[Home ] [Archive]   [ فارسی ]  
:: Main :: About :: Current Issue :: Archive :: Search :: Submit :: Contact ::
Main Menu
Home::
Journal Information::
Articles archive::
For Authors::
For Reviewers::
Registration::
Contact us::
Site Facilities::
::
Search in website

Advanced Search
..
Receive site information
Enter your Email in the following box to receive the site news and information.
..
Open Access
..
Registered in
..
Indexing and Abstracting
..
:: Volume 6, Issue 4 (Vol6 No4 Winter 2020- 2020) ::
J Child Ment Health 2020, 6(4): 35-50 Back to browse issues page
Effectiveness of Hydrotherapy on Communication Skills of Children with Autism Spectrum Disorder: A Single Case Study
Samad Azimigarosi * 1, Aliakbar Arjmandnia2 , Alireza Mohseni Ezhei3 , Mostafa Asgari4
1- Faculty of Psychology and Educational Sciences, University of Tehran, Iran
2- Department of Exceptional Children, Faculty of Psychology and Educational Sciences, University of Tehran, Iran
3- Faculty of Psychology and Educational Sciences, University of Isfahan, Iran
4- Faculty of Psychology and Educational Sciences, University of Tabriz, Iran
Abstract:   (7887 Views)
Background and Purpose: Autism spectrum disorder (ASD) affects communication skills and appropriate response to the outside environment. One of the newest ways to improve the communication skills of children with autism spectrum disorder is hydrotherapy. The purpose of this study was to investigate the effect of hydrotherapy on communication skills of children with ASD.
Method: This study is a single case study with A-B design. The statistical population includes all children with ASD in Alborz province in 2017. Purposeful sampling was used to select the sample. Accordingly, 3 children with autism disorder symptoms and symptoms were selected from Kahrizak rehabilitation center as a sample. The research instrument was the second version of the Gilliam Autism Rating Scale (GARS-2) and a researcher-made checklist for measuring communication skills.  According to the Hollywick program, treatment sessions were conducted in 2 sessions (one hour) per week and for 2 months during 8 weeks (16 sessions).
Results: During the visual analysis of chart, intervention was effective in all three subjects. The percentage of non-overlapping data (PND) in the two baseline and intervention situations for the 3 subjects were 100%, 80%, and 90%.
Conclusion: The results showed that hydrotherapy significantly increased the communication skills of children with ASD, which could be achieved by enhancing sensory motor skills as well as providing the necessary contexts and conditions for communication. Therefore, it is recommended to use this method as a complementary approach in the field of education and rehabilitation of children with ASD along with other therapies.
Keywords: Hydrotherapy, communication skill, autism spectrum disorder
Full-Text [PDF 685 kb]   (2944 Downloads)    
Type of Study: Research | Subject: Special
Received: 2019/05/14 | Accepted: 2019/08/27 | Published: 2020/03/1
References
1. American Psychiatric Association. Diagnostic and statistical manual of mental disorders (DSM-5). Washington DC: American Psychiatric Pub; 2013. [Link] [DOI:10.1176/appi.books.9780890425596]
2. Christensen DL, Braun KVN, Baio J, Bilder D, Charles J, Constantino JN, et al. Prevalence and characteristics of autism spectrum disorder among children aged 8 years - autism and developmental disabilities monitoring network, 11 sites, united states, 2012. MMWR Surveill Summ. 2018; 65(13): 1-23. [Link] [DOI:10.15585/mmwr.ss6513a1]
3. Zuckerman KE, Mattox K, Donelan K, Batbayar O, Baghaee A, Bethell C. Pediatrician identification of Latino children at risk for autism spectrum disorder. Pediatrics. 2013; 132(3): 445-453. [Link] [DOI:10.1542/peds.2013-0383]
