Department of Special Education, University of Illinois at Urbana-Champaign, 288 Education, 1310 S. Sixth St., Champaign, IL, 61820, USA.
Department of Educational Psychology, University of Illinois at Urbana-Champaign, 230B Education, 1310 S. Sixth St., Champaign, IL, 61820, USA.
J Autism Dev Disord. 2022 Oct;52(10):4505-4518. doi: 10.1007/s10803-021-05328-7. Epub 2021 Oct 22.
Many students with autism have difficulties engaging with their classroom environments and forming friendships, which are mostly affected by deficits in social, communication, and motor skills. The Special Education Elementary Longitudinal Study (SEELS, 2000) data set was used, focusing on elementary age students with autism, to explore the longitudinal relationships between social, communication, and motor skills and the mediating role of motor skills in between communication and social skills by using structural equational modeling analyses. Results show that (a) motor skills mediate the relationship between communication and social skills in elementary school, (b) there are significant longitudinal relationships among these skills in elementary school. Increased motor skills may improve social skills for students with autism in elementary school.
许多自闭症学生在参与课堂环境和建立友谊方面存在困难，这主要受到社交、沟通和运动技能缺陷的影响。本研究利用特殊教育小学纵向研究（SEELS，2000）数据集，重点关注患有自闭症的小学生，通过结构方程模型分析，探讨了社交、沟通和运动技能之间的纵向关系，以及运动技能在沟通和社交技能之间的中介作用。结果表明：（a）运动技能在小学阶段的沟通和社交技能之间起中介作用；（b）这些技能在小学阶段存在显著的纵向关系。运动技能的提高可能会改善小学自闭症学生的社交技能。
