Multisystem Aquatic Therapy and Emotional Regulation in Students with Autism Spectrum Disorder
*Corresponding author: Fernanda Borges-Silva bsfernanda@ucam.edu
Cite this article
Conde-Pascual, E., Román-Noguerol, R., & Borges-Silva, F. (2026). Multisystem aquatic therapy and emotional regulation in students with Autism Spectrum Disorder. Apunts. Educación Física y Deportes, 164, 47-60. https://doi.org/10.5672/apunts.2014-0983.es.2026.164.05
120Visites
References
[1] Alaniz, M. L., Rosenberg, S. S., Beard, N. R., & Rosario, E. R. (2017). The effectiveness of aquatic group therapy for improving water safety and social interactions in children with autism spectrum disorder: A pilot program. Journal of Autism and Developmental Disorders, 47, 4006–4017. doi.org/10.1007/s10803-017-3264-4
[2] Aleksandrovic, M., Jorgic, B., Block, M., & Jovanovic, L. (2015). The effects of aquatic activities on physical fitness and aquatic skills in children with autism spectrum disorders: A systematic review. Facta Universitatis, Series: Physical Education and Sport, 13(3), 351–362.
[3] American Psychiatric Association (2014). Manual diagnóstico y estadístico de los trastornos mentales: DSM-5 (5.ª ed., versión en español). Editorial Médica Panamericana.
[4] American Red Cross (2009). American Red Cross Water Safety Instructor’s Manual. Mosby Lifeline.
[5] Baena Beato, P. A., Castilla Gutiérrez, N., & López Contreras, G. (2010). The Teaching Process of Autistic Children in a Water Environment. Apunts. Educación Física y Deportes, 101, 25–31. www.redalyc.org/articulo.oa?id=551656925004
[6] Battaglia, G., Agrò, G., Cataldo, P., Palma, A., & Alesi, M. (2019). Influence of a Specific Aquatic Program on Social and Gross Motor Skills in Adolescents with Autism Spectrum Disorders: Three Case Reports. Journal of Functional Morphology and Kinesiology, 4(2), 27. doi.org/10.3390/jfmk4020027
[7] Bernate, J. A., Salamanca, H. A. B., Roa, P. N. U., Rendon, R. D. D., Franco, I. P. F., & Fuentes, G. de J. A. (2024). Contribution of physical exercise on the emotional regulation of adults with autism spectrum disorder. Revista de Gestão Social e Ambiental, 18(2), e06910. doi.org/10.24857/rgsa.v18n2-145
[8] Berking, M., & Znoj, H. (2008). Entwicklung und Validierung eines Fragebogens zur standardisierten Selbsteinschätzung emotionaler Kompetenzen (SEK-27) [Development and validation of the Emotion Regulation Skills Questionnaire (ERSQ-27)]. Zeitschrift für Psychiatrie, Psychologie und Psychotherapie, 56(2). doi.org/10.1024/1661-4747.56.2.141
[9] Butterworth, T. W., Hodge, M. A., & Sofronoff, K. (2014). Validation of the emotion regulation and social skills questionnaire for young people with autism spectrum disorders. Journal of Autism and Developmental Disorders, 44, 1535–1545. doi.org/10.1007/s10803-013-2014-5
[10] Cano-Villagrasa, A. & López-Zamora, M. (2024). Abordaje logopédico en los trastornos del neurodesarrollo. Editorial Tirant Lo Blanch. editorial.tirant.com/mex/libro/9788411836975
[11] Caputo, G., Ippolito, G., Mazzotta, M., Sentenza, L., Muzio, M. R., Salzano, S., & Conson, M. (2018). Effectiveness of a Multisystem Aquatic Therapy for Children with Autism Spectrum Disorders. Journal of autism and developmental disorders, 48, 1945–1956.
