FMS Effects of a Motor Program for Children With Autism Spectrum Disorders

2021 ◽  
pp. 003151252110100
Author(s):  
Liangshan Dong ◽  
Bo Shen ◽  
YanLi Pang ◽  
Mingting Zhang ◽  
Yuan Xiang ◽  
...  
Keyword(s):  
Motor Development ◽  
Group Versus ◽  
Motor Program ◽  
Autism Spectrum ◽  
Control Group ◽  
Gross Motor Development ◽  
Children With Asd ◽  
Individualized Approach ◽  
Experimental Group ◽  
Ball Skills

The current study evaluated the effectiveness of a motor program that specifically targeted fundamental motor skills (FMS) in children with ASD. The experimental group (n=21) participated in a 9-week program with motor instructions for 80 minutes/day, three days/week, while the control group (n=29) did not participate in the program. We measured FMS (using the Test of Gross Motor Development-3) one-week before, one-week after, and two-months after the program. Children in the experimental group had significantly larger FMS improvements than the controls on both locomotor and ball skills immediately following the program, and these participants showed continuous improvement on locomotor, but not ball skills, at 2-months follow-up. In individual analyses, 80% of children in the experimental group versus 29% of children in the control group showed continuous locomotor skills improvement beyond their pre-test levels. These findings highlight the importance of both a long-term motor development intervention and an individualized approach for evaluating improved FMS among children with ASD.

A Demonstration Project for the Utility of Kinect-Based Educational Games to Benefit Motor Skills of Children with ASD

2019 ◽  
Vol 126 (6) ◽  
pp. 1117-1144 ◽  
Author(s):  
Sanja Vukićević ◽  
Mirjana Đorđević ◽  
Nenad Glumbić ◽  
Zorica Bogdanović ◽  
Milica Đurić Jovičić
Keyword(s):  
Motor Skills ◽  
Motor Development ◽  
Standard Treatment ◽  
Educational Games ◽  
Autism Spectrum ◽  
Modern Technology ◽  
Control Group ◽  
Children With Asd ◽  
Before And After ◽  
Experimental Group

Motor disorders often accompany autism spectrum disorder (ASD), although they are not included in its diagnostic criteria. Slower motor development is evident in early childhood in this population, making early motor skills intervention advisable. As educational games and modern technology can represent new forms of treatment, this study evaluated four Kinect-based visuo-motor games called Fruits that were specially designed for this research. We sought to test whether children with ASD would show behavior changes during their game play and whether any effects would generalize to another game called Rackets. The study included 10 elementary school children with ASD, aged 9-13 years, who were divided into (a) an experimental group ( n = 5) who, in addition to standard treatment, played Fruits once a week for a 5-week period and Rackets both before and after the 5-week period and (b) a control group ( n = 5) who received only standard treatment during this period and also played Rackets before and after it. We found significant improvements in gross motor skills and successful generalization of acquired skills among children in the experimental group relative to the control group. The experimental group also showed an increase in positive emotions and a decrease in loss of attention while playing the games. These preliminary findings indicate a motor skill benefit for children with ASD who play Kinect-based educational games, but further research is needed to replicate and expand these findings with larger participant samples.

A Pilot Study of a Parent-Mediated, Web-Based Motor Skill Intervention for Children With Down Syndrome: Project SKIP

2021 ◽  
pp. 1-22
Author(s):  
Amanda Young ◽  
Seán Healy ◽  
Lisa Silliman-French ◽  
Ali Brian
Keyword(s):  
Down Syndrome ◽  
Motor Skills ◽  
Motor Development ◽  
Motor Skill ◽  
Comparison Group ◽  
Web Based ◽  
Children With Down Syndrome ◽  
Gross Motor Development ◽  
Experimental Group ◽  
Ball Skills

