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Access to Nature for Parents of Autistic Children
8
Access to Nature for Autistic Children
OTD Capstone Scoping Review
Mia Massaro, OTS
Introduction
Introduction & Learning Objectives
PLAY!
- Scoping Reviews
- Benefits, Supports & Barriers
- Educational Methods
- Goal -- Develop trainings for parents to increase participation and generalization of skills
Learning Objectives
1
Understand existing evidence on the supports, barriers, and benefits of nature-based play for autistic children
Learning Objectives
2
Identify essential elements to support virtual education of parents and caregivers to increase carryover of skills from therapy intervention
Background
- Play is an important for healthy development. Play targets the following skill areas: 3, 11
Motor – Sensory – Social – Emotional Regulation
- Different Types of Play:
- Kids may have different play preferences. 9, 23, 25
- Children's internal motivation to play and explore their environments.
- Nature Deficit Disorder - increased behavioral and developmental challenges 9, 11, 13
- Children with ASD have additional barriers. 12, 16, 20
- Increased levels of caregiver stress. 2, 7, 14, 20, 23
Methods
- Two abbreviated scoping reviews were conducted following Arksey and O'Malley's approach and PRISMA guidelines 1
Research Questions
Methods
1. What is the nature and existing evidence on supports, barriers, and benefits to outdoor recreation or nature-based play for autistic children?
2. What are the best practices for educating parents of children diagnosed with ASD in a virtual environment to increase carryover of skills
Problem and Population: Access to nature and children with autism
Problem and Population
Search Terms
- Outdoor OR nature OR outside OR wilderness OR camp OR recess OR playground
- Children OR kids OR youth OR child
- Autism OR autism spectrum disorder OR ASD
- Play OR leisure OR recreation
Databases
- PubMed
- Google Scholar
- .edu and .gov searches -- ineffective
Approach: Education
Approach
Search Terms
- Online OR virtual OR web-based OR internet
- Training OR lesson OR education OR classes OR programming
- Parents OR caregiver OR guardian
- Some included - Autism OR ASD OR autism spectrum disorder
- Some included - Skills OR Carryover
Databases
- PubMed
- Google Scholar
- .edu and .gov
Findings
The following sections identify findings from my scoping reviews for various elements of my questions
Benefits
Benefits
2, 3, 9, 15, 18, 23
Barriers
Barriers
2-3, 9, 15, 20, 23-24
Supports
Supports
2, 9, 15, 18, 20, 23-25
Educational Methods
Education
5, 6, 8, 14, 17, 19
Discussion & Conclusion: Outdoor Recreation
Discussion & Conclusion
- Support for outdoor involvement for autistic children and the benefits of play 2-3, 9, 11-12, 15, 18, 20, 23-25
- Use of play as an intervention vs play as an outcome measure 12
- Balance between structured or facilitated play and free or child-led play is important 2, 9, 15
- Autonomy in play is often motivating2-3
- Following social constructs is challenging for some children 9.
- Barriers include environment, personal factors, and social demands. 2-3, 9, 11-12, 15, 18, 20, 23-25
- Some barriers may be dependent on environment, or hypothetical concerns of caregivers that limit opportunities 15, 20, 23
Discussion & Conclusion: Educational Methods
Educational Methods
- Increased education is needed for parents, caregivers, and any adults involved in a child’s outdoor recreation (i.e. coaches, camp staff, teachers) 9, 15, 20, 23, 24
- Web-based interventions for parents and caregivers are successful in creating behavioral change and increasing confidence 4-5, 7, 10, 14
- Elements of modules should include interactive activities, built in evaluation, real-world situations, and developed by licensed and trained professionals4-6, 8, 14, 17, 19