DMT video data of the children with ASD were collected with the consent of their parents. These recordings vividly captured children’s behavioral expressions, characteristics, and changes during the DMT process. Before the interviews, researchers shared three selected recordings and asked the participating parents to watch them and identify meaningful segments of DMT sessions conducted with their children. During the interviews, participants reviewed these videos and paid particular attention to the following aspects: (1) the regulation of children’s emotions, (2) interactions with therapists, and (3) emotional exchanges generally lacking in daily parent–child interactions. Their focus on (1) and (2) directly stemmed from their urgent expectation for tangible symptom improvement and therapeutic efficacy. In contrast, their deep valuation of (3) revealed a core desire to establish a reciprocal “giving and receiving” emotional relationship with their child.

Semi-structured interviews comprised questions aimed to clarify and delve into the research topic yet provided the researchers and interviewees with ample flexibility to have rich and expansive conversations (Dieleman et al., 2018; Reddy et al., 2019; Vanaken et al., 2024). Specific questions from 13 questions included: (1) What scene in the video touched you the most? (2) Which activity left a deep impression on you? Please provide your reasons. (3) How do you now view your child’s physical expressions? Has there been any change in your understanding? (4) What kind of help do you think dance/movement therapy has provided to your child? Each interview was conducted in Chinese, recorded, and lasted approximately 60–110 min.

In DMT, movement is considered as a powerful communication medium that conveys information far beyond the scope of words alone (Levy, 1992). Hence, movement is also an important type of data in qualitative studies. Therefore, data collection should not be limited to verbal statements, and obtaining participants’ movement data was equally important. The researcher posed the following guiding question to the participating parents: “If you were to respond to your child in the video with body movements, what movement would you use for expression?” Among the five participants, four were actively willing to participate in movement expression, while one was not. Responses of the four participants were all spontaneously generated and based on kinesthetic empathy, rather than predetermined gestures or postures. Guided by the interviewer, they translated their emotional perceptions of the video content into non-verbal actions to establish a connection with their children. Among them, two parents crossed their arms and attempted to create a safe boundary for their children using their bodies as protective containers. One parent adopted a gesture of bent elbows and clenched fists, which intended to convey confidence in facing ASD and provide an anchor of strength for the child. Another parent used gentle, tentative fingertip touches, and clarified: “I want to get closer, but I am afraid of being rejected.”

Researchers returned the transcribed texts of the interview recordings and results to the participants for personal review (Birt et al., 2016), which ensured the transcription was faithful to the original conversation. During feedback, Wang requested the deletion of all content related to “family member relationships,” while Lin requested the deletion of any content not directly related to this study. Researchers respectfully responded to these requests and excluded the related content.

In qualitative studies, peer checking is a collaborative process in which the researchers share and discuss research results, understanding, and methods with their peers. This process promotes the development of critical dialogue, which helps researchers gain new insights and share them (Janesick, 2007; Lincoln and Guba, 1985; Spall, 1998). We invited two peer reviewers to conduct a comprehensive review of the data-analysis process (including coding, category, and topic export) and provide feedback to ensure the objectivity and accuracy of the analysis results. Peer reviewers carefully examined the researchers’ ideas and feelings to comprehensively and objectively analyze the data.

Most participants had difficulty accessing relevant resources or information on DMT. Many participants mistakenly equated DMT with dance classes. Lin and Chen stated that China lacked official DMT information, which made it difficult to learn through formal channels. They mainly relied on social networking communities for information. Chen said, “I envy the United States for having professional journals in DMT.” Fan admitted, “At first, I mistakenly thought that DMT was a dance class.” Zhang said, “DMT is undoubtedly closely related to dance or music classes, and its essence is more inclined toward art education.” Lin said, “It is probably mainly focused on dance teaching, helping children release negative emotions through dance.”

Participants were actively looking for methods to aid their children’s rehabilitation. Therefore, they were open to any method that might help with ASD. This led them to try DMT, still unfamiliar in China. Wang said, “As parents, we are willing to try more different treatment methods. As it is called DMT, we at least believe that it is harmless to our child.” Zhang recalled, “I was not sure what DMT was, but after confirming that it would not cause psychological trauma to my child, I decided to try it.” Their willingness reflected both hope for recovery and a strong sense of responsibility. This may be related to traditional Chinese family values. Hence, children’s health was related to personal well-being and carried the important significance of parents’ expectations, maintaining family prosperity, and continuity.