To inform the development of scalable and sustainable fundamental motor skill interventions for children with Down syndrome, this study examined the feasibility and preliminary effectiveness of Project Skill Intervention Implemented by Parents (Project SKIP), a web-based, parent-mediated intervention intended to improve ball skills among children with Down syndrome. Twenty-four families enrolled in the study (including 13 boys and 11 girls; Mage = 4.92). Fourteen children were assigned to an experimental group and participated in the 6-week intervention, and 10 children served as the inactive comparison group. The Test of Gross Motor Development-3 was administered preintervention and postintervention. In addition, parents of children in the experimental group completed a postintervention survey to assess their perceptions of Project SKIP. Following the intervention, there was a significant improvement in ball skills (p = .023, d = 0.86) for children in the experimental group, whereas the comparison group did not show significant improvement. Moreover, parents perceived Project SKIP to be feasible and effective; all parents reported being satisfied with their overall experience in the program, and 11 parents indicated that their child’s fundamental motor skills were positively influenced by the intervention. Engagement was high, with the majority of parents (n = 8, 57%) interacting with Project SKIP content three to four times a week.

scholarly journals VISUAL SUPPORT REDUCES ANXIETY IN AUTISM SPECTRUM DISORDER AND ENHANCE THEIR VISUAL PERCEPTUAL SKILLS

2019 ◽  
Vol 8 (1) ◽  
pp. 31-36
Author(s):  
Ramsha Ghous ◽  
Hina Naz
Keyword(s):  
Autism Spectrum Disorder ◽  
Occupational Therapy ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Control Group ◽  
Children With Asd ◽  
Significant Difference ◽  
Anxiety Levels ◽  
Therapy Sessions ◽  
Experimental Group

BACKGROUND Children with Autism Spectrum Disorder (ASD) have difficulties with sensory processing that result in anxiety in certain situations. Aim of this study is to determine the efficacy of visual supports in reduction of anxiety levels and tolerance of transitions or switch over in children with ASD. STUDY DESIGN Randomized controlled trial METHODS With a sample size of 57, comparison was made between two groups i.e.; the experimental and the control group to see the efficacy of the visual inputs in reducing anxiety in children with ASD of age bracket 8-12 years old. Experimental group was given visual aids with occupational therapy sessions, while control group was only given conventional Occupational Therapy sessions. Pre and post analysis of visual perceptual ages and the anxiety levels of children were compared by anxiety scale for children-spectrum disorder and motor-free visual perception test. RESULT Significant increase in the visual perceptual ages with reduction in anxiety level was observed in experimental; no significant difference was found in control group. CONCLUSION Reduction in the anxiety levels was achieved after 4 weeks of intervention with improvement in the visual perceptual ages in the experimental group.

scholarly journals The Effects of Structured Physical Activity Program on Social Interaction and Communication for Children with Autism

2018 ◽  
Vol 2018 ◽  
pp. 1-13 ◽  
Author(s):  
Mengxian Zhao ◽  
Shihui Chen
Keyword(s):  
Physical Activity ◽  
Social Skills ◽  
Social Interaction ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Physical Activity Program ◽  
Control Group ◽  
Children With Asd ◽  
Activity Program ◽  
Experimental Group

The purpose of this study was to investigate the effects of structured physical activity program on social interaction and communication of children with autism spectrum disorder (ASD). Fifty children with ASD from a special school were randomly divided into experimental and control groups. 25 children with ASD were placed in the experimental group, and the other 25 children as the control group participated in regular physical activity. A total of forty-one participants completed the study. A 12-week structured physical activity program was implemented with a total of 24 exercise sessions targeting social interaction and communication of children with ASD, and a quasi-experimental design was used for this study. Data were collected using quantitative and qualitative instruments. SSIS and ABLLS-R results showed that an overall improvement in social skills and social interaction for the experimental group across interim and posttests, F=8.425, p=0.001 (p<0.005), and significant improvements appeared in communication, cooperation, social interaction, and self-control subdomains (p<0.005). Conversely, no statistically significant differences were found in the control group (p>0.005). The study concluded that the special structured physical activity program positively influenced social interaction and communication skills of children with ASD, especially in social skills, communication, prompt response, and frequency of expression.

