7. Discussion

4. Reliability of the study

The reliability of the research data and outcome depends on validity of measures and how suitable would be the content of measuring scale. This means that tasting should evaluate and measure what exactly they are supposed to measure and improve. The exact content of the testing and scale requires further planning and it would be discussed more precisely with Thesis working life supervisor during the thesis process. Another aspect that could affect the outcome of the study is how participants will understand all tasks, which they should do. The teachers will conduct testing. They will receive the copies of special scale and testing instructions with tasks. To maximize understanding of testing and instructions they would be made in Finnish language.

5. Ethical Issues and Permits

This thesis will involve testing and there are certain ethical issues that should be taken into account, such as parents’ permission of my personal participation and observation during the classes. Ethical values are important when doing any kind of research. During collecting information it is important to gather the data not every week in case of truthfully evaluating the whole process and each participant individually. Also knowledge, which will be gained after each observing session and further use of it while analysing and giving feedback on the paper and transform it to analysing with use of special scale must be extremely critical and reliable. Moreover, during the whole process carelessness and lack of knowledge will be avoided.

8. Resources and marketing

6. Working schedule

Week 46-16	Observing sessions
Week 46-16	Developing special scale according to the results of observing sessions, preparing testing exercises
End of April 2015	Testing
May 2015	Analysing the data and creating a physical activity program

7. Resources

This thesis will be made individually, so there is no any division of duties. Whereas the research process would include observing and testing of Finnish adolescences with autism disorder, the testing materials would be made in Finnish. The required translation assistance would be made by the staff of Väinolän koulu or by teacher supervisor in Kajaani University of Applied Sciences.

Sources

Gerdtz J, and Bregman J, M.D. 1990 year. “Autism: a practical guide for those who help others.” Published by the Continuum Publishing Company 370 Lexington Avenue New York, NY 10017

Sewell K. 1998 year. “Breakthroughs: how to reach students with autism.” Published by Attainment Publication Company 504 Commerce Pkwy. Verona, Wisconsin 53593-0160

Sigman M, and Ruskin E. 1999 year. “Continuity and change in the social competence of children with autism, down syndrome, and developmental delays.” Published by Blackwell Publisher 108 Cowley Road, Oxford OX4 1JF, UK

Wolfberg P.J. 1999 year. “Play and imagination in children with autism.” Published by Teachers College Press, 1234 Amsterdam Avenue, New York, NY 10027

Louisa S. DEBolt, PH.D., Erica A. Clinton M.S. and Aaron Bali, M.S. 2010 year. “The effects of an adapted physical education program on children with autism: a case study.” Published by Kentucky Newsletter for Health, Physical Education, Recreation and Dance, Eastern Kentucky University

Aarons M, and Gittens T. 1992 year. “The handbook of autism: a guide for parents and professionals.” Published by Routledge 11 New Fetter Lane, London EC4P 4EE

Sartorius N, M.D., M.A., D.P.M., Ph.D., F.R.C.Psych. 1993 year. “Treatment of mental disorders: a review of effectiveness.” First edition. Published by American Psychiatric Press, 1400 K Street, N.W., Washington, DC 2000

http://www.apens.org/whatisape.html, access date 14.2.2015

 

http://www.pecentral.org/adapted/adaptedwhatis.html , access date 14.2.2015

 

Auxter, D, Pyfer, J, Zittel, L, & Roth, K. (Ed.). (2010). Principles and Methods of Adapted Physical Education and Recreation. New York, NY: McGraw-Hill