Marleneanu EDFN 7303 Assignment #6

Part C: Mini Research Proposal

What Can Dance Studio Instructors Do to Help Teach Students on the Autistic Spectrum?

Introduction
From beginning to end, teaching a dance class includes ups and downs, twists and turns, routines and
surprises, starts and stops. Keeping dance students engaged, moving, and learning throughout the class
often requires a well-choreographed lesson plan based on a combination of the class goals and the
characteristics and needs of the dancers themselves. With about 1 in 68 children currently diagnosed with
autism spectrum disorder (ASD) (American Psychiatric Association, 2014), dance studio instructors, like
school teachers, need to plan for and accommodate these students in order to facilitate their learning and
class participation. Best practices specifically for dance instructors to obtain this, however, are lacking in
research. Using the context of literature related to teaching students with ASD in physical education (PE),
this study will seek to explore and spotlight best practices in regard to ASD for dance studio instructors
while setting the stage for future research.
Brief Literature Review
The specific research question this study will use to help fill the gap in empirical research concerning
dance instruction and ASD is: What Can Dance Studio Instructors Do to Help Teach Students on the
Autistic Spectrum? The study will view this question in light of literature regarding ASD and physical
education, and related variables, models/theories, and teaching strategies.
Autism Spectrum Disorder
Johnson and Carter (2011) explain that ASD refers to a range of neurological disorders that affect
development (i.e., autism; Asperger syndrome; pervasive development disorder, not otherwise specified;
Rett syndrome; and child disintegrative disorder). Children with ASD may demonstrate delayed
communication and social skills, and/or sensory and behavioral issues coupled with anxiety; and are less
likely to engage in physical exercise than those without disabilities. Todd (2012) cites studies showing that
many individuals with ASD have poor motor skills, such as difficulty with motor planning, imitation of
Marleneanu EDFN 7303 Assignment #6
movement, and postural control. There is a need for ASD-related health education in school and
community (Johnson & Carter, 2011); and it is especially key for educators to study ASD (Fittipaldi-Wert &
Mowling, 2009; Grenier & Yeaton, 2011). Literature reminds educators that each child with ASD is unique,
with different characteristics and needs (Guldberg, 2010; Zhang & Griffin, 2007).
Variables
Pan, Tsai, and Hsieh (2011) conducted an empirical study looking for correlates between physical activity
(PA) of students with ASD during PE and environmental factors and social engagement, finding
relationships between student PA levels and PA content, lesson location, teacher characteristics, and
social initiation and interaction. Pan, Tsai, and Hsieh (2011) conclude by calling for rigorous studies to
explore these variables and their impact on improving PA for adolescents with and without ASD (p. 497).
Similarly, other studies on effectively teaching children with ASD highlight the importance of environment
(physical and emotional), communication and social engagement, instructional content, and teacher and
student characteristics (Guldberg, 2010).
Models/Theories
Pope, Breslin, Getchell, & Ting (2012) stress the importance of planning for physical educators working
with students with ASD, and present Newells constraint model as an effective class design tool. It shows a
reciprocal interaction between three constraints that influence a persons movement at any given time:
individual (e.g., coordination, height), environmental (e.g., lighting in room, social-cultural norms for
group), and task (e.g., a rule for how to perform a certain motor skill). Instructors are urged to plan
modifications based on the individuals constraints, and then correspondingly modify the environment
and/or task as necessary. Lee and Porretta (2013) present the dynamic systems theory as another good
reference for instructors teaching movement to children with ASD. Similar to Newells model, the theory
suggests that motor skills are attained over time due to the task, its environment, and how it interacts
with an individuals physical and cognitive features; and that instructors can influence a childs acquisition
of movement patterns by modifying movement goals, task complexity, and equipment.
Marleneanu EDFN 7303 Assignment #6
Strategies
Some specific strategies found in literature for teaching students with ASD have been specifically applied
in the context of PE classes, including social stories (e.g., a short story created to help a student cope with
a change in class routine) (Sandt, 2008), visual supports (e.g., cards with pictures of objects/skills with
descriptions to aid in communication) (Fittipaldi-Wert & Mowling, 2009), and previewing (e.g., introducing
a motor skill that will be practiced before class to reduce anxiety) (Grenier & Yeaton, 2011). Additionally,
Zhang and Griffin (2007) suggest PE teachers individualize instruction, train peer tutors, use novel
equipment, target age-appropriate motor skills, manage behavior positively, and employ ASD teaching
strategies for adjusting content, planning methods, and creating a good environment.
Planned Methodology
Research Design
This study will utilize a qualitative multiple-case study design in order to look for best practices for
teaching children with ASD in a dance studio setting by providing the opportunity for rich insight into the
interaction between the dance partners of instructor, student, task, and environment. Due to the lack of
directly related literature, this research design is ideal for the exploratory nature of the study; and
studying selected individual cases aligns well with the small size of this study.
Sample and Population Defined
The subjects of the cases within this study will make up its sample, including dance students with ASD,
their studio instructors, and their parents/guardians. Three children representing the population of dance
studio students with ASD have been purposively selected for this study: Catherine (age 6), Eliana (age 10),
and Jessica (age 14). Each are on the autism spectrum, take dance at a different studio in Arkansas (Little
Rock, Sherwood, and Rogers), and have danced there for one to two years in the styles of ballet and tap.
Their instructors have varying teaching experience: Catherines, 4 years; Elianas, 2 years; and Jessicas, 10
years.