scholarly journals Inclusion Strategies: A Trampoline Program For Children With Autism Spectrum Disorder

2021 ◽  
Author(s):  
Carla Lourenço ◽  
Dulce Esteves
Keyword(s):  
Autism Spectrum Disorder ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Control Group ◽  
Motor Proficiency ◽  
Children With Asd ◽  
Standing Long Jump ◽  
Significant Difference ◽  
Long Jump ◽  
Experimental Group

Abstract Background: Autism Spectrum Disorder (ASD) is a neurological disorder that is characterized by deficits in social, communication, and motor function. Trampoline-based interventions reported to promote motor proficiency in children with ASD to foster the development of coordination, balance and muscle strengthen.Methods: This study examined the effects of two trampoline interventions on the motor skill proficiency, muscle strength of the lower limbs, and body mass index (BMI) of 25 children (aged 6.9 ± 2.3 years) with ASD. The 20-weeks intervention participants (n=6) are in the experimental group A, whereas the 32-week intervention participants (n=8) are in experimental group B. The control group consists of 11 participants who did not receive any intervention constituting.The Bruininks–Oseretsky Test of Motor Proficiency-2 (BOT-2), the Standing long jump, and BMI assessment were conducted three times for each participant at baseline (T1), middle time of the intervention (T2), and post-intervention (T3).Results: The findings suggest that children in both experimental groups exhibited significant improvements in BOT-2 and the standing long jump after the 20-weekand 32-week of trampoline-based physical activity intervention when compared to the children in the control group. No significant difference was found on BMI before and after the interventions in all three groups. Conclusion: The findings provide supporting evidence that a minimum 20-week trampoline training may be a viable therapeutic option for training children with ASD to improve their motor proficiency.

scholarly journals PENGARUH LARI ZIG-ZAG BERBANTUAN KURSI TERHADAP PERKEMBANGAN MOTORIK KASAR ANAK KELOMPOK B TK SILA DHARMA TAHUN AJARAN 2018/2019

2019 ◽  
Vol 7 (1) ◽  
Author(s):  
Sisilia Indah Trisnaningsih . ◽  
Drs. I Komang Ngurah Wiyasa, M.Kes. . ◽  
Drs. I Wayan Darsana,M.Ed .
Keyword(s):  
Motor Development ◽  
Random Sampling ◽  
Control Group ◽  
Control Group Design ◽  
Group Design ◽  
Gross Motor Development ◽  
Post Test ◽  
Group B ◽  
Academic Year ◽  
Experimental Group

