Promoting Executive Functioning in Children with Autism Spectrum Disorder Through Mixed Martial Arts Training

被引：0
作者：
Janice N. Phung
Wendy A. Goldberg
机构：
[1] University of California,Department of Psychological Science, School of Social Ecology
[2] Irvine,Department of Psychology, College of Humanities, Arts, Behavioral & Social Sciences
[3] California State University San Marcos,undefined
来源：
Journal of Autism and Developmental Disorders | 2019年 / 49卷
关键词：
Autism spectrum disorder; Executive functioning; Martial arts; Intervention; Emotion regulation; Behavior regulation;
D O I：
暂无
中图分类号：
学科分类号：
摘要：
The present study evaluated the effectiveness of a mixed martial arts (MMA) intervention in improving executive functions (EFs) in a sample with autism spectrum disorder (ASD). School-aged children with ASD were randomly assigned to a MMA intervention group or a waitlist control (WLC) group. The intervention featured a 26-class program over a 13-week period; the WLC group did not participate in any martial arts between pre- and post-test. Results indicated that the MMA group had significantly better EFs at post-test compared to the WLC group. The intervention appeared to be efficacious in meeting its goals of improving the executive functioning of children with ASD. The present study extends the current literature on the malleability of EFs among children with ASD.
引用
收藏
页码：3669 / 3684
页数：15
相关论文
共 203 条
[1]  
Anderson P(2002)Assessment and development of executive function (EF) during childhood Child Neuropsychology 8 71-82
[2]  
Bahrami F(2012)Kata techniques training consistently decreases stereotypy in children with autism spectrum disorder Research in Developmental Disabilities 33 1183-1193
[3]  
Movahedi A(2018)Prevalence of autism spectrum disorder among children aged 8 years—autism and developmental disabilities monitoring network, 11 Sites, United States, 2014 MMWR. Surveillance Summaries 67 1-23
[4]  
Marandi SM(2016)Using martial arts to address social and behavioral functioning in children and adolescents with autism spectrum disorder Therapeutic Recreation Journal 50 176-180
[5]  
Abedi A(2011)Relations between executive function and academic achievement from ages 5 to 17 in a large, representative national sample Learning and Individual Differences 21 327-336
[6]  
Baio J(2014)Closing the achievement gap through modification of neurocognitive and neuroendocrine function: Results from a cluster randomized controlled trial of an innovative approach to the education of children in kindergarten PLoS ONE 9 e112393-966
[7]  
Wiggins L(2009)Relationships among repetitive behaviors, sensory features, and executive functions in high functioning autism Research in Autism Spectrum Disorders 3 959-384
[8]  
Christensen DL(2014)Executive functions development in 5-to 7-year-old children with transposition of the great arteries: A longitudinal study Developmental Neuropsychology 39 365-48
[9]  
Maenner MJ(2007)A conceptual framework for implementation fidelity Implementation Science 2 40-265
[10]  
Daniels J(2013)A Chinese mind-body exercise improves self-control of children with autism: A randomized controlled trial PLoS ONE 8 e68184-2078
12345678910