Aquatic Therapy for Children with Autism Spectrum Disorder

An Evidence-Based Review of Social, Communication, Behavioral, and Adaptive Functioning

Abstract

Autism Spectrum Disorder (ASD) is a developmental condition characterized by difficulties in communication and social interaction, as well as restricted and repetitive patterns of behavior, activities, or interests. This article aims to review empirical evidence on the use of aquatic therapy in children with ASD, particularly in relation to social, communication, behavioral, adaptive functioning, motor skills, and quality-of-life outcomes. The review synthesizes studies examining aquatic play therapy, aquatic group therapy, multisystem aquatic therapy, hydrotherapy, swimming programs, and speech and language therapy delivered in aquatic settings. Overall, the reviewed evidence suggests potential benefits for social skills and interaction, playfulness, communication and language, adaptive functioning, emotional responses, motor skills and balance, and quality of life. However, findings vary according to intervention type, duration, outcomes, and study design. The implementation of aquatic therapy requires adaptation to each child’s individual needs, adequate safety supervision, consistent activity structures, and appropriate involvement of caregivers or therapists. Thus, aquatic therapy may be considered a complementary approach within interventions for children with ASD