Penelitian ini bertujuan untuk mengetahui pengaruh lari zig-zag berbantuan kursi terhadap perkembangan motorik kasar anak kelompok B TK Sila Dharma Tahun Ajaran 2018/2019. Jenis penelitian ini Quasi Eksperimen (eksperimen semu) dengan menggunakan desain Nonequvalent Control Group Design. Populasi dari penelitian ini adalah seluruh kelompok B TK Sila Dharma yang berjumlah 96 anak. Sampel dalam penelitian menggunakan teknik random sampling, sehingga diperoleh kelompok eksperimen adalah kelompok B3 TK Sila Dharma yang berjumlah 23 anak dan kelompok kontrol adalah kelompok B2 TK Sila Dharma yang berjumlah 25 anak. Data perkembangan motorik kasar anak dikumpulkan dengan non test melalui observasi. Hasil dari penelitian ini menunjukkan rata-rata post-test perkembangan motorik kasar anak pada kelompok eksperimen adalah 85,87 sedangkan pada kelompok kontrol 78,80. Pengujian hipotesis yang digunakan dalam penelitian ini adalah uji t dengan menggunakan rumus polled varians pada taraf signifikansi 5% dengan dk = 23 + 25 – 2 = 46 dengan nilai 2,021. Diperoleh thitung = 3,07 > ttabel = 2,021. Berdasarkan kriteria pengujian, maka H0 ditolak. Dengan demikian dapat disimpulkan bahwa lari zig-zag berbantuan kursi berpengaruh terhadap perkembangan motorik kasar pada anak kelompok B TK Sila Dharma Tahun Pelajaran 2018/2019.Kata Kunci : Lari Zig-zag, kursi, perkembangan motorik kasar, pendidikan anak usia dini This study aims to determine the effect of chair-assisted zigzag running on the gross motoric development of children in group B TK Sila Dharma Academic Year 2018/2019. This type of research is Quasi Experiment (quasi-experimental) using the Nonequvalent Control Group Design design. The population of this study were all Sila Dharma Kindergarten B groups of 96 children. The sample in the study used a random sampling technique, so that the experimental group was obtained from the B3 TK Sila Dharma group, which amounted to 23 children and the control group was the Sila Dharma B2 TK group of 25 children. Data on the gross motoric development of children were collected by non-test through observation. The results of this study showed that the average post-test for gross motoric development of children in the experimental group was 85.87 while in the control group 78.80. Testing the hypothesis used in this study is a t test using the polled variance formula at a significance level of 5% with dk = 23 + 25 - 2 = 46 with a value of 2.021. Obtained tcount = 3.07> t table = 2.021. Based on the testing criteria, H0 is rejected. Thus it can be concluded that zig-zag running assisted by chair has an effect on gross motor development in group B of TK Sila Dharma Academic Year 2018/2019.keyword : Zigzag running, chairs, gross motor development, early childhood education

scholarly journals PENGARUH STIMULASI SKILL PLAY TERHADAP PERKEMBANGAN MOTORIK KASAR ANAK AUTIS DI SEKOLAH AUTIS

2019 ◽  
Vol 11 (01) ◽  
pp. 65
Author(s):  
Atik Badi’ah
Keyword(s):  
Motor Development ◽  
Control Group ◽  
Autistic Children ◽  
Normal Children ◽  
Control Group Design ◽  
Gross Motor ◽  
Group Design ◽  
Gross Motor Development ◽  
Post Test ◽  
Experimental Group

