Date Presented 03/26/20
Children with ASD participated less frequently in a fewer number of activities than children with typical development. However, children with ASD had more enjoyment and school and community participation than children with typical development. OTs should evaluate and support participation for all children.
Primary Author and Speaker: Noor Ismael
Additional Authors and Speakers: Ala’a Jaber
Contributing Authors: Khader Al Mhdawi
OBJECTIVES: To explore the differences in participation patterns between children with Autism Spectrum Disorder (ASD) and children with Typical Development (TD).
BACKGROUND: Participation in everyday activities promotes children’s physical, cognitive, and social development1. Evidence shows that children with ASD participate less frequently and in a fewer number of activities2. There is limited research that investigated other aspects of participation, like the social and physical contexts. Also, there is limited research that compared participation between children with ASD and children with TD. Exploring participation in children with ASD and children with TD will assist care-providers in supporting and promoting participation for all children.
DESIGN: Descriptive cross-sectional survey design.
SAMPLE: The sample for this study included 60 children, 38 boys and 22 girls, aged 6-12, 30 children with ASD, and 30 children with TD. Caregivers reported 78% live in a separate house, 22% live in apartment, and 55% live in village. 67% reported there is a public park near them, and 25% reported visiting the park once per week.
MEASURES: Children’s Assessment of Participation and Enjoyment CAPE & Preferences for Activities of Children PAC3, and child and caregiver demographic information form.
PROCEDURES: The study was approved by the institution’s Internal Review Board. Caregivers completed the demographic information form. A researcher assisted participating children in completing the CAPE/PAC.
DATA ANALYSIS: Analysis included descriptive statistics (mean and frequency) of child and caregiver demographics, and CAPE/PAC scales and subscale scores. Analysis also included two independent-samples t-tests to compare between children with ASD and children with TD on CAPE/PAC scales and subscales scores.
RESULTS: Independent Samples t-tests showed that children with ASD in our sample participated in a fewer number of activities (less overall diversity score) than children with TD (t= -10.36, p< .000). Also, children with ASD participated less frequently in activities (less overall intensity score) than children with TD (t= -6.76, p< .000). On the other hand, children with ASD had more enjoyment while participating in activities (more overall enjoyment score) (t= 2.85, p= .006) and participated more in school and community activities (more overall where score) (t= 2.39, p= .02) than children with TD). Children with ASD in our sample had less preferences to participate in the majority of PAC activity types (overall PAC score) (t= -3.42, p= .001). Finally, there were no significant differences in preferences for participation in Recreational Activities between children with ASD and children with TD (t= 1.21, p= .23).
CONCLUSION: This study concludes that children with ASD and children with TD have different participation patterns. Care-providers should support children with ASD to participate more frequently in a wider range of activities. Care-providers should support children with TD to participate more in school and community activities.
IMPACT STATEMENT: This study contributes to the science of occupational therapy by investigating how participation patterns differ between children with ASD and children with TD. Care-providers should support children with ASD and children with TD to participate successfully in home, school, and community activities.
RELATES TO RESEARCH PRIORITIES: This study relates to the research priorities “development and transitions for individuals and families” and “health behaviors to prevent and manage chronic conditions”. Results will support care-providers in supporting participation in children with ASD and children with TD.
References
1. King, G., Lawm, M., King, S., Rosenbaum, P., Kertoy, M. K., & Young, N. L. (2003). A conceptual model of the factors affecting the recreation and leisure participation of children with disabilities. Physical & occupational therapy in pediatrics, 23(1), 63-90.
2. LaVesser, P., & Berg, C. (2011). Participation patterns in preschool children with an autism spectrum disorder. OTJR: Occupation, Participation and Health, 31(1), 33-39.
3. King, G. A., Law, M., King, S., Hurley, P., Hanna, S., Kertoy, M., ... & Young, N. (2000). Children’s assessment of participation and enjoyment (CAPE) and preferences for activities of children (PAC). PsychCorp.
