The effect of motor and physical activity intervention on motor outcomes of children with autism spectrum disorder: A systematic review

Autism ◽  
2019 ◽  
Vol 24 (3) ◽  
pp. 544-568 ◽  
Author(s):  
Anneliese Ruggeri ◽  
Alina Dancel ◽  
Robert Johnson ◽  
Barbara Sargent
Keyword(s):  
Autism Spectrum Disorder ◽  
Motor Learning ◽  
Learning Strategies ◽  
Skill Acquisition ◽  
Motor Skill ◽  
Physical Activity Intervention ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Horse Riding

Difficulty performing age-appropriate motor skills affects up to 83% of children with autism spectrum disorder. This systematic review examined the effect of motor and physical activity intervention on motor outcomes of children with autism spectrum disorder and the effect of motor learning strategies on motor skill acquisition, retention, and transfer. Six databases were searched from 2000 to 2019. Forty-one studies were included: 34 intervention studies and 7 motor learning studies. The overall quality of the evidence was low. Participants included 1173 children with autism spectrum disorder ranging from 3 to 19 years. Results from level II and III intervention studies supported that participation outcomes improved with a physical education intervention; activity outcomes improved with aquatic, motor activity, motor skill, and simulated horse riding interventions; and body structure and function outcomes improved with aquatic, exergaming, motor activity, motor skill, and simulated horse riding interventions. Results from level II and III motor learning studies supported that motor skill acquisition improved with visual, versus verbal, instructions but was not influenced by differences in instructional personnel. More rigorous research on motor intervention is needed with well-controlled study designs, adequate sample sizes, and manualized protocols. In addition, research on motor learning strategies is warranted as it generalizes across motor interventions.

Beyond the Motor Domain: Exploring the Secondary Effects of a Fundamental Motor Skill Intervention for Children With Autism Spectrum Disorder

2020 ◽  
pp. 1-20
Author(s):  
Leanne K. Elliott ◽  
Jonathan A. Weiss ◽  
Meghann Lloyd
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Skills ◽  
Motor Skill ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Future Research ◽  
Listening Skills ◽  
Secondary Effects ◽  
Motor Skill Intervention

Early motor skill interventions have been shown to improve the motor skill proficiency of children with autism spectrum disorder; however, little is known about the secondary effects associated with these types of interventions (e.g., influence on behavior, social skills, family dynamics). The purpose of this qualitative study was to (a) investigate parents’ perceptions of the child-level benefits associated with a fundamental motor skill intervention for their 4-year-olds with autism spectrum disorder and (b) explore how child-level benefits influenced the family unit. Eight parents (N = 8) were interviewed (semistructured) about their experiences with the intervention for their child(ren); the study was grounded in phenomenology. Five main child-level benefits emerged, including improvements with (a) motor skills, (b) social skills, (c) listening skills, (d) turn-taking skills, and (e) transition skills. The child-level benefits then extended to family members in a number of ways (e.g., more positive sibling interactions). These findings highlight several important secondary effects that should be investigated in future research.

A pilot investigation of an iOS-based app for toilet training children with autism spectrum disorder

Autism ◽  
2017 ◽  
Vol 23 (2) ◽  
pp. 359-370 ◽  
Author(s):  
Daniel W Mruzek ◽  
Stephen McAleavey ◽  
Whitney A Loring ◽  
Eric Butter ◽  
Tristram Smith ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Skill Acquisition ◽  
Behavioral Treatment ◽  
Retention Rate ◽  
Controlled Trial ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Toilet Training ◽  
Significant Group

We developed an iOS-based app with a transmitter/disposable sensor and corresponding manualized intervention for children with autism spectrum disorder. The app signaled the onset of urination, time-stamped accidents for analysis, reminded parents to reinforce intervals of continence, provided a visual outlet for parents to communicate reinforcement, and afforded opportunity for timely feedback from clinicians. We compared this intervention with an intervention that uses standard behavioral treatment in a pilot randomized controlled trial of 33 children with autism spectrum disorder aged 3–6 years with urinary incontinence. Parents in both groups received initial training and four booster consultations over 3 months. Results support the feasibility of parent-mediated toilet training studies (e.g., 84% retention rate, 92% fidelity of parent-implemented intervention). Parents used the app and related technology with few difficulties or malfunctions. There were no statistically significant group differences for rate of urine accidents, toilet usage, or satisfaction at close of intervention or 3-month follow-up; however, the alarm group trended toward greater rate of skill acquisition with significantly less day-to-day intervention. Further development of alarm and related technology and future comparative studies with a greater number of participants are warranted.

