Ballet Program for Autism

(ADAPT Trial)

Recruiting in Palo Alto (17 mi)

Overseen by Alexander Kolevzon

Age: < 18

Sex: Any

Travel: May Be Covered

Time Reimbursement: Varies

Trial Phase: Academic

Waitlist Available

Sponsor: Icahn School of Medicine at Mount Sinai

Trial Summary

What is the purpose of this trial?

This study will be a randomized trial that will examine the impact of a recreational ballet program on children with autism spectrum disorder (ASD). The research team are primarily interested in assessing changes in motor skills with secondary objectives focused on the social, psychological, and behavioral effects. The study will aim to collect data from 24 participants with ASD. Participants must be 7-12 years old, have a confirmed diagnosis of ASD, and speak English or Spanish. All participants will be enrolled in a 12 week ballet program. The ballet program is based off the curriculum and structure of Ballet for All Kids, a non-profit organization that has been tailoring ballet classes for children with ASD for over one decade. All research team members and volunteers will be trained in the BFAK program's curriculum and structure. Ballet instruction and all research materials will be provided in both English and Spanish. The research team will randomize the sample into an intervention group and waitlist control. The research team will measure outcomes through validated self-reports that caregivers will complete. For the intervention group, questionnaires will be completed at baseline and throughout the intervention (weeks 4, 8, and 12). For those in the waitlist control group, questionnaires will be completed at baseline, throughout the intervention group's ballet classes, and throughout their own participation in the program. Results of this study will help to determine if how a recreational ballet program can impact the motor, psychological, social, and behavioral skills of a child with ASD, informing the direction of future research and interventions.

Do I have to stop taking my current medications for the trial?

The trial protocol does not specify whether you need to stop taking your current medications.

What data supports the idea that Ballet Program for Autism is an effective treatment?

The available research shows that the Ballet Program for Autism helps children with autism spectrum disorder improve their motor skills and balance. One study found that children who participated in a 9-week program showed significant improvements in both trained and untrained motor skills, and these improvements continued even after the program ended. Another study highlighted that regular dance practice led to better self-care, communication, and overall quality of life for children with autism. Compared to other treatments like Applied Behavior Analysis, which focuses on behavior, the Ballet Program offers physical and social benefits, making it a unique and effective option. ^{1 2 3 4 5}

What safety data exists for the Ballet Program for Autism?

The research provided does not contain specific safety data for the Ballet Program for Autism, also known as Ballet for All Kids or BFAK. The study titled 'Parents' long-term experiences in a recreational dance program for their children with autism spectrum disorder' mentions the program but focuses on families' experiences rather than safety data. No other studies in the provided research directly address safety data for this program. ^{1 3 6 7 8}

Is Ballet for All Kids a promising treatment for autism?

Yes, Ballet for All Kids is a promising treatment for autism. It offers recreational dance classes that have been shown to provide diverse benefits for children with autism, such as improving motor skills and enhancing social experiences. Families have continued to participate in the program for many years, indicating its positive impact. ^{1 2 4 8 9}

Eligibility Criteria

This trial is for children aged 7-12 with a confirmed diagnosis of Autism Spectrum Disorder (ASD), who can communicate in English or Spanish. They will participate in a recreational ballet program to assess its impact on their motor skills and social, psychological, and behavioral development.

Inclusion Criteria

I am fluent in either English or Spanish.

I have been diagnosed with autism spectrum disorder.

I am between 7 and 12 years old.

Exclusion Criteria

The study leader thinks I might not be able to follow the study's procedures.

I cannot attend at least 8 out of 12 treatment sessions.

I am not fluent in English or Spanish.

Treatment Details

Interventions

• Ballet for All Kids (Behavioural Intervention)

Trial Overview The study tests the 'Ballet for All Kids' program's effectiveness on children with ASD over 12 weeks. It randomly assigns participants to either start the ballet classes immediately or be placed on a waitlist as control, measuring outcomes through caregiver questionnaires.