DMT employs movement as a primary medium to facilitate communication between the inner world of children with ASD and their social environment. Hence, emotions often locked within these children can be expressed and shared through intentional movement. As Zhang noted,

In addition, most parents noticed that DMT emphasized guiding from the child’s current emotional and psychological state, and witnessed how DMT allowed their children to express themselves freely through body movement during dance. Chen highlighted that, “This treatment not only provides a healthy and positive emotional outlet for children, promoting their inner harmony and balance, but also teaches them to manage and express themselves more socially and appropriately.” Parents realized that movement was both an external expression of children’s inner experiences and important bridge to establishing connections with the external world.

Body language emerged as a crucial element in social development. Through DMT, the parents noticed that their children could accurately convey needs, desires, and feelings non-verbally using gestures, facial expressions, and body posture. Chen explained, “for children, body language often played a more dominant role than verbal language in interactions.” She explained, “When children participate in games, they do not always rely on language. Even if they just stand aside, their body posture and facial expressions can clearly convey their desire to participate.”

Many parents also reported that DMT enhanced their understanding of the body as a powerful expressive tool. They recognized that the body possesses a unique capacity for communication, even in the absence of speech. Wang commented,

Lin further added,

Parents emphasized the body’s significance as a means of communication and gained a deeper appreciation of how movement serves as a foundation for social communication and development. Although DMT is not yet widely practiced in China, these experiences suggest its potential as an effective therapeutic tool for enhancing communication and expression among children with ASD.

In the recordings, parents were surprised and delighted to witness the effective and positive interactive behaviors exhibited by their children. Fan shared his observation (see Figures 1, 2):

Wang recalled:

Chen shared, with excitement:

In addition, parents also commented on the intimate and harmonious interactions between their children and therapist. Zhang said, “I am very... jealous! My child has never rushed toward me without hesitation and hugged me like this.” (see Figures 7, 8).

Fan also recalled a similar scene:

Parents were surprised by the positive interactions and behavioral changes between their children and therapists, and gradually realized that the potential for these positive changes might have already been hidden in their children but had not received sufficient attention.

All the parents observed notable advancements in their children’s communication skills, which encompassed both non-verbal expression and verbal language. This progress was often vividly described as an unlocking of potential. Fan and Zhang compared the therapeutic process to a rusty faucet being turned on, which allowed water (language) to gush out freely. Fan was surprised by his child’s lively behavior:

Similarly, Chen reported a shift from passive response to active inquiry: “My child has begun to initiate questions like ‘Who should I give the fox to?’ and ‘Where can I watch the performance?’” This burgeoning verbal ability allowed for more complex social interaction, as Zhang noted “Nowadays, my child uses words to play tricks and manipulate the nanny,” which demonstrated an understanding of social dynamics.

A key insight from parents was that the development of non-verbal and verbal communication was deeply intertwined. They observed that an increase in non-verbal expressions, such as gestures, was closely correlated with a subsequent expansion in verbal language. Movement and physical engagement fostered in DMT stimulated a more general desire to communicate, which naturally extended into the verbal domain. In essence, movement sparked increased use of language.

DMT encourages and activates the body and creates a therapeutic environment where non-verbal and verbal communication continuously intertwine and complement each other. Fan provided a concrete example:

Zhang affirmed this view, and stated that both bodily and verbal expression were equally crucial in shaping interaction patterns, whether for expressing closeness or rejection. This interactive process itself was an actual manifestation of the children’s individual development and growth. As Lin summarized, “Communication often begins with body language and gradually transitions to more complex verbal exchange,” which highlighted the integrated and developmental nature of non-verbal and verbal communication. In summary, participants perceived their children’s non-verbal and verbal communication not as separate entities, but as a system that developed synergistically through the DMT process.

Parents saw emotional improvement as a result of DMT. They pointed out that DMT had brought their children happiness and vitality through movement. Pleasant movement helped regulate and stabilize their children’s emotions. After comparing the emotional state of his child at home with that in the treatment video, Lin found that in the video, his child had more stable emotions and faster recovery after an outburst.

