Is visuomotor training an effective intervention for children with autism spectrum disorders?

• Published in: Neuropsychiatric disease and treatment 2019-11, Vol.15, p.3089-3102
• Main Authors: Arabi, Manizheh, Saberi Kakhki, Alireza, Sohrabi, Mehdi, Soltani Kouhbanani, Sakineh, Jabbari Nooghabi, Mehdi
• Format: Article
• Language: English
• Subjects: Autism; autism disorder; Autistic children; Behavior; Child behavior; Children; Children & youth; Cognition & reasoning; Communication; Exercise; Fitness training programs; gross motor skills; Intervention; Motor ability; Motor skill; Original Research; Physical fitness; repetitive behaviors; Retirement benefits; Sensorimotor integration; Social aspects; Social behavior; Social interaction; Social networks; Special education; Visual perception
• ISSN: 1176-6328; 1178-2021; 1178-2021
• DOI: 10.2147/NDT.S214991

Investigation of autism spectrum disorder (ASD) is somewhat dependent on addressing main core features of ASD. But it is not clear which kind of investigation can effect on more difficulties features. So, this study examines the effect of the visuomotor, motor, and computer-based training programs on social behavior, motor skills, and repetitive behaviors of children with ASD. Sixty children with ASD aged 6-12 years were recruited and assigned to one of the three experimental groups and the control group (each group n=15). Training was provided in 30 sessions, scheduled 3 times a week. Social behavior and repetitive behaviors were determined objectively using the observation method, and motor skills were evaluated by the Test of Gross Motor Development-2. Our results suggested that children in the visuomotor group showed a significant reduction in the repetitive behaviors and an increase in gross motor skill scores in the post-test and follow-up. Also, the results exhibited that motor training group significantly improved in social behavior either in the post-test or follow-up. Although the post-test illustrated a considerable improvement of gross motor skills, this difference was not significant in follow-up. Similarly, no significant change was observed in visual training and control groups in relation to study variables. Given the improvement of repetitive behaviors and gross motor skills in post-test and follow-up, it seems that this investigation had a positive effect with a good retention effect on two core features of children with ASD. But according to group-based training protocol in motor training group and improvement in social communication, and mutual effect on gross motor skills, it seems that group-based practice can also be used to achieve the benefits of social communication in the investigations.