Atik Badi’ah 1)  1)Politeknik Kesehatan Kemenkes Yogyakarta Jurusan KeperawatanE-mail: [email protected] Belakang : Anak autis adalah anak kurang mampu mengkoordinasikan gerakan, kurang mengorganisasi sesuatu, kurang merencanakan sesuatu, mengalami kesulitan mencari penyelesaian dan kurang fleksibel melaksanakan tugas. Stimulus sensor anak autis berbeda dengan anak normal. Anak autis mengalami kesulitan dalam perkembangan motorik kasar.Perkembangan motorik kasar anak autis berbeda dengan nak normal pada umumnya.Tujuan : Diketahuinya pengaruh stimulasi skill play terhadap perkembangan motorik kasar anak autis di sekolah autis. Metode : Jenis penelitian Quasi eksperiment dengan rancangan  “Pre test Post test with Control Group Design“.Pengambilan sampel secara total sampling dengan kriteria anak autis (6-8 tahun) di sekolah autis. Analisis data menggunakan uji pair t-test, wilcoxon, mann whitney dan uji beda delta dengan taraf signifikan <0,05. Hasil : Perkembangan motorik kasar anak autis pada kelompok eksperimen kategori kurang dan pada kelompok kontrol kategori kurang. Pada kelompok eksperimen nilai pre test dan post test dengan p (sig) 0,001 < 0,05 berarti ada perbedaan antara pre test dan post test pada kelompok eksperimen. Pada kelompok kontrol nilai pre test dan post test dengan p (sig) 0,064 > 0,05 berarti tidak ada perbedaan antara kelompok eksperimen pre test dan post test. Hasil uji beda delta pada kelompok eksperimen dan kontrol p (sig) <0,05. Kesimpulan : Ada pengaruh stimulasi skill play terhadap perkembangan motorik kasar anak autis di sekolah autis dengan nilai p (sig) < 0,05 berarti Ha diterima dan Ho ditolak.Kata Kunci :  Stimulasi skill play,  perkembangan motorik kasar, anak autisEFFECT OF STIMULATION SKILL PLAY ON GROSS MOTOR  DEVELOPMENT OF AUTIS CHILDREN IN AUTIS SCHOOLABSTRACTBackground : Autistic children are children who are less able to coordinate movements, less organizing things, less planning something, having difficulty finding solutions and less flexible carrying out tasks. Sensor stimulus for autistic children is different from normal children. Autistic children experience difficulties in gross motor development. The gross motor development of autistic children is different from normal children in general. Objective: Know the effect of skill play stimulation on the gross motor development of autistic children in autistic schools. Method: Type of research is Quasi experiment with the design "Pre test Post test with Control Group Design". Total sampling is taken with the criteria of autistic children (6-8 years) in autistic schools. Data analysis used pair t-test, Wilcoxon, Mann Whitney and Delta test with significant level <0.05. Results: The gross motoric development of autistic children in the experimental group was in the less category and in the control group in the less category. In the experimental group the value of pre test and post test with p (sig) 0.001 <0.05 means that there is a difference between the pre test and post test in the experimental group. In the control group the value of the pre test and post test with p (sig) 0.064> 0.05 means that there is no difference between the experimental group pre test and post test. The results of the delta test in the experimental and control groups p (sig) <0.05. Conclusion: There is an effect of skill play stimulation on the gross motoric development of autistic children in autistic schools with a p value (sig) <0.05 means that Ha is accepted and Ho is rejected.Keywords : Skill play stimulation, gross motor development, autistic children

scholarly journals IMPROVEMENT OF THE HEALTH OF PEOPLE WITH AUTISM SPECTRUM DISORDER BY EXERCISE

2021 ◽  
Vol 27 (3) ◽  
pp. 282-285
Author(s):  
Weihua Jia ◽  
Jinghong Xie
Keyword(s):  
Autism Spectrum Disorder ◽  
Motor Skills ◽  
Exercise Intervention ◽  
Communication Disorders ◽  
Autism Spectrum ◽  
Skill Learning ◽  
Spectrum Disorder ◽  
Control Group ◽  
Children With Asd ◽  
Experimental Group

ABSTRACT Introduction Autism Spectrum Disorder (ASD) is a typical neurological development disorder of the brain, exhibiting social communication and communication disorders, narrow interests, and repetitive, stereotyped behaviors. Movement development is an important evaluation index for the development of early motor function in children, so exercise intervention in children with ASD is of great significance. Objective This article conducts exercise intervention on children with ASD to stimulate their exercise ability and improve their self-care ability. Methods The article randomly grouped 24 children with an autism spectrum disorder. The experimental group received exercise intervention, and the control group had regular classes. After the experiment is completed, the influence of exercise intervention on children with autism is analyzed. Results The motor skills of the two groups of children were different after the intervention. The motor skills of the experimental group improved more significantly. Conclusion Exercise intervention can significantly improve the motor skills of children with an autism spectrum disorder. To evaluate whether the large-muscle motor skill learning of children with ASD and its influence on basic motor skills can be transferred to provide a reference for related motor intervention. Level of evidence II; Therapeutic studies - investigation of treatment results.

scholarly journals INVESTIGATION OF EMOTIONAL INTELLIGENCE AND EMPATHY IN THE SIBLINGS OF CHILDREN WITH AUTISM SPECTRUM DISORDER