4. Kamps DM, Mason R, Heitzman-Powell L. Peer mediation interventions to improve social and communication skills for children and youth with autism spectrum disorders. In: Leaf JB, editor. Handbook of social skills and autism spectrum disorder: assessment, curricula, and intervention. Cham: Springer International Publishing; 2017, pp: 257-283. [Link] [DOI:10.1007/978-3-319-62995-7_16]
5. Guo X, Duan X, Long Z, Chen H, Wang Y, Zheng J, et al. Decreased amygdala functional connectivity in adolescents with autism: a resting-state fMRI study. Psychiatry Res Neuroimaging. 2016; 257: 47-56. [Link] [DOI:10.1016/j.pscychresns.2016.10.005]
6. ten Velden M, Couldrick L, Kinebanian A, Sadlo G. Dutch children's perspectives on the constructs of the child occupational self-assessment (COSA). OTJR (Thorofare N J). 2013; 33(1): 50-58. [Link] [DOI:10.3928/15394492-20120817-01]
7. Shiri V, Hosseini SA, Pishyareh E, Nejati V, Biglarian A. Study the relationship of executive functions with behavioral symptoms in children with high-functioning autism. Archives of Rehabilitation. 2015; 16(3): 208-217. [Persian]. [Link]
8. Parker KJ, Garner JP, Libove RA, Hyde SA, Hornbeak KB, Carson DS, et al. Plasma oxytocin concentrations and OXTR polymorphisms predict social impairments in children with and without autism spectrum disorder. Proc Natl Acad Sci U S A. 2014; 111(33): 12258-12263. [Link] [DOI:10.1073/pnas.1402236111]
9. Cochran D, Fallon D, Hill M, Frazier JA. The role of oxytocin in psychiatric disorders: A review of biological and therapeutic research findings. Harv Rev Psychiatry. 2013; 21(5): 219-247. [Link] [DOI:10.1097/HRP.0b013e3182a75b7d]
10. Hollander E, Novotny S, Hanratty M, Yaffe R, DeCaria CM, Aronowitz BR, et al. Oxytocin infusion reduces repetitive behaviors in adults with autistic and Asperger's disorders. Neuropsychopharmacology. 2003; 28(1): 193-198. [Link] [DOI:10.1038/sj.npp.1300021]
11. Garrison JL, Macosko EZ, Bernstein S, Pokala N, Albrecht DR, Bargmann CI. Oxytocin/vasopressin-related peptides have an ancient role in reproductive behavior. Science. 2012; 338(6106): 540-543. ‌[Link] [DOI:10.1126/science.1226201]
12. Theofanopoulou C, Boeckx C, Jarvis ED. A hypothesis on a role of oxytocin in the social mechanisms of speech and vocal learning. Proc Biol Sci. 2017; 284(1861): 20170988.‌ [Link] [DOI:10.1098/rspb.2017.0988]
13. Thye MD, Bednarz HM, Herringshaw AJ, Sartin EB, Kana RK. The impact of atypical sensory processing on social impairments in autism spectrum disorder. Dev Cogn Neurosci. 2018; 29: 151-167. [Link] [DOI:10.1016/j.dcn.2017.04.010]
14. De Dreu CKW, Kret ME. Oxytocin conditions intergroup relations through upregulated in-group empathy, cooperation, conformity, and defense. Biol Psychiatry. 2016; 79(3): 165-173. [Link] [DOI:10.1016/j.biopsych.2015.03.020]
15. Uvnäs-Moberg K, Handlin L, Petersson M. Self-soothing behaviors with particular reference to oxytocin release induced by non-noxious sensory stimulation. Front Psychol. 2014; 5: 1529. [Link] [DOI:10.3389/fpsyg.2014.01529]
16. Benfield RD, Hortobágyi T, Tanner CJ, Swanson M, Heitkemper MM, Newton ER. The effects of hydrotherapy on anxiety, pain, neuroendocrine responses, and contraction dynamics during labor. Biol Res Nurs. 2010; 12(1): 28-36. [Link] [DOI:10.1177/1099800410361535]
17. Chevallier C, Kohls G, Troiani V, Brodkin ES, Schultz RT. The social motivation theory of autism. Trends Cogn Sci. 2012; 16(4): 231-239. [Link] [DOI:10.1016/j.tics.2012.02.007]
18. Van Etten HM, Carver LJ. Does impaired social motivation drive imitation deficits in children with autism spectrum disorder? Rev J Autism Dev Disord. 2015; 2(3): 310-319. [Link] [DOI:10.1007/s40489-015-0054-9]
19. Bölte S, Marschik PB, Falck-Ytter T, Charman T, Roeyers H, Elsabbagh M. Infants at risk for autism: a European perspective on current status, challenges and opportunities. Eur Child Adolesc Psychiatry. 2013; 22(6): 341-348. [Link] [DOI:10.1007/s00787-012-0368-4]
20. Klein N, Kemper KJ. Integrative approaches to caring for children with autism. Curr Probl Pediatr Adolesc Health Care. 2016; 46(6): 195-201. [Link] [DOI:10.1016/j.cppeds.2015.12.004]
