AIM
OF THIS STUDY:
The
primary aim of this study will be,
(1) To
determine the effects of 5 week (3 session/week, 45 min per session) Fitness exercise
on children with Autism spectrum disorders on their Aerobic fitness with 6 Minute Walk Test
,
Anaerobic capacity with Muscle power sprint test, Muscular strength with
standing long jump test, Flexibility with sit and reach test, Grip strength
with Hand dynamometer, Static balance with single leg stand test with eyes open
/ closed and their social behavior with Social Responsiveness Rating Scale.
(2) To
determine the effects of 10 week (3 session/week, 45 min per session) Fitness exercise
on children with Autism spectrum disorders on their Aerobic fitness with 6 Minute
Walk Test, Anaerobic capacity with Muscle power sprint test, Muscular strength
with long jump test, Flexibility with sit and reach test, Grip strength with
Hand dynamometer, Static balance with single leg stand test with eyes open /
closed and their social behavior with Social Responsiveness Rating Scale.
(3) To
compare the effectiveness of Fitness exercise on children with ASD between 5
weeks and 10 weeks of intervention on their Aerobic capacity, Anaerobic
capacity, Muscular fitness, Flexibility, Grip strength, Static balance and Social
behavior.
HYPOTHESIS:
(1) There
is significant difference between the effects of 5- and 10-week Fitness
protocol in children with ASD on Aerobic capacity measured using modified 6 Minute
Walk Test.
(2) There
is significant difference between the effects of 5- and 10-week Fitness
protocol in children with ASD on Anaerobic capacity measured using Muscle Power
Sprint Test.
(3) There
is significant difference between the effects of 5- and 10-week Fitness protocol
in children with ASD on muscular strength measured using Standing long jump
Test.
(4) There
is significant difference between the effects of 5- and 10-week Fitness protocol
in children with ASD on Flexibility measured using Sit and Reach Test
(5) There
is significant difference between the effects of 5- and 10-week Fitness protocol
in children with ASD on Grip strength measured using Hand grip dynamometer.
(6) There
is significant difference between the effects of 5- and 10-week Fitness protocol
in children with ASD on Balance measured using Single leg stance test.
(7) There
is significant difference between the effects of 5- and 10-week Fitness protocol
in children with ASD on social behavior measured using Social Responsiveness
Rating Scale.
NULL
HYPOTHESIS
(1) There
is no significant difference between the effects of 5- and 10-week Fitness protocol
in children with ASD on Aerobic capacity measured using modified 6 Minute Walk Test.
(2) There
is no significant difference between the effects of 5- and 10-week Fitness protocol
in children with ASD on Anaerobic capacity measured using Muscle Power Sprint
Test.
(3) There
is no significant difference between the effects of 5- and 10-week Fitness protocol
in children with ASD on muscular strength measured using Standing long jump
Test.
(4) There
is no significant difference between the effects of 5- and 10-week Fitness protocol
in children with ASD on Flexibility measured using Sit and Reach Test. INCLUSION CRITERIA: The inclusion screening criteria will be: (1) Aged 3 to 14 years. (2) Both genders. (3) Having 1 and 2 levels of autism severity based on GARS-2 (4) Ability to perform the requested exercise
interventions. (5) Able to follow instructions. EXCLUSION CRITERIA: (1) Having any other complex neurologic disorder
(e.g. epilepsy, phenylketonuria, fragile X syndrome,
and tuberous sclerosis). Procedure: -
Group A (Control
group) will be taking regular conventional therapy which include, Occupational
therapy, balance training, motor skills activity and sensory integration
techniques. -
Group B will be
continuing with conventional therapy along with 5 week of Fitness activity (3 session per week, 45 min per session) FITNESS EXERCISE PROTOCOL: -
In this study, the fitness exercises will
be consisted of Fitness exercise for Autism children by Eric Chessen, (AutismFitness.com,
â„¢ 90 Sherman Ave, Williston Park, NY 11596, USA) -
The exercises: Compound movements refer to activities that require
several muscle groups toperform. These are “big†movements that have great
generalization to other life skills including walking, carrying, balancing,
cleaning, and engaging in novel play. They have chosen these exercises in
particular because they include all the major movement patterns (pushing,
pulling, rotation, bending, and locomotion), are fun, and relatively easy to
teach. Any one of these movements can be broken down or made simpler in order
to meet the needs of an individual or group. As the young athlete progresses,
he/she can begin performing the movements in new sequences or with additional
activities (hopping, throwing a ball after performing the exercise). 1) Grab
Ball Complex (GBC): - The child stands in front of the
