Erika Kemp, OTD, BCP, OTR/L, FAOTA, is Associate Professor, Occupational Therapy, Ohio State University, Columbus;
Melica Nikahd, MS, is Biostatistician, Center for Biostatistics, Ohio State University, Columbus.
Am J Occup Ther. 2024 Nov 1;78(6). doi: 10.5014/ajot.2024.050750.
Globally, drowning is the third leading cause of unintentional injury death, and children on the autism spectrum are at a higher risk of drowning. Several factors affect limited water competency (swim skills and water safety) and engagement in swimming as a meaningful leisure activity.
To identify baseline water competency among children on the autism spectrum, examine caregiver goals for swim skill intervention, and examine factors associated with water competency.
Cross-sectional analysis of baseline assessment from a larger randomized controlled trial.
Franklin County Board of Developmental Disabilities Therapy Pool.
Children on the autism spectrum (N = 37; 28 boys, 9 girls), ages 5 to 9 yr, recruited from the local community.
Water competency was assessed using the Water Orientation Test-Alyn 1 and 2 (WOTA 1 and 2). Caregivers completed the Canadian Occupational Performance Measure (COPM), the Sensory Profile-2 (SP-2), and a prior aquatic exposure questionnaire.
Children on the autism spectrum showed limited water competency skills on the WOTA 1 and 2. A majority of caregivers identified safety in and around water as a goal for their child, using the COPM. Higher conduct processing and low registration scores on the SP-2 significantly correlated with lower water competency. Exposure to group lessons significantly correlated with better water competency.
Children on the autism spectrum demonstrated limited swim and water safety skills, highlighting the need for programs that teach swim and water safety skills in this population. Plain-Language Summary: This study examined water competency, including swim safety skills, among children on the autism spectrum. The results suggest that these children lacked basic water competency and safety skills. Caregivers of children on the autism spectrum identified water safety in and around bodies of water to be a high-priority goal. A child's sensory characteristics and prior exposure to water activities affect their water competency. Our results highlight the need for programs that teach swim and water safety skills for children on the autism spectrum.
在全球范围内，溺水是意外伤害死亡的第三大主要原因，自闭症谱系儿童溺水的风险更高。有几个因素会影响有限的水上能力（游泳技能和水上安全）和参与游泳作为有意义的休闲活动。
确定自闭症谱系儿童的基本水上能力，检查游泳技能干预的照顾者目标，并检查与水上能力相关的因素。
对较大的随机对照试验的基线评估进行横断面分析。
富兰克林县发育障碍治疗池。
自闭症谱系儿童（N=37；28 名男孩，9 名女孩），年龄 5 至 9 岁，从当地社区招募。
使用 Alyn 1 和 2 水向测试（WOTA 1 和 2）评估水能力。照顾者完成了加拿大职业表现测量（COPM）、感觉概况-2（SP-2）和之前的水上暴露问卷。
自闭症谱系儿童在 WOTA 1 和 2 上表现出有限的水上能力。大多数照顾者将在水中和周围的安全作为孩子的目标，使用 COPM。SP-2 上的行为加工和低登记分数越高，与较低的水上能力显著相关。参加小组课程与更好的水上能力显著相关。
自闭症谱系儿童表现出有限的游泳和水上安全技能，突出了在这一人群中教授游泳和水上安全技能的计划的必要性。
通俗译文：本研究检查了自闭症谱系儿童的水能力，包括游泳安全技能。结果表明，这些儿童缺乏基本的水上能力和安全技能。自闭症谱系儿童的照顾者将在水体中或周围的水上安全确定为高度优先的目标。儿童的感官特征和之前的水上活动经历会影响他们的水上能力。我们的研究结果强调了为自闭症谱系儿童提供教授游泳和水上安全技能的计划的必要性。