Participant Groups

Group I: Immediate Ballet Program Experimental Treatment 1 Intervention

12 weeks of ballet classes immediately after recruitment and randomization concludes.

Group II: Deferred Ballet Program Placebo Group 1 Intervention

12 weeks of ballet classes after the first arm completes the intervention. Participants in this arm will continue to complete self-reports while they wait to begin the intervention.

Find a Clinic Near You

Research Locations Nearby Select from list below to view details:

Icahn School of Medicine at Mount Sinai New York, NY

Who Is Running the Clinical Trial?

Icahn School of Medicine at Mount Sinai Lead Sponsor

American Psychiatric Association Collaborator

References

1. England pubmed.ncbi.nlm.nih.gov

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.

2. England pubmed.ncbi.nlm.nih.gov

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.

3. United States pubmed.ncbi.nlm.nih.gov

Patient Outcomes After Applied Behavior Analysis for Autism Spectrum Disorder. [2023] The purpose of this study was to examine patterns of service receipt and patient outcomes for children receiving applied behavior analysis (ABA) for autism spectrum disorder (ASD) in an integrated health care system in which commercially insured children were covered by a state autism mandate.

4. England pubmed.ncbi.nlm.nih.gov

Dance program for physical rehabilitation and participation in children with cerebral palsy. [2022] Objective: This pilot study aimed to examine a classical ballet program created for children with cerebral palsy (CP) as an emerging physical rehabilitation modality. The main program goals were to promote participation and to provide an artistic, physically therapeutic activity. Methods: The study was conducted in collaboration with a tertiary rehabilitation hospital, one outpatient physical therapy clinic, and one community center. As a pilot exploratory study, the research design included questionnaires to assess the participants' (children (n&#160;=&#160;16), parents (n&#160;=&#160;16), and therapists (n&#160;=&#160;13)) perceptions on the therapeutic benefit of the dance program. A binomial statistical model was adopted for the analysis of the results. Results: Main results were that the children reported high enjoyment level (p&#160;&lt;&#160;.0001) and desire for more classes (.0001); the parents reported perceived therapeutic benefit (p&#160;&lt;&#160;.0001); and the therapists viewed the class as a positive adjunct to therapy (p&#160;&lt;&#160;.0001). Conclusions: The main limitation of this work was the utilization of subjective outcome measures. However, this is the first step toward the development of objective measures of an intervention that, to our knowledge, has not been analyzed in the past. We conclude that the program has the potential of developing into an evidence based rehabilitation resource for children with CP.

5. United States pubmed.ncbi.nlm.nih.gov

Transfer and Retention Effects of a Motor Program in Children With Autism Spectrum Disorders. [2023] The current study examined the acquisition, retention, and transfer effects of a motor program. Children with autism spectrum disorder participated in a 9-week program that targeted 13 fundamental motor skills based upon the Test of Gross Motor Development-3. Assessments were conducted before and after the program, as well as at 2-month follow-up. Significant improvements were found on not only the trained fundamental motor skills (acquisition) but also the untrained tasks on balance (transfer). The follow-up tests revealed continuous improvement on the trained locomotor skills (retention), as well as the untrained skills on balance (retention + transfer). These findings highlight the importance of continuous support and long-term participation on motor practices.

6. United States pubmed.ncbi.nlm.nih.gov

Opinions of Turkish Parents and Teachers About Safety Skills Instruction to Children with Autism Spectrum Disorders: A Preliminary Investigation. [2019] Safety skills instruction should be regarded as one of the important teaching areas. A descriptive study was designed to reveal the opinions of Turkish parents and teachers of children with autism spectrum disorders regarding safety skills instruction. Data were collected through interview and analyzed descriptively. Findings showed that (a) both parents and teachers were able to define safety skills, (b) they found safety skills instruction important and necessary, (c) rather than providing systematic instruction they use natural occurrences as teaching opportunities and prevention behaviors, (d) parents have never had a conversation with teachers about safety skills instruction, and (e) neither parents nor teachers have enough knowledge and experience for teaching safety skills. Implications for implementing safety training are discussed.

