Upcoming Presentations

Hello everyone and happy new year! I hope everyone is off to a great start this new year. In the upcoming months, I hope to be starting a pilot study for my dissertation, as well as proposing my dissertation study sometime in April. In addition to that work, I have a couple upcoming presentations.

 

The first,

Making task constraints work for you: Teaching motor skills to children with autism spectrum disorder with Martin Block

At SHAPE America - Southern District, February 10-13 in Williamsburg, VA

 

The second and third,

Developing Modifications for Assessment in Children with ASD: Preliminary Results with Luke Kelly

and

Practical Strategies to Successfully Assess Children with Autism Spectrum Disorder with Melissa Alexander, Marty Douglas, Sean Healy, and Kason O’Neil

at SHAPE America - National Conference, April 5-9 in Minneapolis, MN

If you happen to be at either of these events, please stop in.

I also may have several other presentations later on in the year at the International Meeting for Autism Research and the North American Federation of Adapted Physical Activity, so stay tuned.

Utilizing a dynamic systems approach to build successful motor patterns in children with ASD

Abstract:

This study, utilizing key concepts from Dynamical Systems Theory (DST), seeks to build a method for teaching gross motor skills to children with autism spectrum disorder (ASD). As the rate of ASD increases, it is becoming evident, in addition to deficits in social/communicative behaviors, that there is a deficit in gross motor ability. As this area of research is a relatively new focus, little has been done to focus interventions on improving gross motor skill. To address this issue, this study proposes using DST to understand constraints (e.g. task, individual, and environmental) affecting movement and use constraints to teach gross motor skills to children with ASD. By presenting a set guideline for constraining variables involved with movement, the researcher proposes that children with ASD will be able to learn motor tasks more effectively. Using both quantitative and qualitative measures, this study seeks to understand a) What effects do constraints have on the development of fundamental gross motor patterns of children with ASD? b) If changes exist, do they last in the absence of constraints? c) What influences do changes in gross motor patterns have on adaptive behavior skills? and d) How do changes in gross motor skills affect other facets of a child’s life? By understanding how constraints affect motor patterns and how those changes ripple across a child’s life, children with ASD will be more effective in developing lasting changes in their motor learning. 

End Date:

Dissertation topic -- Projected start date of August 2015

Co-Author(s): 

None

Funding:

Currently seeking fellowship through Autism Speaks.

Publication

Dissertation

Presentation:

TBD

Make Task Constraints Work for You: Teaching Object Control Skills to Students with Autism Spectrum Disorder

Abstract:

Teaching object-control skills to students with autism spectrum disorder (ASD) can be difficult do to the unique challenges posed by the disability, however is necessary for the student’s future success and physical activity. Utilizing Dynamical-Systems Theory and a task constraint model, object-control tasks can be broken into teachable components. Task constraints ensure that the student produces a desired outcome. Utilizing the Test of Gross Motor Development, 2nd Edition (TGMD-2), six object-controls skills were chosen to demonstrate how a constraint model can be used to teach these skills to students with ASD.

End Date:

May 2014

Co-Author(s): 

M.E. Block

Funding:

None

Publication:

Colombo-Dougovito, A.M., & Block, M.E. (in press). Make Constraints Work for You: Teaching Object Control Skills to Students with Autism Spectrum Disorder. JOPERD,

Presentation:

TBD