Abstract:

Autism is described as a neurodevelopmental disorder, usually diagnosed in early childhood. Difficulties and delay in communication, comprehension, behavioural issues, hypo and hyper sensitivity to sensory stimuli are associated with the condition (Wing, 2002). The incidence of autism is estimated at 1:100 cases (Irish Society for Autism, 2002). Research indicates that children and adults with autism present with delay in basic skills of movement such as running, kicking, catching, throwing, balance and co-ordination (O’Connor & Reid, 2003; Crawford, 2013, Crawford, MacDonncha & Smyth, 2013). These skills are integral for participation in activities of daily living, in quality physical activity and in sport specific activity (Gallahue & Donnelly, 2004, 2007; Henderson & Sugden, 2007). Research also shows that fundamental movement skill (FMS) delay can be addressed by appropriate intervention programmes delivered in both school and community environments (Henderson & Sugden, 2007). However, parents and practitioners across a variety of educational and health settings indicate that addressing such interventions poses difficulties for this particular population due to the delayed communication, comprehension, behavioural and multi-sensory issues associated with autism (Staples & Reid, 2010; Crawford et al, 2013). Successful FMS intervention programmes for children and adults with autism usually incorporate a variety of teaching methodologies using an eclectic approach, i.e. taking what is appropriate from each and all methodologies. The use of innovative digital technologies is common place in everyday life. As the use of such technologies increase in medical and educational settings, so too does the empirical research supporting their effectiveness (Dunkel-Jackson, Dixon & Szekely, 2012). In a study by Nealy et al (2012) where academic instruction using an iPad was compared to that delivered by traditional means to two students with autism, both demonstrated higher levels of academic achievement and lower levels of challenging behaviours with the iPad instruction. A further study examining the use of the ICAN device which is a tabled based pedagogical device for improving communication skills of children with autism found that the device reduced the preparation time of programmes while also enhancing the children’s communication and social skills (Chien et al, 2013). This current research explored the use of innovative digital technology programmes using an eclectic approach, to address the development of fundamental movement skills for children and adults with autism. A MDT prototype was developed based on best FMS practice and provided to stakeholders as both users and practitioners for qualitative feedback. Stakeholders feedback is currently being collated using semi structured interviews with participants with autism and their parents/carers, education and health based practitioners to further gather preliminary data on the experiences and preferences of the mobile digital technology programmes to date. This aspect of the study will then inform the refinement of the prototype and app design going forward. Findings from this phase of the study will be presented at the conference.

Keywords:

Mobile digital technology, fundamental movement skills, autism.