The psychotherapeutic use of dance as an educational tool to improve social skills in children with autism

Educational tools based on the use of dance for professionals work- ing with children with autism spectrum disorders (ASD) are scarce. The aim of this article is to highlight the benefits of dance therapy by presenting new research in the literature, and to describe the results of an intervention pr...

Descripción completa

Detalles Bibliográficos
Autores: Cortés Vázquez, Macarena, Ballesteros Moscosio, Miguel Ángel
Tipo de recurso: artículo
Estado:Versión aceptada para publicación
Fecha de publicación:2024
País:España
Institución:Universidad de Sevilla (US)
Repositorio:idUS. Depósito de Investigación de la Universidad de Sevilla
OAI Identifier:oai:idus.us.es:11441/177862
Acceso en línea:https://hdl.handle.net/11441/177862
https://doi.org/10.1080/14647893.2024.2354786
Access Level:acceso abierto
Palabra clave:Dance movement therapy
Pedagogical tool
Educational resource
Social skills
Autism spectrum
id ES_055e5dcebf697e0b25ec0651e91c0a84
oai_identifier_str oai:idus.us.es:11441/177862
network_acronym_str ES
network_name_str España
repository_id_str
spelling The psychotherapeutic use of dance as an educational tool to improve social skills in children with autismCortés Vázquez, MacarenaBallesteros Moscosio, Miguel ÁngelDance movement therapyPedagogical toolEducational resourceSocial skillsAutism spectrumEducational tools based on the use of dance for professionals work- ing with children with autism spectrum disorders (ASD) are scarce. The aim of this article is to highlight the benefits of dance therapy by presenting new research in the literature, and to describe the results of an intervention proposal that includes dance therapy in this field of education. The relevance of arts education as a strategy of attention to diversity in schools for the integrated development of academic and social skills is highlighted. The intervention pro- posal was designed with a programme of activities that included dance therapy and was implemented in children with autism. The aim was to determine whether it contributed to the development of their social skills. A descriptive qualitative methodology was used, with a purposive sampling of subjects affected by autism spectrum disorder attending the same educational centre. The results were collected in a field diary detailing the evolution of each subject in each module. Stufflebeam’s CIPP model was used to evaluate the results in terms of improvements in social skills. The results confirmed that dance therapy is an appropriate tool for the development of social skills in students with ASDTaylor & FrancisTeoría e Historia de la Educación y Pedagogía SocialHUM423: I.D.E.A (Innovación, Desarrollo, Evaluación y Asesoramiento)2024info:eu-repo/semantics/articleinfo:eu-repo/semantics/acceptedVersionapplication/pdfapplication/pdfhttps://hdl.handle.net/11441/177862https://doi.org/10.1080/14647893.2024.2354786reponame:idUS. Depósito de Investigación de la Universidad de Sevillainstname:Universidad de Sevilla (US)Ingléshttps://doi.org/10.1080/14647893.2024.2354786info:eu-repo/semantics/openAccessoai:idus.us.es:11441/1778622026-06-17T12:51:07Z
dc.title.none.fl_str_mv The psychotherapeutic use of dance as an educational tool to improve social skills in children with autism
title The psychotherapeutic use of dance as an educational tool to improve social skills in children with autism
spellingShingle The psychotherapeutic use of dance as an educational tool to improve social skills in children with autism
Cortés Vázquez, Macarena
Dance movement therapy
Pedagogical tool
Educational resource
Social skills
Autism spectrum
title_short The psychotherapeutic use of dance as an educational tool to improve social skills in children with autism
title_full The psychotherapeutic use of dance as an educational tool to improve social skills in children with autism
title_fullStr The psychotherapeutic use of dance as an educational tool to improve social skills in children with autism
title_full_unstemmed The psychotherapeutic use of dance as an educational tool to improve social skills in children with autism
title_sort The psychotherapeutic use of dance as an educational tool to improve social skills in children with autism
dc.creator.none.fl_str_mv Cortés Vázquez, Macarena
Ballesteros Moscosio, Miguel Ángel
author Cortés Vázquez, Macarena
author_facet Cortés Vázquez, Macarena
Ballesteros Moscosio, Miguel Ángel
author_role author
author2 Ballesteros Moscosio, Miguel Ángel
author2_role author
dc.contributor.none.fl_str_mv Teoría e Historia de la Educación y Pedagogía Social
HUM423: I.D.E.A (Innovación, Desarrollo, Evaluación y Asesoramiento)
dc.subject.none.fl_str_mv Dance movement therapy
Pedagogical tool
Educational resource
Social skills
Autism spectrum
topic Dance movement therapy
Pedagogical tool
Educational resource
Social skills
Autism spectrum
description Educational tools based on the use of dance for professionals work- ing with children with autism spectrum disorders (ASD) are scarce. The aim of this article is to highlight the benefits of dance therapy by presenting new research in the literature, and to describe the results of an intervention proposal that includes dance therapy in this field of education. The relevance of arts education as a strategy of attention to diversity in schools for the integrated development of academic and social skills is highlighted. The intervention pro- posal was designed with a programme of activities that included dance therapy and was implemented in children with autism. The aim was to determine whether it contributed to the development of their social skills. A descriptive qualitative methodology was used, with a purposive sampling of subjects affected by autism spectrum disorder attending the same educational centre. The results were collected in a field diary detailing the evolution of each subject in each module. Stufflebeam’s CIPP model was used to evaluate the results in terms of improvements in social skills. The results confirmed that dance therapy is an appropriate tool for the development of social skills in students with ASD
publishDate 2024
dc.date.none.fl_str_mv 2024
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/acceptedVersion
format article
status_str acceptedVersion
dc.identifier.none.fl_str_mv https://hdl.handle.net/11441/177862
https://doi.org/10.1080/14647893.2024.2354786
url https://hdl.handle.net/11441/177862
https://doi.org/10.1080/14647893.2024.2354786
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv https://doi.org/10.1080/14647893.2024.2354786
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Taylor & Francis
publisher.none.fl_str_mv Taylor & Francis
dc.source.none.fl_str_mv reponame:idUS. Depósito de Investigación de la Universidad de Sevilla
instname:Universidad de Sevilla (US)
instname_str Universidad de Sevilla (US)
reponame_str idUS. Depósito de Investigación de la Universidad de Sevilla
collection idUS. Depósito de Investigación de la Universidad de Sevilla
repository.name.fl_str_mv
repository.mail.fl_str_mv
_version_ 1869402851099279360
score 15,811543

Similares en LA Referencia