7. United States pubmed.ncbi.nlm.nih.gov

Using Generalization-Enhanced Behavioral Skills Training to Teach Poison Safety Skills to Children with Autism. [2022] It is important for children to learn safety skills, especially involving dangerous stimuli such as medicine that can be found in almost every household. This study examined a generalization-enhanced behavioral skills training package to teach children with autism poison safety skills. Three children ages 4- to 10-years-old received generalization enhanced BST to teach the safety skills required when they found pills. In situ assessments were conducted both in home and in the clinic to examine whether the skills generalized to the natural setting. All children engaged in the safety skills following training. The results of this study indicated that generalization enhanced BST is an effective method of teaching poison safety skills to children with autism.

8. United States pubmed.ncbi.nlm.nih.gov

"The PIT Experience": A Young Adult with Autism Spectrum Disorder's Opinion of how a Wellness Program Changed her Life. [2020] Piece it Together (PIT) is a comprehensive wellness program designed for transitional age youth with Autism Spectrum Disorder and mild neurodevelopmental disabilities that focuses on exercise, nutrition, socialization, and stress-reduction. The PIT Summer Program is a 6-week program, consisting of 90-min classes, twice a week. Each class incorporates 45-min of exercise and health and wellness lessons in goal setting, nutrition, bones and muscle anatomy, and stress management. The PIT program has successfully brought together a unique group to build friendships and make healthier lifestyle choices. One female participant has felt positively impacted and many of her in-class achievements have translated to greater success in work and school environments. She describes the impacts of the PIT program in this letter.

9. Switzerland pubmed.ncbi.nlm.nih.gov

A Six Week Therapeutic Ballet Intervention Improved Gait and Inhibitory Control in Children With Cerebral Palsy-A Pilot Study. [2023] Children with cerebral palsy (CP) have motor impairments that make it challenging for them to participate in standard physical activity (PA) interventions. There is a need to evaluate adapted PA interventions for this population. Dance can promote coordination, posture, muscle strength, motor learning, and executive functioning. This pilot study evaluated the feasibility and the effects of a new therapeutic ballet intervention specifically designed for children with CP. Methods: Eight children with CP (9-14 y/o; 75% female) participated in a 6-week therapeutic ballet intervention. Outcomes were measured in multiple domains, including body composition (DXA), muscle strength (hand-grip dynamometer), habitual physical activity, gait and selective motor control functions, and executive functioning. Follow-up assessments of habitual physical activity, gait, and executive functioning were completed 4 to 5 weeks post-intervention. Results: Five of the eight participants were overfat or obese based on DXA percentage of body fat. All participants were below the 50th percentile for their age and gender for bone density. Four participants showed a trend to improve hand-grip strength in one hand only, while one improved in both hands. There were significant improvements in gait across time points (pre, post, and follow-up), specifically in time of ambulation (X pre = 4.36, X post = 4.22, X follow-up = 3.72, d = 0.056, p = 0.02), and in step length (cm) on the right: X pre = 48.29, X post = 50.77, X follow-up = 52.11, d = 0.22, p = 0.027, and left stride: X pre = 96.29, X post = 102.20, X follow-up = 104.20, d = 0.30, p = 0.027, indicating gait changes in bilateral lower extremities. There was improvement in inhibitory control (d = 0.78; 95% Confidence Limit = &#177;0.71, p &lt; 0.05) with large individual responses primarily among those above the mean at baseline. Conclusions: Therapeutic ballet may prove to be a useful intervention to promote physiological and cognitive functions in children with CP. Results demonstrated feasibility of the physical, physiological, and cognitive assessments and suggested improvements in participants' gait and inhibitory control with large individual responses. Modifications to personalize the intervention may be needed to optimize positive outcomes. Clinical Trial Registration: www.ClinicalTrials.gov, identifier: NCT03681171.