Lin continued,

Chen emphasized the positive changes in her child’s emotions. She said:

Children’s movements exhibited emotional release and joy. Zhang described this by saying, “When you stood at the other end of the arch bridge and my child ran toward you, I could see joy in her posture.” Fan similarly observed: “Now, she often bounces and dances like other children to express happiness.” Fan also shared touching moments from the session’s video: “In the video, I capture the ease, joy, and heartfelt happiness in my child’s movement. I have not seen her like this for too long, and perhaps this is the childhood that children should have—pure and simple happiness.” Hence, DMT can provide a space for children with ASD to fully express their true feelings.

Participants frequently reported significant differences between DMT and other intervention methods. They also noted that what happened in DMT differed from their expectations. Specifically, DMT does not rely on any external reinforcement methods but rather stimulates children’s intrinsic interactive potential through the therapist’s movement and verbal encouragement. Owing to its novelty and uniqueness, DMT is highly attractive to children. Consequently, children invest energy and actively participate.

Chen stated:

Lin also shared his observations. He pointed out that this course (therapy) focused on the child’s strengths, and the therapist’s body movements, gestures, language, and facial expressions were direct and exaggerated, which helped children concentrate better. A few weeks ago, on a Monday afternoon, a parent asked me, “What kind of treatment is this?” I replied, “This is DMT, a course that effectively improves children’s emotions and social problems.” At this point, Lin suddenly turned to me and asked, “Actually, I am also curious why children are always so happy in your class? In other classrooms, we often hear children crying. To be honest, except for your class, children always cry in treatment.”

DMT, which does not rely on reinforcement or high pressure as a means, is gradually being accepted by the participants.

Acceptance is not merely a simple agreement or acknowledgment but a powerful emotional drive that can eliminate interpersonal barriers and defenses (Gabbard and Westen, 2002). In humanistic therapy, unconditional acceptance and empathy are key therapeutic interventions (Bland, 2013). Most participants believed that DMT provided an environment where children experienced acceptance and empathy through movement and were encouraged to express themselves. Parents considered this treatment as a new approach and an opportunity to reflect on their attitudes toward daily caregiving.

Fan stated:

Zhang’s face showed a curious expression as he said,

Chen also shared her opinion,

Through DMT, participants could re-examine and understand the necessity of raising their children with ASD with an open attitude, as well as the importance of actively participating in activities based on acceptance and empathy.

Participants reported that in DMT, when children experienced increased acceptance and were expressing themselves more through movements, therapeutic relationships were established and defensiveness gradually dissipated. Zhang shared her child’s expectations for the weekly DMT:

Chen also observed,

Multiple moments in the videos surprised and delighted the participants. They experienced these videos as a meaningful opportunity to examine the impact of treatment on their children’s daily behavior changes. Chen shared:

Parents realized DMT promoted bonding at home.

DMT enhanced the self-awareness of children with ASD, and this improvement unexpectedly appeared in many daily situations. Compared with their typical “autistic” state of the past, these children now behaved more calmly and were relaxed. Participants reported that their children had gradually adapted to kindergarten life and that their relationships with peers had also improved. In addition, kindergarten teachers reported, during regular communication with parents, that the frequency of their children’s behavioral issues had significantly decreased.

Fan recalled, “I cannot remember when my child started asking to wear her favorite clothes to DMT classes. My wife felt that our child wanted to show her best self. I guess my child did this in hopes of receiving praise.”

Zhang also noticed that her child was experiencing similar changes.

Parents noticed that DMT improved their children’s daily relationships. They reported that the therapy made them realize the important role of the body in self-expression and interpersonal interaction. Consequently, parents developed more trust and dependence on DMT.

The act of responding to their children through movement served as a powerful catalyst for parental self-reflection and emotional awareness. For instance, Lin’s movement (see Figure 10), clenching his fists as if gathering all his strength in his palm (Laban Movement Analysis: Increasing Pressure, Strong Weight, Advancing, Sagittal Dimension), was a physical declaration of his determination and resilience. During the interview, Lin said, “I often perform this movement when excited. It symbolizes growth, strength, and resilience. I hate failure. I want to win. I also hope my child can continue improving and moving forward like me.” These were traits he consciously hoped to impart to his child.

