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Journal article
A Case for Playful Engagement: Synchrony and Interaction Quality During Mirroring in ASD. Conceptual Framework and Case Study
American journal of dance therapy, v 44(2), pp 143-167
01 Dec 2022
Featured in Collection : UN Sustainable Development Goals @ Drexel
Abstract
The social challenges in autism spectrum disorders (ASD) can present as qualitative differences in interactions that make individuals on the autism spectrum appear less engaged with others. Limited interactional synchrony and other nonverbal movement patterns may contribute to these qualitative differences. This article uses the case of Hans, an adult on the autism spectrum, to describe patterns of synchrony and interaction quality during mirroring activities in dance/movement therapy. Raters scored videos of Hans and his partners on affective engagement, flow of the interaction, and interpersonal synchrony. They also qualitatively described his movements and interactions. Hans consistently participated in mirroring, but showed different patterns of attention and engagement when leading, following, interacting, or dancing in an open-ended dance. Hans was able to move in synchrony with partners, showed positive affect, and increased his movement repertoire by returning to others' movements in later sessions. He was the most engaged when following a playful movement theme with a dance/movement therapy student partner. His affective engagement increased, but only in the less structured open-ended dance and only across the five sessions with this same dance/movement therapy student partner, and not when the sessions with his other partners, including others on the autism spectrum, were included. This points to a potential need to have dance/movement therapists model developing a movement relationship using flexible and playful contexts to emotionally engage the individual and reflect the complexity of everyday social situations. We present clinical recommendations and suggestions for future studies.
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Details
- Title
- A Case for Playful Engagement: Synchrony and Interaction Quality During Mirroring in ASD. Conceptual Framework and Case Study
- Creators
- Elizabeth Manders - Drexel University, Creative Arts TherapiesSabine C. Koch - Heidelberg UniversityThomas Fuchs - Heidelberg University
- Publication Details
- American journal of dance therapy, v 44(2), pp 143-167
- Publisher
- Kluwer Academic-Human Sciences Press
- Number of pages
- 25
- Grant note
- Marian Chace Foundation of the American Dance Therapy Association 264828 / European Union; European Union (EU) Fulbright Germanistic Society of America/Quadrille Ball Projekt DEAL
- Resource Type
- Journal article
- Language
- English
- Academic Unit
- Creative Arts Therapies
- Web of Science ID
- WOS:000804514300001
- Scopus ID
- 2-s2.0-85131331508
- Other Identifier
- 991021861192604721
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- Collaboration types
- Domestic collaboration
- International collaboration
- Web of Science research areas
- Psychology, Multidisciplinary
- Rehabilitation