21. Vonder Hulls DS, Walker LK, Powell JM. Clinicians' perceptions of the benefits of aquatic therapy for young children with autism: a preliminary study. Phys Occup Ther Pediatr. 2006; 26(1-2): 13-22. [Link] [DOI:10.1080/J006v26n01_03]
22. Yilmaz İ, Konukman F, Birkan B, Yanardağ M. Effects of most to least prompting on teaching simple progression swimming skill for children with autism. Educ Train Autism Dev Disabil. 2010; 45(3): 440-448. [Link]
23. Fleming SA, Gutknecht NC. Naturopathy and the primary care practice. Prim Care. 2010; 37(1): 119-136. [Link] [DOI:10.1016/j.pop.2009.09.002]
24. Yadav R, Karmakar N, Satapathy T, Roy A. An evidence-based new insight into treatment of diseases by hydrotherapy. Int J Pharm Sci Res. 2019; 10(1): 57-69. [Link]
25. Dumas H, Francesconi S. Aquatic therapy in pediatrics: annotated bibliography. Phys Occup Ther Pediatr. 2001; 20(4): 63-78. [Link] [DOI:10.1080/J006v20n04_05]
26. Mooventhan A, Nivethitha L. Scientific evidence-based effects of hydrotherapy on various systems of the body. N Am J Med Sci. 2014; 6(5): 199-209. [Link] [DOI:10.4103/1947-2714.132935]
27. Felcar JM, Probst VS, de Carvalho DR, Merli MF, Mesquita R, Vidotto LS, et al. Effects of exercise training in water and on land in patients with COPD: a randomised clinical trial. Physiotherapy. 2018; 104(4): 408-416. [Link] [DOI:10.1016/j.physio.2017.10.009]
28. Uvnas-Moberg K, Petersson M. Oxytocin, a mediator of anti-stress, well-being, social interaction, growth and healing. Z Psychosom Med Psychother. 2005; 51(1): 57-80. [Link] [DOI:10.13109/zptm.2005.51.1.57]
29. Yanardag M, Akmanoglu N, Yilmaz I. The effectiveness of video prompting on teaching aquatic play skills for children with autism. Disabil Rehabil. 2013; 35(1): 47-56. [Link] [DOI:10.3109/09638288.2012.687030]
30. Shams-Elden M. Effect of aquatic exercises approach (halliwick-therapy) on motor skills for children with autism spectrum disorders. Ovidius University Annals, Series Physical Education & Sport/Science, Movement & Health. 2017; 17(2): 490-496. [Link]
31. Arjmandnia AA, Azimigarosi S, Mohseni Ezhei A, Javadi Asayesh S. Effectiveness of hydrotherapy on the degree of aggression in children with autism spectrum disorder: a single-subject study. The Scientific Journal of Rehabilitation Medicine. 2018; 7(4): 249-260. [Persian]. [Link]
32. Oriel KN, Kanupka JW, DeLong KS, Noel K. The impact of aquatic exercise on sleep behaviors in children with autism spectrum disorder: a pilot study. Focus Autism Other Dev Disabl. 2016; 31(4): 254-261. [Link] [DOI:10.1177/1088357614559212]
33. Battaglia G, Agrò G, Cataldo P, Palma A, Alesi M. Influence of a specific aquatic program on social and gross motor skills in adolescents with autism spectrum disorders: three case reports. Journal of Functional Morphology and Kinesiology. 2019; 4(2): 27. [Link] [DOI:10.3390/jfmk4020027]
34. Bumin G, Uyanik M, Yilmaz I, Kayihan H, Topçu M. Hydrotherapy for Rett syndrome. J Rehabil Med. 2003; 35(1): 44-45. [Link] [DOI:10.1080/16501970306107]
35. Mortimer R, Privopoulos M, Kumar S. The effectiveness of hydrotherapy in the treatment of social and behavioral aspects of children with autism spectrum disorders: a systematic review. J Multidiscip Healthc. 2014; 7: 93-104. [Link] [DOI:10.2147/JMDH.S55345]
36. Lee J, Porretta DL. Enhancing the motor skills of children with autism spectrum disorders: a pool-based approach. Journal of Physical Education, Recreation & Dance. 2013; 84(1): 41-45. [Link] [DOI:10.1080/07303084.2013.746154]
37. Chu C-H, Pan C-Y. The effect of peer- and sibling-assisted aquatic program on interaction behaviors and aquatic skills of children with autism spectrum disorders and their peers/siblings. Res Autism Spectr Disord. 2012; 6(3): 1211-1223. [Link] [DOI:10.1016/j.rasd.2012.02.003]
38. Rosa R, Molisso V. Integrated motor activities and autism spectrum disorder: biodanza srt and multisystem water therapy (Mwt). Giornale Italiano di Educazione alla Salute, Sport e Didattica Inclusiva. 2018; 4(2): 40-48. [Link]
