Dance for Autism Spectrum Disorder
(ASD Trial)
Recruiting in Palo Alto (17 mi)
Age: < 18
Sex: Any
Travel: May Be Covered
Time Reimbursement: Varies
Trial Phase: Academic
Recruiting
Sponsor: Loma Linda University
Disqualifiers: No IEP Autism, Age 7-11
No Placebo Group
Trial Summary
What is the purpose of this trial?This study will explore the effectiveness of dance as an intervention to promote social-emotional health within children with ASD.
Will I have to stop taking my current medications?
The trial information does not specify whether participants need to stop taking their current medications.
What data supports the effectiveness of the treatment Hip-Hop Dance, Street Dance, Urban Dance, Breakdancing, B-Boying, B-Girling for Autism Spectrum Disorder?
Research on creative movement therapies, including dance, shows potential benefits for individuals with autism, particularly in improving social communication and motor skills. However, there is limited specific evidence on dance-based approaches, suggesting a need for more studies to confirm these effects.
12345How is the Hip-Hop Dance treatment for Autism Spectrum Disorder different from other treatments?
Hip-Hop Dance is unique for Autism Spectrum Disorder as it combines physical activity with social interaction, helping improve communication, functional independence, and social behavior. Unlike traditional therapies, it offers a fun, engaging way to enhance motor skills and quality of life through expressive movement.
56789Eligibility Criteria
This trial is for children with Autism Spectrum Disorder, aged 7-11, who can follow instructions and participate in group activities. They must have an Individualized Education Plan (IEP) for autism, be able to focus for at least 5 minutes, speak English, and physically take part in dance without special equipment.Inclusion Criteria
Parent/caregiver/guardian must provide proof of IEP and eligibility
Parent/caregiver/guardian must provide proof of an Individualized Education Plan (IEP) with a Primary Eligibility of Autism
Answer yes to the following Skillset Checklist (Per parent/caregiver/guardian report): Follow 1- and 2-step instructions, Follow structured activities with supervision (e.g., visual schedule, routine), Previous participation in extracurricular group activities over the last 6 months - 1 year (e.g., structured sports), Minimum 5-minutes of attention to task
+3 more
Exclusion Criteria
No IEP Primary Eligibility of Autism
I am not a child older than 11.
I am older than 7 years.
Trial Timeline
Screening
Participants are screened for eligibility to participate in the trial
2-4 weeks
Treatment
Participants engage in a 7-week occupational therapy led hip-hop dance program to promote social-emotional health
7 weeks
1 visit per week (in-person)
Follow-up
Participants are monitored for changes in social-emotional behavior through post-assessment and parent interviews
4 weeks
Participant Groups
The study is testing if hip-hop dance can help improve social-emotional health in kids with ASD. It's seeing whether dancing as a group activity makes a positive difference in their emotional well-being and ability to interact socially.
1Treatment groups
Experimental Treatment
Group I: Hip-Hop DanceExperimental Treatment1 Intervention
The program will be a 7-week occupational therapy led dance program utilizing hip-hop dance as an intervention. Subjects with ASD will dance for 1 time a week for 60 minutes, ending with a dance showcase on the final week.
Find a Clinic Near You
Research Locations NearbySelect from list below to view details:
Loma Linda University HealthLoma Linda, CA
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Who Is Running the Clinical Trial?
Loma Linda UniversityLead Sponsor
References
Effects of Creative Movement Therapies on Social Communication, Behavioral-Affective, Sensorimotor, Cognitive, and Functional Participation Skills of Individuals With Autism Spectrum Disorder: A Systematic Review. [2023]Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder affecting multiple developmental domains including social communication, behavioral-affective, sensorimotor, and cognitive systems. There is growing evidence for the use of holistic, whole-body, Creative Movement Therapies (CMT) such as music, dance, yoga, theater, and martial arts in addressing the multisystem impairments in ASD. We conducted a comprehensive quantitative and qualitative review of the evidence to date on the effects of CMT on multiple systems in individuals with ASD. The strongest evidence, both in terms of quantity and quality, exists for music and martial arts-based interventions followed by yoga and theater, with very limited research on dance-based approaches. Our review of 72 studies (N = 1,939 participants) across participants with ASD ranging from 3 to 65 years of age suggests that at present there is consistent evidence from high quality studies for small-to-large sized improvements in social communication skills following music and martial arts therapies and medium-to-large improvements in motor and cognitive skills following yoga and martial arts training, with insufficient evidence to date for gains in affective, sensory, and functional participation domains following CMT. Although promising, our review serves as a call for more rigorous high-quality research to assess the multisystem effects of CMT in ASD. Based on the existing literature, we discuss implications of our findings for autism researchers and also provide evidence-based guidelines for clinicians to incorporate CMT approaches in their plan of care for individuals with ASD.