Marleneanu EDFN 7303 Assignment #6
Procedures and Data Collection
Study participants (students and their dance instructors and parents/guardians) will be asked before the
start of next years studio season (August) to give informed assent/consent, and receive a copy of their
forms which will include contact information for questions regarding the study. The parents of the
selected students classmates will also be informed of the study. Then, data will be collected two to three
times a month throughout the season (ending in May), or until saturation. The data collection will occur
via three sources: student observation and interviews, instructor observation and interviews, and
parent/guardian interviews.
Observations. Observations of the dance classes will be made via video recordings (and potentially
in person when feasible to do so unobtrusively). Observations of the students with ASD will focus on their
individual characteristics/constraints, social engagement and communication skills, response to tasks and
environment, relationship with instructor, overall class participation and dance skill, and any other areas
that appears during research. The areas of observation for the dance instructors will also be open for
modification, but will initially focus on instructor characteristics, social engagement and communication
with class, attention to environment, types of tasks given, relationship with student with ASD, and
teaching strategies employed (both in general and specifically for the student with ASD).
Interviews. Interviews will consist of set questions based on the observation focus areas, as well
as related questions that may arise during the process. Examples of set questions include:
Student: What is your favorite part of dance class, and why? Least favorite, and why?
Instructor: What strategies for teaching students with ASD have you been trained in/are
aware of, and which (if any) do you use, and why?
Parents/Guardians: How would you describe the instructors communication with you
regarding your childs performance in dance class? Are teaching strategies discussed?


Marleneanu EDFN 7303 Assignment #6
Instrumentation
Data will be recorded based on the observations and interviews through the creation of memos, which
will then be analyzed with coding. Validity will be tested via stakeholder checks, as the research
participants will be requested to evaluate the interpretations taken from this data. Additionally, the
multiple-case study design will be informative concerning internal validity due to the different cases
potential to reproduce findings and/or rule out alternative explanations. Reliability will be enhanced
through rich documentation and triangulation. Threats of bias will be neutralized by researcher self-
reflection and presentation of findings for peer review.
Data Analysis
Data analysis will occur along with data collection by continuously looking for reoccurring patterns and
linked concepts between each data source (student, instructor, and parents/guardians). The information
will be reduced into categories (approximately 3-8) which will be sorted into a hierarchy to help describe
the data and look for relationships. Pattern matching will also be used by aligning data to Newells
constraint model and the dynamic systems theory.
Limitations
This is study is not meant to reveal any causal relationships, and the findings will only be able to be
generalized if others can use the descriptions provided in a personal context, as each child with ASD is
unique, and dance studios settings may greatly vary. Also, while neutrality will be strived for, having only
one researcher/observer/interviewer limits the study in terms of research bias.
Potential Uses of the Planned Research
This study is meant to reveal instructional practices to best teach Catherine, Eliana, and Jessica, as well as
to encourage and support future in depth research in the area of dance instruction for students with ASD
by providing an empirical study to begin to fill the gap in related literature. The overarching goal is to help
dance studio instructors become aware of best teaching practices regarding students with ASD.

Marleneanu EDFN 7303 Assignment #6
References
American Psychiatric Association. (2014). Autism spectrum disorders. Retrieved from
http://www.psychiatry.org/mental-health/autism-spectrum-disorders
Fittipaldi-Wert, J., & Mowling, C. M. (2009). Using visual supports for students with autism in physical
education. JOPERD: The Journal of Physical Education, Recreation & Dance, 80(2), 39-43.
Grenier, M., & Yeaton, P. (2011). Previewing: A successful strategy for students with autism. JOPERD: The
Journal of Physical Education, Recreation & Dance, 82(1), 28-43.
Guldberg, K. (2010). Educating children on the autism spectrum: Preconditions for inclusion and notions
of 'best autism practice' in the early years. British Journal of Special Education, 37(4), 168-174.
doi:10.1111/j.1467-8578.2010.00482.x
Johnson, M. K., & Carter, M. (2011). Autism spectrum disorders: A review of the literature for health
educators. American Journal of Health Education, 42(5), 311-318.
Lee, J., & Porretta, D. L. (2013). Enhancing the motor skills of children with autism spectrum disorders.
JOPERD: The Journal of Physical Education, Recreation & Dance, 84(1), 41-45.
Pan, C., Tsai, C., & Hsieh, K. (2011). Physical activity correlates for children with autism spectrum disorders
in middle school physical education. Research Quarterly for Exercise and Sport, 82(3), 491-498.
Pope, M., Breslin, C. M., Getchell, N., & Ting, L. (2012). Using constraints to design developmentally
appropriate movement activities for children with autism spectrum disorders. JOPERD: The
Journal of Physical Education, Recreation & Dance, 83(2), 35-41.
Sandt, D. (2008). Social stories for students with autism in physical education. JOPERD: The Journal of
Physical Education, Recreation & Dance, 79(6), 42-45.
Todd, T. (2012). Teaching motor skills to individuals with autism spectrum disorders. JOPERD: The Journal
of Physical Education, Recreation & Dance, 83(8), 32-48.
Zhang, J., & Griffin, A. J. (2007). Including children with autism in general physical education: Eight
possible solutions. Journal of Physical Education, Recreation & Dance (JOPERD), 78(3), 33-37.