[12] Faraji, S., Najafabadi, M. G., Zandi, H. G., & Shaw, I. (2023). Effect of aquatic therapy on motor skill and executive function in children with autism spectrum disorder. South African Journal for Research in Sport, Physical Education and Recreation, 45(2), 17–27. doi.org/10.36386/sajrsper.v45i2.101
[13] Fernández-Díaz, M., Rodríguez-Fernández, J. E., López-García, S., & Rico-Díaz, J. (2023). Influence of physical activity on behavior and conduct in students with autism spectrum disorder in primary education: a systematic review. Revista Portuguesa de Educação, 36(1), e23011. doi.org/10.21814/rpe.26794
[14] Ferreira, B. P. G., Paz, C. L. da S. L., & Tenório, M. C. C. (2021). Water activities and social interaction of autistic children. RBPFEX - Revista Brasileira De Prescrição E Fisiologia Do Exercício, 14(90), 365–371. www.rbpfex.com.br/index.php/rbpfex/article/view/2032
[15] Fessia, G., Contini, L., Astorino, F. & Manni, D. (2018). Estrategias de actividad física planificada en autismo: revisión sistemática. Revista de salud pública (Bogotá, Colombia), 20(3), 390–395. doi.org/10.15446/rsap.v20n3.63040
[16] Garrido-Torres, N., Guzmán-Torres, K., García-Cerro, S., Pinilla Bermúdez, G., Cruz-Baquero, C., Ochoa, H., García-González, D., Canal-Rivero, M., Crespo-Facorro, B., & Ruiz-Veguilla, M. (2024). miRNAs as biomarkers of autism spectrum disorder: a systematic review and meta-analysis. European child & adolescent psychiatry, 33, 2957–2990. doi.org/10.1007/s00787-023-02138-3
[17] Gómez, L. E., Morán, L., Alcedo, M. A., Verdugo, M. Á., Arias, V. B., Fontanil, Y., & Monsalve, A. (2018). Escala KidsLife-TEA: evaluación de la calidad de vida de niños y adolescentes con trastorno del espectro del autismo y discapacidad intelectual. Salamanca, España: Instituto Universitario de Integración en la Comunidad. sid.usal.es/idocs/F8/FDO27385/Herramientas_15_2018.pdf
[18] González de Rivera Romero, T., Fernández-Blázquez, M. L., Simón Rueda, C., & Echeita Sarrionandia, G. (2022). Educación inclusiva en el alumno con TEA: una revisión sistemática de la investigación. Siglo Cero. Revista Española Sobre Discapacidad Intelectual, 53(1), 115–135. doi.org/10.14201/scero2022531115135
[19] Hassen, N. B., Molins, F., Garrote-Petisco, D., & Serrano, M. A. (2023). Emotional regulation deficits in autism spectrum disorder: The role of alexithymia and interoception. Research in developmental disabilities, 132, 104378. doi.org/10.1016/j.ridd.2022.104378
[20] Hendrix, N. M., Pickard, K. E., Binion, G. E., & Kushner, E. (2022). A systematic review of emotion regulation in parent-mediated interventions for autism spectrum disorder. Frontiers in psychiatry, 13. doi.org/10.3389/fpsyt.2022.846286
[21] Ketcheson, L., Hauck, J., & Ulrich, D. (2017). The effects of an early motor skill intervention on motor skills, levels of physical activity, and socialization in young children with autism spectrum disorder: A pilot study. Autism, 21(4), 481– 492. doi.org/10.1177/1362361316650611
[22] Lara, L. & Giménez, M. (2019). Aportes de intervención psicomotriz en multi-espacio (combinando medio acuático y sala), en abordaje de niños con autismo; estudio de casos. Revista iberoamericana de psicomotricidad y técnicas corporales, 44, 168–182. dialnet.unirioja.es/servlet/articulo?codigo=7274328
[23] Lawson, L. M., Foster, L., Harrington, M. C., & Oxley, C.A. (2014). Effects of a swim program for children with autism spectrum disorder on skills, interest, and participation in swimming. American Journal of Recreation Therapy,13(2), 17–27. doi.org/10.5055/ajrt.2014.0069
[24] López-Díaz, J. M., Moreno-Rodríguez, R. & López-Bastias, J. L. (2021). Análisis del impacto de un programa deportivo en niños con Trastorno del Espectro del Autismo. Retos digitales, 39, 98–105. dialnet.unirioja.es/servlet/articulo?codigo=7587475
[25] Lourenço, C., Esteves, D., & Corredeira, R. (2016). Potential Physical Activity in Individuals with Autism Spectrum Disorder. DESPORTO e Actividade Física para Todos, FPDD, 2(2), 31- 38 desportoeatividadefisicaparatodos-fpdd.org/potencialidades-da-atividade-fisica-em-individuos-com-perturbacao-do-espectro-do-autismo/
[26] Lord, C., Elsabbagh, M., Baird, G., & Veenstra-Vanderweele, J. (2018). Autism spectrum disorder. The Lancet, 392(10146), 508–520. doi.org/10.1016/S0140-6736(18)31129-2
[27] Márquez, E. P., Olivencia, J. J. L., & Mena, M. S. (2023). Support for the educational inclusion of students with Autism Spectrum Disorders (ASD) from the perspective of shadow teachers. Revista electrónica interuniversitaria de formación del profesorado, 26(1), 179–197. doi.org/10.6018/reifop.553511
[28] McMillan, J. (1977). The Halliwick method. Physiotherapy Journal, 63(11), 348–351.
