Teaching strategies developed from a creative movement perspective in support of social emotional skills in early childhood students with autism spectrum disorder

dc.contributor.authorWachsmann, Brittany
dc.date.accessioned2020-09-04T18:28:40Z
dc.date.accessioned2022-06-27T16:02:53Z
dc.date.available2020-09-04T18:28:40Z
dc.date.available2022-06-27T16:02:53Z
dc.date.issued2020
dc.description.abstractPURPOSE: 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.
dc.description.abstractRESEARCH QUESTION
dc.description.abstractWhat 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?
dc.description.abstractMETHODOLOGY
dc.description.abstractThis 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.
dc.identifier.urihttps://hdl.handle.net/11274/12480
dc.language.isoen_USen_US
dc.titleTeaching strategies developed from a creative movement perspective in support of social emotional skills in early childhood students with autism spectrum disorderen_US
dc.typeProfessional Paperen_US
thesis.degree.collegeCollege of Arts and Sciencesen_US
thesis.degree.departmentDepartment of Danceen_US
thesis.degree.disciplineDanceen_US
thesis.degree.grantorTexas Woman's Universityen_US
thesis.degree.levelMasteren_US
thesis.degree.nameMaster of Arts in Danceen_US

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