Examining parent's perspectives on swimming lessons for children with autism spectrum disorders

Background: Swimming is a favourable activity for many children with autism spectrum disorders (ASD) that can increase physical activity (PA); this is important because children with ASD often have lower rates of PA. However, children with ASD experience higher risk of drowning; 91% of U.S. deaths for children age 0-14 with ASD are attributed to drowning. Research indicates adapted swimming lessons can improve aquatic and social skill acquisition for children with ASD. Information is missing on the real-world efficacy of these lessons. Examining parents��� beliefs and perceived outcomes is important because many children with ASD struggle with generalization and parents can provide insights into swimming lesson outcomes. Purpose: The purpose of this research was to examine the perspectives of parents of children with ASD regarding their child���s swimming lessons. Methods: Through phenomenological qualitative methodology, semi-structured individual interviews were used with 12 parents. Results: Themes included making lessons accessible, focus on skills and safety, teach the teacher, and the impact on pride and independence. Findings suggest participation in swimming lessons can cultivate numerous positive outcomes and the skills acquired in swimming lessons may transfer beyond the swimming lesson environment. Participants also identified numerous barriers to accessing aquatic programming for children with ASD and identified many areas for program improvement. Conclusion: Given the increasing rates of ASD, coupled with the drowning rates for children with ASD swimming lessons should be considered a public health intervention of importance. The findings from this work may help inform swimming lessons for children with ASD.
The Health & Fitness Journal of Canada, Vol. 14 No. 3 (2021): Proceedings from the 8th International Society for Physical Activity and Health Congress