Yu-Ru Jin, MS, is Doctoral Student, Institute of Allied Health Sciences, College of Medicine, National Cheng Kung University, Tainan, Taiwan. At the time this research was conducted, Jin was Graduate Student, Department of Occupational Therapy, College of Medicine, National Cheng Kung University, Tainan, Taiwan.
Yi-Shan Sung, PhD, was PhD Candidate, Institute of Allied Health Sciences, College of Medicine, National Cheng Kung University, Tainan, Taiwan, at the time this research was conducted.
Am J Occup Ther. 2023 Nov 1;77(6). doi: 10.5014/ajot.2023.050283.
Motor ability plays an important role in overall developmental profiles. Preschool children with autism spectrum disorder (ASD) are at risk of motor skills deficits and delays. However, evidence of the efficacy of different motor interventions for the identification of optimal treatment types is lacking, especially for preschool children with ASD.
To examine the efficacy of the Motor Skill Occupational Therapy Intervention ON ASD (MOTION-ASD) and Cognitive Orientation Exercise (CO-EXC) programs to improve motor skills performance, self-care performance, and adaptive behaviors among preschool children with ASD.
Randomized controlled trial, two-group, triple-blinded, repeated-measures design Setting: University laboratory.
Thirteen preschool children with ASD (M age = 4.91 yr).
The Bruininks-Oseretsky Test of Motor Proficiency-Second Edition, Brief Form, Assessment of Motor and Process Skills, and Vineland Adaptive Behavior Scales-Third Edition.
Children in the MOTION-ASD group showed significantly greater improvements in manual coordination and overall gross and fine manual skills than those in the CO-EXC group immediately after the intervention. Significant improvements in fine manual control, body coordination, overall motor skills, and self-care performance were made throughout both interventions and were retained at the posttest and the 4-wk follow-up.
These findings provide supporting evidence that motor skills interventions involving fundamental skills and cognitive training may be a viable therapeutic option for treating children with ASD. The results also suggest that practitioners may consider providing structured and strategic motor skills interventions for preschool children with ASD. What This Article Adds: This study's rigorous tests of motor skills interventions support ways to manage motor difficulties in children with autism spectrum disorder (ASD). An intervention based on motor learning theory could benefit preschool children with ASD, especially in terms of manual coordination ability and overall gross and fine motor skills.
运动能力在整体发展特征中起着重要作用。患有自闭症谱系障碍 (ASD) 的学龄前儿童存在运动技能缺陷和延迟的风险。然而，缺乏不同运动干预措施对识别最佳治疗类型的疗效证据，尤其是针对患有 ASD 的学龄前儿童。
研究运动技能职业治疗干预对 ASD（MOTION-ASD）和认知定向运动（CO-EXC）方案对改善自闭症谱系障碍学龄前儿童运动技能表现、自理表现和适应行为的疗效。
随机对照试验，两组，三盲，重复测量设计设置：大学实验室。
13 名患有自闭症谱系障碍的学龄前儿童（平均年龄=4.91 岁）。
使用 Bruininks-Oseretsky 运动能力测试第二版，简式，运动和过程技能评估以及文兰适应行为量表第三版进行评估。
干预后，MOTION-ASD 组儿童在手动协调和整体粗大及精细运动技能方面的改善明显优于 CO-EXC 组。精细运动控制、身体协调、整体运动技能和自理表现均有显著改善，并且在整个干预过程中均得到保留，并在测试后和 4 周随访中得到保留。
这些发现为运动技能干预措施，包括基本技能和认知训练，可能是治疗 ASD 儿童的可行治疗选择提供了支持性证据。研究结果还表明，从业者可能会考虑为患有 ASD 的学龄前儿童提供结构化和策略性的运动技能干预措施。本文增加的内容：本研究对运动技能干预措施的严格测试支持了管理自闭症谱系障碍儿童运动困难的方法。基于运动学习理论的干预措施可能对患有自闭症谱系障碍的学龄前儿童有益，特别是在手动协调能力和整体粗大及精细运动技能方面。
