorder. Pediatric Physical Therapy; 23(2): 187-193.
  • Öztürk, N., Karabıçak, G.Ö. and Cavlak, U. (2023). Does Function Level of Individuals With Autism Spectrum Disorder Affect The Family Impact?. Int J Disabil Sports Health Sci;2023;6(2):129-138.https://doi.org/10.33 438/ijdshs.1255718
  • Pan, C.Y. (2009). Age, social engagement, and physical activity in children with autism spectrum disorders. Research in Autism Spectrum Disorders; 3(1): 22-31.
  • Pan, C.Y. (2014). Motor proficiency and physical fitness in adolescent males with and without autism spectrum disorders. Autism; 18(2): 156-165.
  • Ruggeri, A., Dancel, A., Johnson, R., Sargent, B. (2020). The effect of motor and physical activity intervention on motor outcomes of children with autism spectrum disorder: A systematic review. Autism; 24(3): 544-568.
  • Sezgin, D. (2017). Corporate reputation from the point of view of the employee of the institution. Selcuk Communications; 9(4):141-163.
  • Thomas, S., Barnett, L.M., Papadopoulos, N., Lander, N., Mc Gillivray, J., Rinehart, N. (2021). How do physical activity and sedentary behaviour affect motor competence in children with autism spectrum disorder compared to typically developing children: a pilot study. Journal of Autism and Developmental Disorders; 1-13.
  • Topçuoğlu, H. (1984). Sociology of Law Courses, Isin Publishing.
  • Tse, A.C. (2020). Brief Report: Impact of a Physical Exercise Intervention on Emotion Regulation and Behavioral Functioning in Children with Autism Spectrum Disorder Journal of Autism and Developmental Disorders; 50(11): 4191-4198.
  • Vandereycken, W., Hoogduin, C.A.L., Emmelkamp, P.M.G. (2016). Handboek psychopathologie. Bohn Stafleuvan Loghum.
  • Yıldırım, A., Şimşek, H. (2011). Qualitative Research Methods in The Social Sciences. Seckin Publishing.
  • Zhao, M.,Chen, S. (2018). The effects of structured physical activity program on social interaction and communication for children with autism. Bio Med Research International; 2018(13). https:// doi.org / 10.1155 /2018 /18 25046
  • Winnick, J.P. (2005). Adapted Physical Educationand Sports (4th ed.). Human Kinetics.
  • Winnick, J.P. (2011). Adapted Physical Education and Sport (5th ed.). Champaign, IL: Human Kinetics.
Toplam 49 adet kaynakça vardır.

Ayrıntılar

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

Meltem Işık Afacan 0000-0002-1372-9322

Erken Görünüm Tarihi 16 Ekim 2023
Yayımlanma Tarihi 25 Ekim 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 6 Sayı: Special Issue 1- Healthy Life, Sports for Disabled people

Kaynak Göster

APA Işık Afacan, M. (2023). The Evaluation of Developments in Children with Autism within the Framework of Hemsball Training: From the Trainer’s and Parents’ Perspective. International Journal of Disabilities Sports and Health Sciences, 6(Special Issue 1- Healthy Life, Sports for Disabled people), 30-41. https://doi.org/10.33438/ijdshs.1348362
AMA Işık Afacan M. The Evaluation of Developments in Children with Autism within the Framework of Hemsball Training: From the Trainer’s and Parents’ Perspective. International Journal of Disabilities Sports and Health Sciences. Ekim 2023;6(Special Issue 1- Healthy Life, Sports for Disabled people):30-41. doi:10.33438/ijdshs.1348362
Chicago Işık Afacan, Meltem. “The Evaluation of Developments in Children With Autism Within the Framework of Hemsball Training: From the Trainer’s and Parents’ Perspective”. International Journal of Disabilities Sports and Health Sciences 6, sy. Special Issue 1- Healthy Life, Sports for Disabled people (Ekim 2023): 30-41. https://doi.org/10.33438/ijdshs.1348362.
EndNote Işık Afacan M (01 Ekim 2023) The Evaluation of Developments in Children with Autism within the Framework of Hemsball Training: From the Trainer’s and Parents’ Perspective. International Journal of Disabilities Sports and Health Sciences 6 Special Issue 1- Healthy Life, Sports for Disabled people 30–41.
IEEE M. Işık Afacan, “The Evaluation of Developments in Children with Autism within the Framework of Hemsball Training: From the Trainer’s and Parents’ Perspective”, International Journal of Disabilities Sports and Health Sciences, c. 6, sy. Special Issue 1- Healthy Life, Sports for Disabled people, ss. 30–41, 2023, doi: 10.33438/ijdshs.1348362.
ISNAD Işık Afacan, Meltem. “The Evaluation of Developments in Children With Autism Within the Framework of Hemsball Training: From the Trainer’s and Parents’ Perspective”. International Journal of Disabilities Sports and Health Sciences 6/Special Issue 1- Healthy Life, Sports for Disabled people (Ekim 2023), 30-41. https://doi.org/10.33438/ijdshs.1348362.
JAMA Işık Afacan M. The Evaluation of Developments in Children with Autism within the Framework of Hemsball Training: From the Trainer’s and Parents’ Perspective. International Journal of Disabilities Sports and Health Sciences. 2023;6:30–41.
MLA Işık Afacan, Meltem. “The Evaluation of Developments in Children With Autism Within the Framework of Hemsball Training: From the Trainer’s and Parents’ Perspective”. International Journal of Disabilities Sports and Health Sciences, c. 6, sy. Special Issue 1- Healthy Life, Sports for Disabled people, 2023, ss. 30-41, doi:10.33438/ijdshs.1348362.
Vancouver Işık Afacan M. The Evaluation of Developments in Children with Autism within the Framework of Hemsball Training: From the Trainer’s and Parents’ Perspective. International Journal of Disabilities Sports and Health Sciences. 2023;6(Special Issue 1- Healthy Life, Sports for Disabled people):30-41.
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