Résumé
ObjectiveThe psychological and behavioral health benefits participating in yoga activities for children with autism spectrum disorder (ASD) in special education schools were reviewed using the theory and methodology of the International Classification of Functioning, Disability and Health (ICF). MethodsThe literature on benefits of yoga in psychological and behavioral health for students with ASD from special education schools participating in yoga activities was searched from PubMed, Embase, Web of Science and CNKI, from January, 2010 to July, 2023, and a systematic review was conducted. ResultsSeven papers from USA, India and Australia were included, mainly from the journals related to autism, sports therapy, and health psychology, published after 2018. The study design was all randomized controlled trials, featuring a total of 207 children with ASD aged five to 15 years. Adopted yoga interventions mainly included Mandala yoga postures, traditional yoga (breathing, posture, partner posture and relaxation) activities, etc. These simple yoga activities were incorporated into the physical health curriculum of special education schools. The benefits of yoga on psychological and behavioral health of students with ASD were mainly reflected in the following aspects: in the field of cognition, it significantly improved working memory, task monitoring, planning/organization and other aspects in reactive joint attention function and executive function; in the field of emotional development and control, it enhanced the ability of emotions/expressing emotions, empathy for others, and awareness of emotional control, and reduced in anxiety states, irritability that occurred in social, emotional, behavioral aspects, and hyperactivity and aggressive behavior; in the field of social and team activities, it improved speech/communication skills, social skills, and teamwork; in the field of psychomotor, it improved overall motor and imitation skills, exercise-related health behaviors, and sedentary behaviors. Yoga activities also relieved sleep problems. The frequency of intervention ranged from twelve to 60 minutes, one to six times a week for eight to 45 weeks. ConclusionIn the context of special education schools, the health benefits of adapted yoga activities are primarily reflected in improving the psychological health, motor function, and social skills of children with ASD.
Résumé
Objective:To explore the physical fitness of students from special education schools in Beijing. Methods:From September to December, 2016, 810 students aged seven to 15 years from 19 special education schools in Beijing were tested with physical fitness test. Results:There were significant differences in height, mass and vital capacity among students of different ages (F > 8.273, P < 0.001), which increased with age, but were lower than that of normal students. Gender and age had significant effects on height, mass and vital capacity (P < 0.01). Level of disability had significant effects on height and vital capacity (P < 0.01), while no effect on body mass (P > 0.05). There were significant differences in 50-meter running, sandbag throwing, 30 seconds sit-ups, 6/9 minutes running/walking, one-leg standing and sit & reach among students of different ages (F > 3.571, P < 0.001). Most of the items increased with age, but were lower than that of normal students. Gender, age and level of disability had significant effects on 50-meter running, sandbag throwing, 30 seconds sit-ups, 6/9 minutes running/walking, one-leg standing and sit & reach (P < 0.05). Conclusion:There are significant differences in body morphology, function and physical fitness among students of different ages, and the differences increase with age, but they are worse than the normal students as a whole. Gender, age and level of disability have a significant effect on body morphology, function and physical fitness among students of different ages.