Fundamental Motor Skills of Children with Autism Spectrum Disorders: A Review of Literature

2021 ◽  
Vol 25 (1) ◽  
pp. 1-20
Author(s):  
Seo Hee Lee
Keyword(s):  
Autism Spectrum Disorders ◽  
Motor Skills ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Review Of Literature ◽  
Fundamental Motor Skills ◽  
Spectrum Disorders

scholarly journals The Technique of Teaching Children with ASD How to Work with Salted Dough

2018 ◽  
Vol 16 (3) ◽  
pp. 17-22
Author(s):  
T.V. Korotkaya
Keyword(s):  
Autism Spectrum Disorders ◽  
Motor Skills ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Fine Motor ◽  
Fine Motor Skills ◽  
Resource Center ◽  
Children With Asd ◽  
The World ◽  
Spectrum Disorders

Development of fine motor skills is an important part of corrective work with children with autism spectrum disorders. The salted dough is well suited for this purpose: the dough can be rolled, kneaded, rolled out with a rolling pin, wiped through a strainer and grated, which causes a lot of interest in children and motivates them to the lessons. The stages and techniques of teaching children at classes within the creative workshop “We Shape the World with Our Own” in the Federal Resource Center for Organization of Comprehensive Support for Children with Autism Spectrum Disorders are described. Recommendations are given on the use of techniques for working with salt dough.

scholarly journals The Effect of Selected Exercise Group on Motor Skills and Cognitive Functions in Children With Autism Spectrum Disorders

2019 ◽  
Vol 11 (2) ◽  
pp. 105-112
Author(s):  
Mahbubeh Ghayour Najafabadi ◽  
◽  
Amir Sobh-Rhakhshankhah ◽  
Sepideh Niyazi ◽  
◽  
...  
Keyword(s):  
Autism Spectrum Disorders ◽  
Cognitive Function ◽  
Motor Skills ◽  
Repeated Measures ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Analysis Of Covariance ◽  
Positive Effects ◽  
Study Results ◽  
Spectrum Disorders

Introduction: The present study aimed to determine the effects of a selected group exercise on motor skills and cognitive function in children with Autism Spectrum Disorders (ASDs). Methods: Forty children with ASD aged 5-12 years participated in this quasi-experimental study. The Bruininks–Oseretsky Test of Motor Proficiency (BOTMP), and the Wisconsin Card Sorting Test (WCST) were performed in 3 assessment stages of baseline, pretest, and posttest in Sports, Play, and Active Recreation for Kids (SPARK). The repeated-measures Analysis of Variance (ANOVA) and Analysis of Covariance (ANCOVA) were used for analyzing the collected data. Results: The current research results demonstrated that the selected exercises presented positive effects on motor skills (P<0.05) in the studied subjects; however, they indicated no significant effects on their cognitive function (P>0.05). Conclusion: According to the present study results, the SPARK’s training is effective on children with ASDs and severe mobility limitations; however, it presented no cognitive function improvement in the study participants.

scholarly journals Isotherapy and Artistic and Creative Habilitation of Preschool Children with Autism Spectrum Disorders

2019 ◽  
Vol 16 (3) ◽  
pp. 131-138
Author(s):  
I.V. Forseeva
Keyword(s):  
Autism Spectrum Disorders ◽  
Preschool Children ◽  
Motor Skills ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Speech Disorders ◽  
Preschoolers With Disabilities ◽  
Long Time ◽  
Spectrum Disorders ◽  
And Training

The article presents the experience and results of the work of the compensatory type Kindergarten No. 7 teachers with children with autism spectrum disorders on the use of art-pedagogical technologies in practice. 97 preschoolers with disabilities are brought up in this Kindergarten, and 15 people have autism spectrum disorders. All kindergarten preschool children with autism spectrum disorders are integrated into groups of compensating orientation for children with severe speech disorders, taking into account age characteristics. Education and training of preschool children in this category is complicated by violations of their social interaction, scattered attention, backwardness of large and small motor skills, increased excitability and exhaustion, impulsivity and short temper. They do not know how to obey group rules for a long time, listen to and follow instructions, bring the work started to the end, and achieve a certain result. In working with preschoolers with autism spectrum disorders, teachers see prospects for correcting and compensating for violations in the development of artistic and creative activities. The tasks that are solved in an educational organization using methods of artistic and creative habilitation are to develop the child’s personality; develop and correct emotional and volitional processes, reduce fears through isotherapy; create conditions for free experimentation with artistic materials and tools; create an emotional atmosphere that will engage children with autism spectrum disorders in artistic activities. Teachers in their work rely on scientific theories that confirm the validity of the practice of isotherapy, on the results of scientific and applied research in this area, as a result of artistic and creative habilitation, contact was established with every child with autism spectrum disorders (100%). Children have a desire to engage in artistic and creative activities (100%), many began to respond adequately emotionally in various situations of interaction with adults and peers (65%), show empathy for other children (40%), decreased anxiety and fears in new situations of interaction.

scholarly journals Prevalence of motor disorders and repetitive movements among children with Autism spectrum disorders and Tics disorders

2018 ◽  
Vol 3 (3) ◽  
pp. e0303133
Author(s):  
Kostiantyn Dubovyk
Keyword(s):  
Autism Spectrum Disorders ◽  
Motor Skills ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Motor Disorders ◽  
Gross Motor ◽  
Gross Motor Skills ◽  
Children With Asd ◽  
Repetitive Movements ◽  
Spectrum Disorders

Background. Children with autism spectrum disorders (ASD) have difficulties in the development of simulating, gross and fine motor skills, hand-eye coordination and language skills. Tics and repetitive movements often associated with ASD, intellectual deficiency. Aim. To identify a relationship between tic disorders and specific developmental disorders: motor skills, speech, cognitive functions in children with ASD. Methods. There were randomized 79 children aged 4-6 years with ASD, 38 children among them with comorbid tics disorders (TD). For the diagnosis of ASD were used diagnostic criteria of ICD-10, Autism Diagnostic Interview-Revised (ADI-R), Autism Diagnostic Observation Schedule (ADOS). The development of motor skills, speech, and cognitive function was assessed using Psycho-educational Profile (PEP-R). For the diagnosis of comorbid mental disorders ware conducted using The Development and Well-Being Assessment (DAWBA). As motor disorders considered tics, abnormal movements associated with ADHD, anxiety and obsessive-compulsive disorders. Tics were assessed by Yale Global Tic Severity Scale (YGTSS). Results. In children with ASD and comorbid TD was noted retardation of formation of gross motor skills in comparison with the control group by PEP-R. It was also noted delay in the formation of skills in receptive speech and gross motor skills in accordance with the results of evaluation by using Vineland-II.

scholarly journals Motor Skills and Social Impairments in Children With Autism Spectrum Disorders

SAGE Open ◽  
2015 ◽  
Vol 5 (3) ◽  
pp. 215824401560251 ◽  
Author(s):  
Shogo Hirata ◽  
Akio Nakai ◽  
Hideyuki Okuzumi ◽  
Yoshio Kitajima ◽  
Tomio Hosobuchi ◽  
...  
Keyword(s):  
Autism Spectrum Disorders ◽  
Motor Skills ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Social Impairments ◽  
Spectrum Disorders
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