Holloway Jamie M, Tomlinson Stephanie M, Hardwick Dustin D
School of Physical Therapy & Rehabilitation Sciences, Morsani College of Medicine, University of South Florida, FL.
Hinks and Elaine Shimberg Health Sciences Library, University of South Florida, FL.
Phys Occup Ther Pediatr. 2023;43(1):17-33. doi: 10.1080/01942638.2022.2073800. Epub 2022 May 10.
Children with autism spectrum disorder (ASD) display motor difficulties that may impact social and communication interactions and participation in everyday activities. These difficulties may be related to a difference in the way they learn new skills. Therefore, strategies to support motor learning to optimize skill acquisition and retention may be beneficial. This scoping review described current motor learning strategies used to optimize acquisition, retention, transfer, and generalizability of motor tasks in children with ASD.
Three databases were searched from inception through 2021. Studies were included if they involved participants with ASD ≤ 18 years old, evaluated learning of a novel gross motor task, manipulated a motor learning variable, and were written in English.
Twenty-two articles met eligibility criteria. Most articles examined strategies that manipulated the instruction of task, with few articles examining feedback or practice. Skill acquisition was the most represented motor learning outcome, with fewer studies examining retention, transfer, or generalizability.
Positive results in 95% of the articles suggest that the use of support strategies to optimize motor learning is feasible and beneficial for children with ASD, and that modifications to instruction, feedback, and practice schedules should be considered in motor interventions.
自闭症谱系障碍（ASD）儿童存在运动困难，这可能会影响社交和交流互动以及参与日常活动。这些困难可能与他们学习新技能的方式差异有关。因此，支持运动学习以优化技能获取和保持的策略可能会有所帮助。本综述描述了目前用于优化ASD儿童运动任务的获取、保持、迁移和泛化的运动学习策略。
检索了三个数据库，时间跨度从建库至2021年。纳入的研究需满足以下条件：参与者为18岁及以下的ASD儿童，评估了新的粗大运动任务的学习情况，对运动学习变量进行了操纵，且研究报告为英文撰写。
22篇文章符合纳入标准。大多数文章研究了操纵任务指令的策略，很少有文章研究反馈或练习。技能获取是最常被提及的运动学习结果，较少有研究考察保持、迁移或泛化情况。
95%的文章得出的积极结果表明，使用支持策略来优化运动学习对ASD儿童是可行且有益的，并且在运动干预中应考虑对指令、反馈和练习计划进行调整。
