Developing awareness of self and surrounding through SAMYA module of Dance and movement Therapy (DMT) for children with Autism Spectrum disorder (ASD)

ABSTRACT

Using Dance Movement Therapy (DMT) as an early intervention tool for a group of 20 children with Autism Spectrum Disorder (ASD) was investigated through this case report. The specific module of DMT as practiced by SAMYA Module, Kolkata, has been observed and reflected upon to determine the efficacy of the module in creating awareness regarding space. Observational data through an internship programme was used as a primary source for the qualitative reporting. Ethnographic tools like focus interviews, in-depth interviews, and documentation of the sessions were used for the devising and assessing the intervention. Structured questionnaires were used for quantitative analysis. Random walk as a part of DMT process was hypothesized as a significant activity which induces social awareness and also aids in developing appropriate interpersonal relationship. The study further projects how structured DMT sessions of SAMYA proved to be beneficial for the pre-determined objectives.

KEYWORDS:

• Autism
• dance and moveme nt therapy
• SAMYA
• intervention
• self-awareness

Disclosure statement

No potential conflict of interest was reported by the author(s).

Ethics clearance

To maintain the decorum of consent and to abide by the ethical procedures, all formulated questionnaires and interview sets have been thoroughly checked and duly cleared by the founder-director of the organization. Field work was conducted under the supervision of the facilitator Dr Bandopadhyay, and data collected during the period was shared with the organization to maintain transparency. Questionnaires shared with the caregivers/participants were duly signed. Consent regard disclosure of names or maintaining anonymity has also been taken under consideration.

Notes

1. The word SAMYA is a Bengali term, which means equality. The non-profit organization this article deals with has coined this term as their name and prefers to use this in its capitalized form. Thus throughout the article SAMYA has been mentioned in accordance.

SAMYA aims to achieve integration and inclusivity based on the principles of co-existence. The idea is to co-create a space that allows every individual with an equal opportunity to live in dignity, harmony, and peace irrespective of physical, neurological, or psychological differences. The name of the organization has been selected as a reflection of the primary concerns.

2. Applied Behaviour Analysis (ABA) pioneered by O. Ivar Lovaas in the late twentieth century applies innovative methodologies to enhance communication and social skills in individuals with ASD. Using methods like coding behaviors through direct observation and pioneering investigation through antecedents and consequences that maintained problem behavior, Lovaas and his colleagues established a methodological foundation that helped non-verbal individuals communicate.

3. The TEACCH program is defined as an approach that supports the individual’s ability to learn, comprehend and apply learning across situations (Schopler, 2008). It emphasizes a close working relationship between the facilitator, the participant, and the primary caregiver. The method targets to improve adaptation abilities and improve key skills in activities like daily living, communication, language, social skills, executive functioning, attention, and engagement (Schopler, 2005). To help individuals with ASD achieve these skill acquisitions, the TEACCH method of intervention focuses on structuring the environment and activities to optimize the learning procedure.

4. The Picture Exchange Communication System (PECS) is a picture-based Alternative and Augmentative Communication system (AAC) that is widely used to teach functional communication to individuals with autism.

5. PEERS Program was developed by, Dr. Elizabeth Laugeson at the University of California, Los Angeles for providing social skills training programs to preschool and school-going children with a neurodevelopmental disorder. The training in communication skills, social skills, and peer bonding is made through this program.

6. The Test manual records the following ‘ISAA is an objective assessment tool for persons with autism which uses observation, clinical evaluation of behavior, testing by interaction with the subject and also information supplemented by parents or caretakers to diagnose autism. ISAA consists of 40 items rated on a 5-point scale ranging from 1 (never) to 5 (always). The 40 items of ISAA are divided into six domains Social Relationship and Reciprocity, Emotional Responsiveness, Speech-Language and Communication, Behaviour Patterns, Sensory Aspects, Cognitive Component.

Additional information

Notes on contributors

Moupikta Mukherjee

Moupikta Mukherjee is an Assistant Professor in the Department of English, Swami Vivekananda University, Barrackpore, India. She has received her doctoral degree from Indian Institute of Technology (Indian School of Mines), Dhanbad. She may be reached at [email protected]

Aditi Bandyopadhyay

Aditi Bandopadhyay is a medical faculty, Department of Physiology IPGME&R and SSKM Hospital, Kolkata, India. She is also the founder of SAMYA Foundation for children of special needs. She may be reached at [email protected]

Tirthankar Guha Thakurta

Tirthankar Guha Thakurta, MBBS, MD (Physiology) is as an Assistant Professor at the Department of Physiology, KPC Medical College & Hospital, Kolkata, India. He may be reached at [email protected]

Nirban Manna

Nirban Manna is an Associate Professor at Indian Institute of Technology (Indian School of Mines), Dhanbad. He may be reached at [email protected]