Savarese Giulia, Mandia Rosa, Diavoletto Aldo, Piscitelli Michele, Impemba Francesca, Di Siervi Annatania, Carpinelli Luna, Bottiglieri Franca, Sessa Marianna, Corrivetti Giulio
Department of Medicine and Surgery, University of Salerno, Baronissi Campus, 84081 Baronissi, Italy.
Cooperativa Giovamente, 84126 Salerno, Italy.
Pediatr Rep. 2025 Jan 8;17(1):4. doi: 10.3390/pediatric17010004.
Motor skills in early and middle childhood are essential for physical play, social interactions, and academic development. Children with autism spectrum disorder (ASD) often exhibit atypical sensory responses, which can impact self-care and other developmental areas. This study explores the impact of sensory and motor rehabilitation using a Motor Sensory Room to stimulate motor development in children with ASD. Twenty-five children with ASD, preschool and school-aged (2-10 years), were divided into three groups based on the DSM-5 severity levels. The PEP-3 scale was used to assess cognitive, language, motor, emotional, social, and behavioral development. Ten children underwent a 3-month Motor Sensory Room intervention, and data were collected longitudinally. A control group of ten children, matched in age, sex, and diagnosis, did not receive the intervention. A 12-month follow-up is planned for all participants. Children exhibited diverse profiles. Type B subjects displayed more severe symptoms, while Type A showed milder symptoms with better language and interpersonal skills. After the 3-month intervention, improvements were noted in several PEP-3 areas. For sensory levels (hypo-reactivity), the percentage of individuals at medium levels increased from 44% to 50%. For hyper-reactivity, the percentage at medium levels rose from 30% to 40%. Motor skills improved, with the percentage of individuals with high motor abilities rising from 20% to 25%. Relational behaviors also saw gains, with an increase from 50% to 55% in medium-level behaviors. The experimental group demonstrated better outcomes compared to the control group, particularly in sensory and motor skills. Preliminary findings suggest that sensory and motor training in a Motor Sensory Room improves sensory integration, motor coordination, and social interaction in children with ASD. Further research is needed to confirm long-term benefits.
儿童早期和中期的运动技能对于身体活动、社交互动和学业发展至关重要。患有自闭症谱系障碍（ASD）的儿童通常表现出非典型的感觉反应，这可能会影响自我照顾和其他发育领域。本研究探讨了使用运动感觉室进行感觉和运动康复对刺激ASD儿童运动发育的影响。25名患有ASD的学龄前和学龄儿童（2至10岁）根据DSM-5严重程度水平分为三组。使用PEP-3量表评估认知、语言、运动、情感、社交和行为发展。10名儿童接受了为期3个月的运动感觉室干预，并纵向收集数据。一个由10名年龄、性别和诊断相匹配的儿童组成的对照组未接受干预。计划对所有参与者进行为期12个月的随访。儿童表现出不同的特征。B型受试者表现出更严重的症状，而A型则表现出较轻的症状，语言和人际交往能力较好。经过3个月的干预，PEP-3的几个领域有了改善。对于感觉水平（反应低下），中等水平个体的百分比从44%增加到50%。对于反应过度，中等水平的百分比从30%上升到40%。运动技能有所提高，高运动能力个体的百分比从20%上升到25%。关系行为也有所改善，中等水平行为从50%增加到55%。与对照组相比，实验组表现出更好的结果，特别是在感觉和运动技能方面。初步研究结果表明，在运动感觉室进行感觉和运动训练可改善ASD儿童的感觉统合、运动协调和社交互动。需要进一步研究以确认长期益处。
