Book chapter
Perspectives on Social Engagement During Short-Term Dance/Movement Therapy Groups Within an Integrated Special Education Classroom
Arts Therapies Research and Practice with Persons on the Autism Spectrum, pp 41-54
2024
Abstract
This qualitative study aimed to investigate the perspectives of classroom staff in a specialized school setting on short-term group dance/movement therapy (DMT) and its influence on student social engagement. Classroom staff who participated with the students in a four-to-five-week DMT intervention provided feedback in focus groups. Data analysis revealed social engagement was demonstrated through (1) social communication behaviours (eye-contact/eye gaze, greetings/gestures, social action, and physical proximity and closeness) and (2) social motivation behaviours (self-initiated connection/engagement with peers and adults). This chapter also identifies five themes that emerged within the analysis of the data that suggested some contributing factors within the DMT sessions that may have influenced social engagement: (1) adaptable and person-centred approaches; (2) novelty; (3) balance in the use of structure and repetition; (4) use of supportive tools; and (5) state regulation of participants. Results may invite several suggestions for research specific to the principles of dance and DMT that may influence social engagement of young children with ASD in inclusive preschool classrooms.
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Details
- Title
- Perspectives on Social Engagement During Short-Term Dance/Movement Therapy Groups Within an Integrated Special Education Classroom
- Creators
- Andrea GleasonChristina DevereauxRyan Matchullis
- Contributors
- Supritha Aithal (Editor)
- Publication Details
- Arts Therapies Research and Practice with Persons on the Autism Spectrum, pp 41-54
- Publisher
- Routledge
- Edition
- 1
- Resource Type
- Book chapter
- Language
- English
- Academic Unit
- Creative Arts Therapies
- Scopus ID
- 2-s2.0-85169392301
- Other Identifier
- 991021886242404721