instructor/parent. Spot markers can be used to aid in spacial awareness. - Instructor/parent holds a ball or
Sandbell at arms length in various positions in front of the athlete. The
athlete should have to bend, rotate, and reach to grab the object. One or two
hands can be used, and the sequence (up, down, right left) can be in a specific order
or random. 2) Ball Tap
Complex (BTC): - Similar to the GBC, in the Ball Tap
Complex the athlete holds the ball or Sandbell while the instructor/parent
holds out a hand or other object. The athlete taps the hand with the
ball/Sandbell. The target can be held in a variety of positions and presented
in a particular sequence or random order. 3) Hurdle
Step-overs: - Using low (6â€-1’) hurdles, the athlete
steps over each hurdle in order. The knees should be raised high and the head
should be looking forward. If knees turn inward or outward, the
instructor/parent can prompt the athlete with both a physical cue (such as
tapping the knee or holding a hand next to the foot) and behavior-specific
praise (“You’re doing a great job picking that foot up high!â€) - Hurdles can be placed in any order,
and can be performed walking forwards or backwards, and laterally (sideways) as
well. For more advanced athletes, jumping over hurdles with both or one foot
and changing up directions (backwards, forwards) can be a great challenge. 4) Bear
Crawls - Bear crawls are fantastic for any population. With particular regard for
individuals with ASD, bear crawls develop kinesthetic or body awareness, trunk
strength, shoulder stability, and motor planning. - Begin in quadruped position (knees and
hands on floor). - Extend legs until slightly bent, and
walk using feet and hands to move across an area. Palms should make contact
with floor and fingers should be spread wide. - Bear crawl can be assisted by
prompting or guiding from the hips. - Bear crawl can be performed forwards,
backwards, laterally (right or left), and with varying speeds. 5) Med
ball/Sandbell overhead throws and slams - Throwing and slamming weighted objects
increases core strength, balance, and has some implications in stimulating
brain centers responsible for shortterm memory. It is also a skill that has
great carryover to daily life skills and social play. - Beginning in a standing position (spot
markers can be used), the athlete raises the ball overhead and throws to
partner. For the slam, the ball/Sandbell is raised overhead and thrown onto the
floor (or onto a specific target) with as much force as possible (don’t worry,
it’s good for them). - Throwing progressions can include
jumping and throwing, or scoop throws (holding the ball between the legs and
scooping it forward to throw). 6) Scramble - An awesome interactive activity made
popular by IYCA Founder Brian Grasso. The Scramble can include many different
movements beyond those listed here. It is a superb warm-up game that can be
used with individuals or groups. It requires and develops listening skills,
discrimination between movements and cues, and balance. - Athlete begins prone (lying on
stomach) on soft surface (an exercise or yoga mat works great). This is the 1st
position. Position 2 is knees and hands on floor (quadruped), position 3 is
quickly standing/bending knees, and position 4 is jumping up. Instructor can
use specific verbal cues “Stomach, knees and hands, jump up†or other, more
abstract cues such as one clap for stomach, two claps for knees and hands, three claps for standing, and four claps for jump up. 7)
Resistance Band Rotations - Rotation is important for spine and
back health and is a particularly challenging movement pattern for young
individuals with autism. Rotational movements strengthen the muscles around the
spine as well as the core musculature. Rotation should not be a “let’s see how
far we can turn†movement. It is safest when turning to less-than-parallel with
our hip bone. - For the band rotation, a resistance band is placed in
a doorway jamb securely fastened with a strap, or held by the instructor. The
athlete grabs the band with both hands (one over the other) and rotates right
and left. The movement should be controlled and the head should be positioned
neutrally, not turning right or left with the upper body. Rotations can also be
performed with a Sandbell or med ball. 8) Star
Jumps - Star Jumps can be performed singularly
or in multiple repetitions. They can also be done jumping forward, backwards,
or laterally by more advanced athletes. The athlete begins in a squatting
position with feet flat on the floor and arms tucked in so that the elbows
touch the knees. On the instructor’s cue, the athlete jumps up with arms and
legs out, returning to squatting position with arms and legs tucked in. Repeat
for up to 20 repetitions (or until fatigue is evident).
-
Group C will be
continuing their conventional therapy and 10 weeks of Fitness Activity (3
session per week, 60 min per session). Fitness activity protocol will be same
as above mentioned.
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