Teaching strategies developed from a creative movement perspective in support of social emotional skills in early childhood students with autism spectrum disorder
PURPOSE: The purpose of this research is to create a set of teaching strategies for children with ASD that support the development of social-emotional skills outlined in Conscious Discipline from a creative movement perspective. This work is intended to contribute to the field of early childhood education, dance education, and to practitioners who work with students on the autism spectrum.
What teaching strategies can I create to support the development of social-emotional skills, as outlined in Conscious Discipline, for children with ASD from a movement perspective?
This research began with an in-depth literature review in the areas of Conscious Discipline and implementation, social/emotional deficits for preschool aged children with ASD, and creative movement and physical activities as a therapy for preschool children with ASD. From the three areas of the literature review, I developed a framework to guide the development of the teaching strategies.