Danse rythmée et fonctions exécutives chez l’adolescent TSA d’âge scolaire : une étude quasi expérimentale au Cameroun

Abstract

Autism is characterised by cognitive impairment. These limits functional mobility as well as the autonomy of ASD learners (Palisano et al., 2010) who then experience difficulties in mobilising their executive functions (Bottcher, Flachs & Uldall, 2010; White & Christ, 2005) and the resolution of everyday problems, functional autonomy and, consequently, personal, social and academic development (Elliott, 2003). However, some studies (Alves et al., 2014; Davis et al., 2011; Tremblay et al., 2011) show that exposure to rhythmic activity such as dance significantly improves these functions. Cyr (2017) shows, for example, that a Zumba dance program with adolescents with cerebral palsy provided benefits on their attentional control and cognitive flexibility. Other authors have shown that a dance program (Kattenstroth et al., 2013; Kosmat and Vranic, 2016) has the same effects on the memory and attention of a group of seniors. Studies (de Natale et al., 2016; Gomez & Gomez, 2016; Hackney & Earhart, 2010; Marchant, 2016) have demonstrated the benefits of dance on attention, working memory, inhibition and cognitive flexibility of individuals with dementia, Alzheimer’s or Parkinson’s disease. We are interested in learning opportunities for adolescents with ASD and wish to explore the results of such an instrument with such population groups, and specifically for ASD in the Cameroonian context – where such data on the phenomenon is lacking – we wondered if everywhere and independently of the context, a dance program would provide the same benefits. The purpose of this study is to examine the impact of a 12-week rhythmic dance program on executive functions in Cameroonian school-aged adolescent ASD. A quasi-experimental quantitative research design study with a descriptive mode of use was conducted with 28 ASD adolescents. Participants received rhythmic dance classes inspired by the principles of bikutsi for 12 weeks, with two sessions per week. Each session lasted between 45 - 55 minutes. Inhibition of automatic response, attentional control, and cognitive flexibility were measured using the Golden test at two points (T1 and T2) in the experiment. Descriptive and inferential analyses with repeated measurements revealed a significant improvement in these functions. These results test the theory of executive dysfunction, as applying a rhythmic dance program to school age ASD adolescents improves their executive functions, offering benefits on their inhibition, their attentional control and cognitive flexibility and consequently their learning.