[29] Morales-Hidalgo, P., Roigé-Castellví, J., Hernández-Martínez, C., Voltas, N., & Canals, J. (2018). Prevalence and Characteristics of Autism Spectrum Disorder Among Spanish School-Age Children. Journal of autism and developmental disorders, 48, 3176–3190. doi.org/10.1007/s10803-018-3581-2
[30] Naumann, K., Kernot, J., Parfitt, G., Gower, B. & Davison, K. (2021). Water-Based Interventions for People With Neurological Disability, Autism, and Intellectual Disability: A Scoping Review. Adapted Physical Activity Quarterly: APAQ , 38(3), 474–493. doi.org/10.1123/apaq.2020-0036
[31] Organización Mundial de la Salud (2022). Clasificación Internacional de Enfermedades, Undécima Revisión (CIE-11). icd.who.int/browse11
[32] Orozco-Vargas, A. E., García-López, G. I., Aguilera-Reyes, U., Venebra-Muñoz, A. (2021). Versión en Español del Emotion Regulation Skills Questionnaire: Análisis de su Fiabilidad y Validez. Revista Iberoamericana de Diagnóstico y Evaluación Psicológica. RIDEP, 4(61) 189-203.
[33] Ovsiannikov, E. Y., Koviazina, G. V., Poperekov, V. S., & Buldakova, N. V. (2019). Experimental Application of Hippotherapy Against Problems of Sensor Integration in Preschool Children with Autism Spectrum Disorders. Human. Sport. Medicine, 19(S2), 110–118. doi.org/10.14529/hsm19s215
[34] Pan C. Y. (2010). Effects of water exercise swimming program on aquatic skills and social behaviors in children with autism spectrum disorders. Autism : the international journal of research and practice, 14(1), 9–28. doi.org/10.1177/1362361309339496
[35] van ‘t Hooft, P., Moeijes, J., Hartman, C, van Busschbach, J. & Hartman, E. (2024). Aquatic Interventions to Improve Motor and Social Functioning in Children with ASD: A Systematic Review. Review Journal of Autism and Developmental Disorders. 1-21. doi.org/10.1007/s40489-024-00464-z
[36] Vodakova, E., Chatziioannou, D., Jesina, O. & Kudlacek, M. (2022). The Effect of Halliwick Method on Aquatic Skills of Children with Autism Spectrum Disorder. International journal of environmental research and public health,19(23), 16250. doi.org/10.3390/ijerph192316250
[37] Yilmaz, İ., Konukman, F., Birkan, B., & Yanardağ, M. (2010). Effects of Most to Least Prompting on Teaching Simple Progression Swimming Skill for Children with Autism. Education and Training in Autism and Developmental Disabilities, 45(3), 440–448. www.jstor.org/stable/23880116
[38] Zanobini, M., & Solari, S. (2019). Effectiveness of the Program “Acqua Mediatrice di Comunicazione” (Water as a Mediator of Communication) on Social Skills, Autistic Behaviors and Aquatic Skills in ASD Children. Journal of Autism and Developmental Disorders, 49, 4134–4146. doi.org/10.1007/s10803-019-04128-4
ISSN: 2014-0983
Received: 16 de junio de 2025
Accepted: 20 de noviembre de 2025
Published: 1 de abril de 2026
Editor: © Generalitat de Catalunya Departament de la Presidència Institut Nacional d’Educació Física de Catalunya (INEFC)
© Copyright Generalitat de Catalunya (INEFC). This article is available from url https://www.revista-apunts.com/. This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. The images or other third party material in this article are included in the article’s Creative Commons license, unless indicated otherwise in the credit line; if the material is not included under the Creative Commons license, users will need to obtain permission from the license holder to reproduce the material. To view a copy of this license, visit https://creativecommons.org/licenses/by-nc-nd/4.0/deed.en
