| Swimming is an essential life skill that all children should learn. Past research has shown that children with autism spectrum disorders (ASD) enjoy the aquatic environment (Killian et al., 1984;Yilmaz et al., 2004) and respond in a natural progression to a hierarchy of swim skills (Killian et al., 1984; Pan, 2010; Pan, 2011;Yilmaz et al., 2004). Yet there is a lack of knowledge surrounding the alternative benefits of swimming, such as the influences on social interaction and communication. Using a phenomenological qualitative framework, this study examined the influence of a 10-week structured swim program on social interaction, communication, stereotypical behaviours, and quality of life (QOL) of children with ASD and communication delays, as perceived by their parents, teachers, and volunteers. For the purpose of this study, quality of life was defined as the social, physical, and emotional well-being of the child. Data was collected through a mixed-model "dominant-less dominant" design employing a qualitative framework with a quantitative component (Creswell, 1994). Data collection methods included: semi-structured interviews, an open-ended questionnaire, a background questionnaire, journal entries, progress forms, field notes, member checks, and two quantitative scales. Recruited participants (N= 43) included: 15 children with expressive and receptive communication delays (including 6 children with ASD); 13 parents; 2 teachers; and 13 volunteers. Parents', teachers', and volunteers' perceived the structured swim program to have a positive influence on the children's social interaction, communication, stereotypical behaviours, and quality of life. While the aquatic environment provided unique benefits to each child, the findings of this study provide an overview of the overall potential benefits a structured swim program may offer children with ASD and communication delays. Implications of this study and future directions are discussed. |