2021 ◽  
Vol 7 (1) ◽  
pp. 59-68
Author(s):  
Anna Szabina Szele ◽  
Judit Inántsy-Pap
Keyword(s):  
Autism Spectrum Disorder ◽  
Emotional Intelligence ◽  
Age Groups ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Control Group ◽  
Children With Asd ◽  
The Mind ◽  
Experimental Group

In recent years, more and more researchers have focused on studies of children with autism spectrum disorder (ASD), however, studying their siblings has gained less scientific interest. The present study focuses on siblings of children with ASD and assesses their characteristics in terms of emotional intelligence and empathy. Our sample consisted of n = 61 children in two age groups studied: 6-8 and 10-15 years old. Our experimental group consisted of n = 30 siblings of children with ASD, while our control group also consisted of n = 31 children with sibling relationships. Subjects completed two paper-and-pencil tests: the Reading the Mind in the Eyes Test (Children’s Version), and depending on the age group, the Emotional Intelligence Test (EIT 6-8 / EIT 10-15). We identified higher emotional intelligence and empathy in higher age groups. Among 6-8 years old siblings of children with ASD, higher scores were found to be. At the level of gender differences, girls performed more outstandingly in the tests examined. In our study, the 6-8 years old siblings of children with ASD can be characterized by a higher degree of emotional intelligence and empathy, however, we cannot draw conclusions in a representative way for the entire population.

scholarly journals Autism Spectrum Disorder (ASD) with and without Mental Regression is Associated with Changes in the Fecal Microbiota

Nutrients ◽  
2019 ◽  
Vol 11 (2) ◽  
pp. 337 ◽  
Author(s):  
Julio Plaza-Díaz ◽  
Antonio Gómez-Fernández ◽  
Natalia Chueca ◽  
María Torre-Aguilar ◽  
Ángel Gil ◽  
...  
Keyword(s):  
Intestinal Microbiota ◽  
Present Report ◽  
Principal Component ◽  
Autism Spectrum ◽  
Control Group ◽  
Healthy Group ◽  
Sequencing Platform ◽  
Preliminary Results ◽  
Children With Asd ◽  
Mental Regression

New microbiome sequencing technologies provide novel information about the potential interactions among intestinal microorganisms and the host in some neuropathologies as autism spectrum disorders (ASD). The microbiota–gut–brain axis is an emerging aspect in the generation of autistic behaviors; evidence from animal models suggests that intestinal microbial shifts may produce changes fitting the clinical picture of autism. The aim of the present study was to evaluate the fecal metagenomic profiles in children with ASD and compare them with healthy participants. This comparison allows us to ascertain how mental regression (an important variable in ASD) could influence the intestinal microbiota profile. For this reason, a subclassification in children with ASD by mental regression (AMR) and no mental regression (ANMR) phenotype was performed. The present report was a descriptive observational study. Forty-eight children aged 2–6 years with ASD were included: 30 with ANMR and 18 with AMR. In addition, a control group of 57 normally developing children was selected and matched to the ASD group by sex and age. Fecal samples were analyzed with a metagenomic approach using a next-generation sequencing platform. Several differences between children with ASD, compared with the healthy group, were detected. Namely, Actinobacteria and Proteobacteria at phylum level, as well as, Actinobacteria, Bacilli, Erysipelotrichi, and Gammaproteobacteria at class level were found at higher proportions in children with ASD. Additionally, Proteobacteria levels showed to be augmented exclusively in AMR children. Preliminary results, using a principal component analysis, showed differential patterns in children with ASD, ANMR and AMR, compared to healthy group, both for intestinal microbiota and food patterns. In this study, we report, higher levels of Actinobacteria, Proteobacteria and Bacilli, aside from Erysipelotrichi, and Gammaproteobacteria in children with ASD compared to healthy group. Furthermore, AMR children exhibited higher levels of Proteobacteria. Further analysis using these preliminary results and mixing metagenomic and other “omic” technologies are needed in larger cohorts of children with ASD to confirm these intestinal microbiota changes.

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