Wang, Zhang, and Chen also each used unique postures to embrace their children. Wang seemed to be looking at his child, who was in front of him, with a lowered gaze. His movement was characterized as body weight half sinking into the chair, arms closing, and embracing something in a closed form in the horizontal plane (see Figure 11). At that time, Wang explained his actions as follows: “I never hesitate to express my love to my child. Hugging and conveying emotions is the most natural thing.”

Chen’s embrace appeared more confident and proactive. Chen’s body naturally leaned forward. This posture’s Laban Movement analysis included direct space, encapsulation, advancing, and horizontal dimension. She explained, “I chose to squat down and hug her at a height we can see each other. This way, my child would feel safer.”

Zhang attempted to demonstrate the posture of embracing her child; however, it was difficult to associate her posture with the action of hugging. Zhang talked about her inner feelings. She admitted, “When I saw my child in the video, I felt he needed a hug. I thought a hug would make him feel at ease. However, I rarely do this kind of thing, so I feel very nervous... no, no, it is too difficult for me.” Although Zhang’s heart was filled with the desire to hug her child, her body was uneasy due to hesitation and embarrassment. Carrying these conflicting emotions, she mustered up the courage to touch the child’s fingertips lightly but quickly withdrew her hand as if startled (Laban movement analysis: decreasing pressure, light weight, direct space, sagittal dimension) (see Figure 12).

Zhang’s experience most profoundly revealed the role of movement in uncovering hidden emotions. Her attempt to demonstrate a hug was fraught with hesitation and physical unease, directly contradicting her stated desire to comfort her child.

This bodily dissonance triggered a moment of profound self-awareness. She blurted out, “My child is really like me!” She realized that her own avoidance behaviors and fear of rejection were mirrored in her child’s difficulties. Hence, movement was instrumental in revealing these hidden emotions and patterns.

This insight led her to articulate a deeper internal conflict regarding her parental identity, express envy of other parents’ closeness alongside her own frustration and impatience, and feel contradictions in her role as a mother.

Thus, these movement experiences transcended mere physical expression; they became a medium for deep emotional and cognitive insights. Through movement, participants engaged in self-confrontation and emotional attunement with their children, and realized it carried and reflected their deepest thoughts, emotions, and attitudes. This newfound awareness fostered their own emotional growth and allowed the parents to observe their children’s movements more sensitively.

DMT catalyzed significant transformations in parenting approaches and family dynamics by fostering interpersonal connections and providing practical guidance. As therapy progressed, parents observed their children with ASD become more proactive and intimate in social interactions.

This newfound proactivity strengthened emotional bonds and improved the family atmosphere that has been dormant for a long time due to ASD. Children began to actively perceive and respond to their parents’ emotions, which marked a subtle but profound shift in relationships.

This was evidenced by increased physical connection and shared joy. Wang shared, “When I occasionally perform push-ups at home, my child will climb onto my back with great interest.”

Chen described with passion:

Furthermore, participants reported that their children exhibited empathy and initiated shared activities. Wang mentioned that his child started responding to his wife’s tears; Chen described how the three of them would race each other as a family; Fan noted that communication between him and his spouse improved as their child’s condition improved; and Zhang was delighted that her child now actively took her hand and sought her advice, which made their interactions increasingly enjoyable. Thus, DMT strengthened family relationships by bridging the gap between parents and their children through increased physical contact and interactive play, which promoted joyful shared experiences.

This relational transformation was complemented by a shift in parenting paradigms. DMT provided necessary support for families and offered practical guidance for parents on parenting methods. Chen highlighted the transferability of DMT techniques: “I carefully observed and learned how you interacted with my child... your voice, tone, speed changes, and exaggerated body expressions—I have tried to use them... and they are very effective.”

DMT served as a unique intervention that provided both transformative relational experiences and concrete, child-centered parenting strategies. It offered participants a deeper understanding of their children’s needs and specific guidance for nurturing their development, which ultimately transformed parenting and family relationships.

Although limited information is available about DMT in China, and participants were initially hesitant, they made significant discoveries regarding the treatment method after receiving the service. For example, Fan said, “We were surprised by the daily changes in our child, and simultaneously, it made us, as husband and wife, and the grandparents of our child, more hopeful that DMT could bring even more luck to our child.”

Zhang, had a similar feeling:

Hence, from the initial hesitation to taking the first step of trying, and subsequently witnessing the actual improvement of their children’s condition, parents accepted and recognized DMT, and were full of hope and confidence in it.