Finding Stability—A Case Report on the Benefits of Adapted Kata Training for Children with Autism Spectrum Disorder
Abstract
:1. Introduction
2. Materials and Methods
2.1. Participant
- Official ASD diagnosis;
- Does not exhibit behavioral problems (The information that the participant did not have any behavioral problems was obtained as a result of the participant’s health report and the information of his family.);
- No health problems;
- Not disturbed by social interactions (touching);
- Had not previously been enrolled in any physical activity programs or classes to enhance his balance skills for any objective.
2.2. Measurement Tools
2.3. Procedure
2.4. Data Analysis
2.5. Validity and Reliability
2.6. AKTP
Kata
3. Results
4. Discussion
5. Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
References
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Balance Performance | 1. Measurement (%) | 2. Measurement (%) | 3. Measurement (%) |
---|---|---|---|
Static | 75 | 81 | 86 |
Proprioceptive | 73 | 77 | 81 |
Left–Right Horizontal | 72 | 77 | 84 |
Front–Back Vertical | 81 | 84 | 95 |
Average Deviation | Static Balance | Proprioceptive Balance | Left–Right Horizontal Dynamic Balance | Forward–Backwards Dynamic Balance | ||||||||
---|---|---|---|---|---|---|---|---|---|---|---|---|
Measurements | Measurements | Measurements | Measurements | |||||||||
1. | 2. | 3. | 1. | 2. | 3. | 1. | 2. | 3. | 1. | 2. | 3. | |
Front Avg. Dev. | 0.85 | 1.69 | 1.01 | 0.37 | 0.40 | 0.39 | 1.91 | 1.20 | 1.02 | 2.37 | 2.42 | 2.46 |
Back Avg. Dev. | −1.74 | −1.44 | −0.79 | −2.13 | −1.66 | −0.81 | −1.29 | −1.01 | −0.90 | −1.16 | −1.20 | −1.21 |
Left Avg. Dev. | −1.90 | −0.86 | −0.82 | −1.78 | −0.85 | −0.65 | −2.76 | −2.82 | −2.90 | −1.75 | −1.60 | −1.50 |
Right Avg. Dev. | 1.53 | 0.80 | 0.99 | 1.33 | 1.42 | 1.10 | 2.19 | 2.30 | 2.46 | 1.27 | 1.10 | 1.10 |
Categories | Question | Quotations |
---|---|---|
Socialization | Did he have friends or spend time with other children regularly? What prevented him from socializing or hindered his socializing? | “He did not have many friends at school that he had communicated with before, and the situation made my son very sad; he did not want to talk too much and closed himself in communication. However, as the course went on, he spent more time with other kids, and as he got involved in the games and became successful, he became more confident and happier.” “We used to have many problems with walking and running; for these reasons, he was worried and closed himself off in social situations.” |
Physical changes | Have you observed any change in his physical condition? What would you consider the most significant physical benefits for your son after following the programme? | “We noticed the change a lot; for example, before the AKTP, he could not climb the stairs without holding on and without support, but now he can go up and down the stairs independently.” “Before AKTP, they had much stumbling and falling almost every time he ran, and much swaying was in place. After AKTP, he occasionally falls like every normal kid, but it is almost non-existent, and his swaying has disappeared. Apart from the disappearance of the swaying, his body shape has started to improve. The doctor who followed my son noticed these developments and told us we should stop.” |
Psychological changes | What was his typical reaction when going outside to play? How would you describe his confidence level before and after the program? | “When we went to the playground before AKTP, he quickly got bored and wanted to leave. I could see his fear and anxiety when on the playground. However, he has enjoyed the park very much and can play independently in the park.” “Previously, he was very reluctant to do something. I spent a long time convincing my son to do something. Usually, he was saying’’ I do not know that; I cannot do this. Later, he realized what he could and could do with the training, and now his motivation has increased in many places, including at school.” “Nowadays, he is expressing himself more with the self-confidence of acting completely independently.” |
Emotional changes | What was a typical emotional response to difficulties or challenges? Was he able to build emotional connections with his peers? | “Before AKTP, my son had behaviours such as shouting, crying, throwing himself on the ground and hitting the person in front of him, albeit a little. However, he calmed down after the training, and his communication and attention span with us and his surroundings increased.” “While playing with his friends, he preferred to play for a short time and then get away from them, and he only spent time with children younger than him because he did not need to say much. However, after AKTP, he spoke a lot more. He started to trust himself, and even his eye contact improved; he seemed happier.” |
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Orhan, B.E.; Uzunçayır, D.; Canlı, U.; Karaçam, A.; Özdemir, A.S.; Popa, C.; Iconomescu, T.-M.; Talaghir, L.-G. Finding Stability—A Case Report on the Benefits of Adapted Kata Training for Children with Autism Spectrum Disorder. Children 2024, 11, 523. https://doi.org/10.3390/children11050523
Orhan BE, Uzunçayır D, Canlı U, Karaçam A, Özdemir AS, Popa C, Iconomescu T-M, Talaghir L-G. Finding Stability—A Case Report on the Benefits of Adapted Kata Training for Children with Autism Spectrum Disorder. Children. 2024; 11(5):523. https://doi.org/10.3390/children11050523
Chicago/Turabian StyleOrhan, Bekir Erhan, Dilek Uzunçayır, Umut Canlı, Aydın Karaçam, Ali Selman Özdemir, Cristian Popa, Teodora-Mihaela Iconomescu, and Laurențiu-Gabriel Talaghir. 2024. "Finding Stability—A Case Report on the Benefits of Adapted Kata Training for Children with Autism Spectrum Disorder" Children 11, no. 5: 523. https://doi.org/10.3390/children11050523
APA StyleOrhan, B. E., Uzunçayır, D., Canlı, U., Karaçam, A., Özdemir, A. S., Popa, C., Iconomescu, T.-M., & Talaghir, L.-G. (2024). Finding Stability—A Case Report on the Benefits of Adapted Kata Training for Children with Autism Spectrum Disorder. Children, 11(5), 523. https://doi.org/10.3390/children11050523