Sherrill Teaching and Research Laboratory for Adapted Physical Activity, Department of Kinesiology, Texas Woman's University, Denton, TX, USA.
Sherrill Teaching and Research Laboratory for Adapted Physical Activity, Department of Kinesiology, Texas Woman's University, Denton, TX, USA.
Physiol Behav. 2017 Aug 1;177:242-246. doi: 10.1016/j.physbeh.2017.05.012. Epub 2017 May 11.
Deficits in social behavior and communication skills are correlated with reduced gross motor skills in children with autism spectrum disorders (ASD). The ExerciseBuddy application (EB app) was designed to communicate these motor skills to those with ASD and integrates evidence-based practices such as visual support and video modeling supported by The National Professional Development Center on Autism Spectrum Disorders. The purpose of this study was to determine the effectiveness of the EB app in facilitating increased physiologic responses to physical activity via a continuous measurement of energy expenditure and heart rate versus practice-style teaching methods in children with ASD. Six children, ages 5 to 10years, diagnosed with ASD were recruited. Each participant performed a variety of locomotor or object control skills as defined by the Test of Gross Motor Development-2 once per week for 4weeks. Motor skills were communicated and demonstrated using either practice-style teaching methods or the instructional section of the EB app. Energy expenditure and heart rate were measured continuously during each 12-minute session. A Wilcoxon signed-rank test was performed to assess any differences between the use of the app and practice-style teaching methods. The use of the EB app elicited greater values for peak energy expenditure (p=0.043) and peak heart rate response (p=0.028) while performing locomotor skills but no differences were observed while performing object control skills. Similarities were observed with average physiologic responses between the use of the EB app and practice-style teaching methods. The use of the EB app may allow for a greater peak physiologic response during more dynamic movements and a similar average cardiovascular and metabolic response when compared to practice-style teaching methods in children with ASD.
自闭症谱系障碍（ASD）儿童的社交行为和沟通技能缺陷与粗大运动技能降低有关。ExerciseBuddy 应用程序（EB 应用程序）旨在向 ASD 患者传达这些运动技能，并整合了基于证据的实践，例如视觉支持和视频建模，这些实践得到了自闭症国家专业发展中心的支持。本研究的目的是确定 EB 应用程序在通过连续测量能量消耗和心率来促进对身体活动的生理反应方面的有效性，与 ASD 儿童的练习式教学方法相比。招募了 6 名年龄在 5 到 10 岁之间、被诊断患有 ASD 的儿童。每个参与者每周进行一次总共 4 周的 Test of Gross Motor Development-2，以完成各种移动或物体控制技能。使用练习式教学方法或 EB 应用程序的教学部分来传达和演示运动技能。在每次 12 分钟的训练中连续测量能量消耗和心率。使用 Wilcoxon 符号秩检验评估使用应用程序和练习式教学方法之间的任何差异。在执行运动技能时，使用 EB 应用程序会引起更高的峰值能量消耗（p=0.043）和峰值心率反应（p=0.028）值，但在执行物体控制技能时没有观察到差异。在使用 EB 应用程序和练习式教学方法之间观察到平均生理反应的相似性。与练习式教学方法相比，EB 应用程序的使用可能会在更动态的运动中产生更大的峰值生理反应，并且在 ASD 儿童中具有相似的平均心血管和代谢反应。
