Journal of dance medicine & science : official publication of the International Association for Dance Medicine & Science · 2025
The Impact of South Asian Dance on Engagement, Independent Movement and Social Skills for Autistic Children.
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Farmer Claire, Brain Ashley, Subramaniam Subathra
Аннотация
INTRODUCTION: Research postulates that dance has the potential to encourage individual expression, develop interpersonal skills and reduce avoidance behaviours in autistic children. This study aimed to investigate the impact of South Asian Dance on engagement, independent movement and social skills in this population.
METHODS: Fifteen autistic children (8.14 ± 1.14 years) from a special educational needs and disabilities school in London, UK, their parents and teachers participated in this collaborative, mixed methods study. Children participated in weekly dance classes throughout spring and summer terms. Data was collected via the Strengths and Difficulties Questionnaire for parents and teachers and observational notes from dance artists.
FINDINGS: Content analysis of observational notes suggested an improvement in focus and engagement for most learners alongside improvements in range of motion, independent movement and reduction of avoidance behaviours. SDQ results were similar to previous studies in autistic children and higher than general population normative data, particularly in hyperactivity and peer problems.
CONCLUSIONS: Due to the heterogeneity of results and children's experiences within the dance activity, broad assumptions about impact are difficult. Individual improvements were noted for many learners in engagement, independent movement, range of motion and co-ordination as well as a reduction in avoidance behaviours. This study adds to developing research into dance for autistic children, providing a unique focus on South Asian Dance forms which may provide a wealth of new creative movement vocabulary for teachers and parents.
METHODS: Fifteen autistic children (8.14 ± 1.14 years) from a special educational needs and disabilities school in London, UK, their parents and teachers participated in this collaborative, mixed methods study. Children participated in weekly dance classes throughout spring and summer terms. Data was collected via the Strengths and Difficulties Questionnaire for parents and teachers and observational notes from dance artists.
FINDINGS: Content analysis of observational notes suggested an improvement in focus and engagement for most learners alongside improvements in range of motion, independent movement and reduction of avoidance behaviours. SDQ results were similar to previous studies in autistic children and higher than general population normative data, particularly in hyperactivity and peer problems.
CONCLUSIONS: Due to the heterogeneity of results and children's experiences within the dance activity, broad assumptions about impact are difficult. Individual improvements were noted for many learners in engagement, independent movement, range of motion and co-ordination as well as a reduction in avoidance behaviours. This study adds to developing research into dance for autistic children, providing a unique focus on South Asian Dance forms which may provide a wealth of new creative movement vocabulary for teachers and parents.