Piper Way Project - Autistic Spectrum Disorder, Epilepsy, Dyspraxia, Aspergers, Cerebral Palsy and ADHD

Students from Piper Way School, Leicester are taking part in a unique project to study the effect of SAQ® on conditions including Autistic Spectrum Disorder, Epilepsy, Dyspraxia, Aspergers, Cerebral Palsy and ADHD. Working in conjunction with the Lancaster Boys School Sports Partnership the project is setting new standards in the field, illustrating how effective SAQ® Training is in managing and improving the performance of anybody with movement difficulties.

Piper Way School is a Moderate Learning Difficulties Special School in the City of Leicester catering for approximately 60 students aged 4-11. The vast majority of its students have special educational needs arising from a number of learning difficulties including poor attention and concentration spans, limited social understanding, behavioural difficulties, poor speech and language development. Most students have an underlying medical condition(s) that causes these learning difficulties such as Autistic Spectrum Disorder, Epilepsy, Dyspraxia, Aspergers, Cerebral Palsy and ADHD.

The Project

10 students were identified by the school to take part in a SAQ® intervention project, all with co-ordination, balance and fundamental movement difficulties.

Baseline tests were conducted pre and post a 7-month intervention, including a 5-min handwriting sample, a Digit Memory Span Test and the Movement ABC (Harcourt Assessment) to measure fine and gross motor skills.

The Results

Subject A, female aged 8 years with special educational needs arising from Autistic Spectrum Disorder, general learning difficulties, epilepsy and speech and language difficulties the following observations were made by the class teacher;

• In relation to participation and performance in PE – “Subject A’s confidence has increased”

• In relation to participation/ performance in lessons and activities requiring fine motor skills (colouring, writing, drawing etc.) – “Subject A’s writing has improved, she is able to control it and to make it small”

Subject B, male aged 10 years with special educational needs arising from dyspraxia, epilepsy and behavioural difficulties the following observations were made by the class teacher;

• In relation to behaviour generally – “Subject B seems to be making more of an effort in all ways. He is taking part in more activities…….

· In relation to behaviour immediately after attending a SAQ® Session – “We have noticed increased concentration and effort to join in and make an independent effort across the curriculum after a session and in general”

· In relation to basic movement ability around the classroom and school generally – “Subject B now seems much more motivated in general. He used to require a lot of verbal and physical prompts to merely move from his chair to another part of the classroom, he now follows instructions independently and quickly”

• In relation to social skills with teachers and classmates – “Subject B is more willing to approach members when he needs or wants something”

• “The most significant change in Subject B is within his physical ability – he makes more of an effort when moving around the classroom. When Subject B moves it is quicker, more fluent with more effort and enjoyment….this change has only happened since Subject B has been taking part in SAQ® Sessions”

Subject C, male aged 10 years with special educational needs arising from general developmental delay the following observations were made by the class teacher;

• In relation to participation and performance in PE – “Subject C climbed onto and off a small frame in the lesson…..he had always asked for help before”

• In relation to participation/ performance in lessons and activities requiring fine motor skills (colouring, writing, drawing etc.) – “Subject C requires less reminding to write small when handwriting….it used to be very big”

SAQ® Training Director, Sarah Naylor led the project and has been very impressed by the achievements of all involved. “I can confidently and categorically say that I have observed significant improvements in movement quality in all of the students involved in the project. In particular improvements in part and whole body co-ordination, balance, speed of movement and reaction, as well as the students becoming more communicative and more co-operative with me and with one another. Without a doubt all of the students involved enjoy the sessions, there is a lot of learning going on but above all the sessions are great fun”.

Contact

If you would like further information about the Piper Way Project CLICK HERE.