A Sensory-Profile Framework for Differentiated Swim Instruction in Autistic Children

NCT07699692 | Completed

• 1 other identifier: IRB00014585
• Study Type: interventional
• Target: 95
• Locations: 1 country
• Sites: 1

Brief Summary

Autistic children drown at one-hundred sixty times the rate of their neurotypical peers: a public health crisis that the adapted learning field has only addressed by demonstrating that standard swimming instruction sometimes works for autistic children. This study presents a three-profile framework (sensory-seeking/hyposensitive, sensory-avoidant/hypersensitive, variable/mixed) founded in sensory processing literature, based on \~950 lessons to 65 autistic children (ages 3-15) to determine why this disjunction exists, and how swim instructors can fix it.

Conditions

ASD

Keywords

autism; asd; swim; instruction; learning; neurotypical; aquatics; sensory; sensory profile

Outcome Measures

Primary Outcomes (4)

• (1) lessons to 5-meter unassisted float/kick;

  10 lessons for each participant; 10-14 weeks

• (2) percentage of sessions ending 10+ minutes early due to apparent dysregulation;

  10 lessons for each participant; 10-14 weeks

• (3) week-4 composite trust score (1-10 score: 10=highest);

  10 lessons for each participant; 10-14 weeks

• (4) technique corrections accepted per session without protest.

  10 lessons for each participant; 10-14 weeks

Study Arms (2)

sensory-profile framework

EXPERIMENTAL

Profile 1: Hyposensitive. Students of this profile pursue full-body pressure because their sensory systems under-register input. The instructional challenge for these children is not entry, but instead channeling that drive for stimulation toward skill acquisition. Yilmaz et al. (2004) documented proprioceptive gains from structured, repetitive swimming, which is precisely the kind of input these children seek but need sensory-based instruction to hone. Profile 2: Hypersensitive. Hypersensitive children are the ones for whom one wrong splash early on might end the lesson. Yet Vonder Hulls et al. (2006) found measurable improvements in touch tolerance following aquatic therapy. Their best mechanism for instruction is controlled and consensual exposure, not forced desensitization.

Behavioral: sensory-based instruction

control

ACTIVE COMPARATOR

Normal non-sensory-based instruction for the autistic children

Behavioral: standard instruction

Interventions

sensory-based instruction BEHAVIORAL

This study provided sensory-based instruction to children with ASD to increase aquatics-based learning efficiency

sensory-profile framework

standard instruction BEHAVIORAL

standard swim instruction with no neurological accommodations

control

Eligibility Criteria

• Age: 3 Months - 16 Months
• Sex: all
• Healthy Volunteers: No
• Age Groups: Child (0-17)

You may qualify if:

• ASD

You may not qualify if:

• Neurotypical

Sponsors & Collaborators

• Genesis Indep Research: lead

Study Sites (1)

Genesis

Louisville, Kentucky, 40299, United States

Location

MeSH Terms

Conditions

Autistic Disorder; Child Development Disorders, Pervasive

Condition Hierarchy (Ancestors)

Autism Spectrum Disorder; Neurodevelopmental Disorders; Mental Disorders

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: DOUBLE
• Who Masked: CARE PROVIDER, OUTCOMES ASSESSOR
• Purpose: SUPPORTIVE CARE
• Intervention Model: SINGLE GROUP
• Sponsor Type: OTHER
• Responsible Party: SPONSOR

Study Record Dates

• First Submitted: June 27, 2026
• First Posted: July 13, 2026
• Study Start: October 15, 2025
• Primary Completion: April 15, 2026
• Study Completion: May 25, 2026
• Last Updated: July 13, 2026

Record last verified: 2026-07

Locations

US (1)