Beyond Broadway: Analysis of Qualitative Characteristics of and Individual Responses to Creatively Able, a Music and Movement Intervention for Children with Autism. [2023]Movement in response to music represents one of the natural social environments in which physical activity occurs. The study of music and movement, including dance, requires a careful, holistic consideration of many features, which may include music, physical activity, motor learning, social engagement, emotion, and creativity. The overarching goal of this manuscript is to examine qualitative characteristics of and individual responses to a music and movement intervention (Creatively Able) for children with Autism Spectrum Disorder (ASD). We provide a description of Creatively Able, illustrating how the program design and physical and social environment were informed by children's needs and preferences in order to provide an enriched environment in which to promote multiple systems in children with ASD. Using data from two pilot studies with 20 children with ASD, we illustrate how researchers can use observational research methods to measure important aspects of the social environment (e.g., children's engagement during intervention sessions) as well as engagement of potential underlying behavioral mechanisms (e.g., self-regulation) that might reduce clinical symptoms. We further illustrate how individual responses to intervention (e.g., improvements in behaviors or symptoms) can be studied in physically active interventions. Our pilot study results showed group-level reductions in Stereotyped and Compulsive behaviors of 8% and 4%, respectively; posthoc analysis revealed that there were substantial individual differences in children's responses to the intervention. This research illustrates robust methods that can be applied to intervention research to improve our understanding of important features of interventions that might help promote development in various domains, including executive functions and self-regulation.
Long-Term Effect of Therapeutic Horseback Riding in Youth With Autism Spectrum Disorder: A Randomized Trial. [2023]This paper presents 6-month follow-up data of 44% (N = 64/116) of participants (ages 6-16 years) with a diagnosis of autism spectrum disorder, who participated in a previously-published randomized controlled trial of therapeutic horseback riding (THR) compared to a no-horse contact active control. The objective of this study was to examine whether significant improvements of irritability, hyperactivity, social, and communication behaviors observed in participants randomized to receive a 10-week manual-based THR intervention were sustained 6 months after the intervention conclusion. Participants' caregivers from both the THR (n = 36) and active control (n = 28) groups completed a measure of irritability and hyperactivity behaviors (primary outcome variables). Additionally, only the THR group participants completed the full battery of study outcomes assessments. Between group comparisons examining the extended interval from baseline (1-month pre-intervention assessment) to 6-months after the intervention revealed that the THR group maintained reductions in irritability behavior at a 0.1 level (effect size = 0.32, p = 0.07). (Effect size = 0.32, p = 0.07), which was 73% of efficacy preserved from the primary post-intervention endpoint (within 1-month post-intervention). Hyperactivity behaviors did not sustain this same trend. Comparisons from baseline and 6-months after the intervention revealed that the THR group sustained significant initial improvements made in social and communication behaviors, along with number of words and different words spoken during a standard language sample. This is the first known study to examine and demonstrate the longer-term effects of THR for individuals with ASD and warrants a more thorough evaluation of whether the effects of THR are maintained for at least 6-months after the intervention compared to a control.
The effects of aerobic exercise on academic engagement in young children with autism spectrum disorder. [2011]To determine whether participation in aerobic exercise before classroom activities improves academic engagement and reduces stereotypic behaviors in young children with autism spectrum disorder.
A pilot randomized controlled clinical trial of dance practice for functionality in autistic children and adolescent with all levels of need support. [2022]This study addressed dance practice intertwining communication, functional independence and social behavior in autistic children and adolescents with all levels of need support.
Parents' long-term experiences in a recreational dance program for their children with autism spectrum disorder. [2023]Motor impairments are associated with Autism Spectrum Disorder (ASD); yet few children receive appropriate therapy. Dance interventions are known to have diverse benefits, but research is lacking in how dance can benefit those with ASD. Ballet for all Kids is a novel program that has taught recreational dance classes to those with ASD for over a decade. We aimed to analyze families' experiences in the program over many years, specifically examining why they continue to participate.
The Experience of Dancing Among Individuals with Cerebral Palsy at an Inclusive Dance Group: A Qualitative Study. [2023]Art practices such as dance have the potential to support people with disabilities. It is possible that through dancing, bodies that may be regarded as "deficient" can be strengthened while enhancing their personal and cultural identities. It is also possible that inclusive group dance classes can enable the integration of people with disabilities in their social context. However, there is limited research on how these potential benefits are experienced by participants.
Dance, functioning and quality of life in children with Down syndrome and autism spectrum disorder dance, functioning and quality of life in Down syndrome and autism spectrum disorder. [2022]This study investigated dance practice in psychosocial and functional aspects, and quality of life in children with Down syndrome and autism spectrum disorder. Children with DS and ASD, between 3 and 12 years old, attended a dance program during 16 sessions/lessons, lasting 60 min, twice a week, in suitable place. Functional Independence Measure (FIM), Childhood Autism Rating Scale SF-36 quality of life survey, and Knowledge, Attitude and Practice Inquiry (KAP Inquiry) were applied before and after dance classes. Eleven participants concluded the study. Functional independence changes were observed in relation to self-care, sphincter control, locomotion, and communication domains. Children' "quality of life" reported by parents showed changes in functional capacity, vitality, mental health, physical and social aspects, and general state of health domains. These findings suggest that regular dance practice can underlie psychosocial adjustments in children with DS and ASD.
Dance promotes positive benefits for negative symptoms in autism spectrum disorder (ASD): A systematic review. [2020]Autism spectrum disorder (ASD) is characterized as a neurodevelopmental disorder with stereotyped and repetitive behaviors. Dance practice can elicit esthesia to stimulate the communication process through the notion of the phenomenal body that is recognized in an expressive and symbolic space.