39. Caputo G, Ippolito G, Mazzotta M, Sentenza L, Muzio MR, Salzano S, et al. Effectiveness of a multisystem aquatic therapy for children with autism spectrum disorders. J Autism Dev Disord. 2018; 48(6): 1945-1956. [Link] [DOI:10.1007/s10803-017-3456-y]
40. Pan C-Y. Effects of water exercise swimming program on aquatic skills and social behaviors in children with autism spectrum disorders. Autism. 2010; 14(1): 9-28. [Link] [DOI:10.1177/1362361309339496]
41. Petrofsky J, Baxter J, Bomgaars J, Burgert C, Jacobs S, Lyden D, et al. The influence of warm hydrotherapy on the cardiovascular system and muscle relaxation. [California, United States]: Department of Physical Therapy, Loma Linda University; 2003, pp: 1-39. [Link]
42. Montgomery JM, Newton B, Smith C. Test review: Gilliam, J. (2006). GARS-2: Gilliam autism rating scale-second edition. Austin, TX: PRO-ED. J Psychoeduc Assess. 2008; 26(4): 395-401. [Link] [DOI:10.1177/0734282908317116]
43. Ahmadi S j, Safari T, Hemmatian M, Khalili Z. The psychometric properties of Gilliam autism rating scale (GARS). Research in Cognitive and Behavioral Sciences. 2011; 1(1): 87-104. [Persian]. [Link]
44. Grosse SJ. The Halliwick method: water freedom for individuals with disabilities. West Wabash Avenue, Milwaukee: Aquatic Consulting and Education Resource Services; 2001. [Link]
45. Ledford JR, Gast DL. Single subject research methodology in behavioral sciences: applications in special education and behavioral sciences. 1st Edition. New York: Routledge; 2009, pp: 87-95. [Link] [DOI:10.4324/9780203877937]
46. Werthamer-Larsson L, Kellam S, Wheeler L. Effect of first-grade classroom environment on shy behavior, aggressive behavior, and concentration problems. Am J Community Psychol. 1991; 19(4): 585-602. [Link] [DOI:10.1007/BF00937993]
47. Goossens FA, Olthof T, Dekker PH. New participant role scales: comparison between various criteria for assigning roles and indications for their validity. Aggress Behav. 2006; 32(4): 343-357. [Link] [DOI:10.1002/ab.20133]
48. Espelage DL, Holt MK. Bullying and victimization during early adolescence: peer influences and psychosocial correlates. Journal of Emotional Abuse. 2001; 2(2-3): 123-142. [Link] [DOI:10.1300/J135v02n02_08]
49. ChalmehR. Psychometrics properties of the ilinois bullying scale (IBS) in Iranian students: validity, reliability and factor structure. Journal of Psychological Models and Methods. 2014; 3(11): 39-52. [Persian]. [Link]
50. Cernkovich SA, Giordano PC. School bonding, race and delinquency.Criminology. 1992; 30(2): 261-291. [Link] [DOI:10.1111/j.1745-9125.1992.tb01105.x]
51. Alberto P, Troutman AC. Applied behavior analysis for teachers. (8th ed.). Upper Saddle River, NJ: Pearson; 2009, pp: 1-480. [Link]
52. Parsonson BS. Evidence-based classroom behavior management strategies. Kairaranga. 2012; 13(1): 16-23. [Link]
53. Caravita SCS, Blasio PD, Salmivalli C. Unique and interactive effects of empathy and social status on involvement in bullying. Soc Dev. 2009; 18(1): 140-163. [Link] [DOI:10.1111/j.1467-9507.2008.00465.x]
Send email to the article author

Add your comments about this article
Your username or Email:

CAPTCHA



XML   Persian Abstract   Print


Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:

Azimigarosi S, Arjmandnia A, Mohseni Ezhei A, Asgari M. Effectiveness of Hydrotherapy on Communication Skills of Children with Autism Spectrum Disorder: A Single Case Study. J Child Ment Health 2020; 6 (4) :35-50
URL: http://childmentalhealth.ir/article-1-821-en.html


Rights and permissions
Creative Commons License This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Volume 6, Issue 4 (Vol6 No4 Winter 2020- 2020) Back to browse issues page
فصلنامه سلامت روان کودک Quarterly Journal of Child Mental Health
Persian site map - English site map - Created in 0.06 seconds with 43 queries by YEKTAWEB 4660