The impacts of physical activity intervention on physical and cognitive outcomes in children with autism spectrum disorder

Autism ◽  
2016 ◽  
Vol 21 (2) ◽  
pp. 190-202 ◽  
Author(s):  
Chien-Yu Pan ◽  
Chia-Hua Chu ◽  
Chia-Liang Tsai ◽  
Ming-Chih Sung ◽  
Chu-Yang Huang ◽  
...  
Keyword(s):  
Physical Activity ◽  
Autism Spectrum Disorder ◽  
Physical Activity Intervention ◽  
Children With Autism ◽  
Wisconsin Card Sorting Test ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Card Sorting ◽  
Group A ◽  
Group B

This study examined the effects of a 12-week physical activity intervention on the motor skill proficiency and executive function of 22 boys (aged 9.08 ± 1.75 years) with autism spectrum disorder. In Phase I of the 12 weeks, 11 boys with autism spectrum disorder (Group A) received the intervention, whereas the other 11 boys with autism spectrum disorder (Group B) did not (true control, no intervention). The arrangement was reversed in Phase II, which lasted an additional 12 weeks. The Bruininks–Oseretsky Test of Motor Proficiency, Second Edition, and the Wisconsin Card Sorting Test were conducted three times for each participant (Group A, primary grouping: baseline (T1), post-assessment (T2), and follow-up assessment (T3); Group B, control grouping: T1−T2; intervention condition, T2−T3). The main findings were that both groups of children with autism spectrum disorder significantly exhibited improvements in motor skill proficiency (the total motor composite and two motor-area composites) and executive function (three indices of the Wisconsin Card Sorting Test) after 12 weeks of physical activity intervention. In addition, the effectiveness appeared to have been sustained for at least 12 weeks in Group A. The findings provide supporting evidence that physical activity interventions involving table tennis training may be a viable therapeutic option for treating children with autism spectrum disorder.

scholarly journals Motor learning characterization in people with autism spectrum disorder: A systematic review

2017 ◽  
Vol 11 (3) ◽  
pp. 276-286 ◽  
Author(s):  
Íbis Ariana Peña de Moraes ◽  
Thais Massetti ◽  
Tânia Brusque Crocetta ◽  
Talita Dias da Silva ◽  
Lilian Del Ciello de Menezes ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Motor Learning ◽  
Skill Acquisition ◽  
Neurodevelopmental Disorder ◽  
Autism Spectrum ◽  
Skill Learning ◽  
Spectrum Disorder ◽  
Learning Tasks ◽  
The Individual ◽  
Methodological Aspects

ABSTRACT Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder primarily characterized by deficits in social interaction, communication and implicit skill learning. OBJECTIVE: To analyse the results of research on "motor learning" and the means used for measuring "autistic disorder". METHODS: A systematic literature search was done using Medline/PubMed, Web of Science, BVS (virtual health library), and PsycINFO. We included articles that contained the keywords "autism" and "motor learning". The variables considered were the methodological aspects; results presented, and the methodological quality of the studies. RESULTS: A total of 42 studies were identified; 33 articles were excluded because they did not meet the inclusion criteria. Data were extracted from nine eligible studies and summarized. CONCLUSION: We concluded that although individuals with ASD showed performance difficulties in different memory and motor learning tasks, acquisition of skills still takes place in this population; however, this skill acquisition is related to heterogeneous events, occurring without the awareness of the individual.

The relationship between the sensory processing and occupational motor skills of children with autism spectrum disorder

2021 ◽  
pp. 1-8
Author(s):  
Babak Kashefimehr ◽  
Meral Huri ◽  
Hulya Kayihan ◽  
Naser Havaei
Keyword(s):  
Autism Spectrum Disorder ◽  
Motor Skills ◽  
Sensory Processing ◽  
Motor Skill ◽  
Children With Autism ◽  
Prediction Equation ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Sensory Profile ◽  
The Relationship

Background/Aims Motor skills difficulties may affect participation and communication in children with autism. Sensory processing problems are well-known problems in children with autism, so sensory processing could be important to predicate motor skills. The aim of this study was to examine the relationship between sensory processing and occupational motor skills and the ability to predict motor skill performances using sensory abilities. Methods A total of 31 children with autism participated in the study. The Sensory Profile questionnaire and Short Child Occupational Profile tool were used to assess the sensory ability and occupational motor skills of the children (boys=90.3%; mean age=5.45 years ± 1.73 years). The backward method of correlation coefficient analysis, multiple linear regression analysis, and multiple regressions were used for statistical analysis. Results There was a significant relationship between occupational motor skills and sensory processing capabilities of children. The regression prediction equation was statistically significant in all sections of sensory processing except for oral processing (F (6.24)=4.46, P=0.004), with a value of R2=0.527 and R2Adj=0.409. Modelling motor skills based on sensory processing capabilities of children showed that the regression prediction equation was statistically significant (F (2.28) =11.87, P<0.001); with the value of R2=0.459 and R2Adj=0.420. In the final model, the factors of auditory processing and multi-sensory were found effective in children's motor skills (P<0.05). Conclusions Sensory processing is related to occupational motor skills and can help to predict occupational motor skill issues of children with autism spectrum disorder. This could be helpful to develop appropriate treatments to improve the functional motor skills of children with autism.

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