Comparing the Effectiveness of SPARK and School-Based Movement Intervention Training on Motor Skills in Children with High Functioning Autism

Motejaded , Reza; Arab Ameri , Elahe; Shojaii , Masoumeh

Volume 14 - Articles-1403 MEJDS (2024) 14: 140 | Back to browse issues page

Mendeley

Zotero

RefWorks

Motejaded R, Arab Ameri E, Shojaii M. Comparing the Effectiveness of SPARK and School-Based Movement Intervention Training on Motor Skills in Children with High Functioning Autism. MEJDS 2024; 14 :140-140
URL: http://jdisabilstud.org/article-1-2189-en.html

Comparing the Effectiveness of SPARK and School-Based Movement Intervention Training on Motor Skills in Children with High Functioning Autism

Reza Motejaded¹

, Elahe Arab Ameri ^*²

, Masoumeh Shojaii³

1- PhD Student in Movement Behavior, International Pardis of Tehran University, Tehran, Iran
2- Associate Professor in Movement Behavior, Tehran University, Tehran, Iran
3- Associate Professor in Movement Behavior, Alzahra University, Tehran, Iran

Abstract: (2077 Views)

Abstract
Background & Objectives: Autism Spectrum Disorder (ASD) is a developmental disorder characterized by a lack of social connection, repetitive behavior, and speech difficulties. However, recent studies revealed that people with ASD have difficulties in their fine and gross motor skills and need related interventions. These motor deficits are also observed in early ages and before the first year of birth. SPARK is a motor program designed to enhance gross motor skills in typically developed children. Based on a recent review by Bremer et al., there is a need for more research in this area to find a unique motor program for children with ASD. They designed a school–based program (SBP) for children with ASD to improve their motor abilities at school. However, previous studies lacked a control group and enough sample size. The current study aims to resolve deficiencies of previous studies by adding a control group and enough sample size. Also, the current study aims to compare the effects of SPARK and SBP on fundamental motor skills in children with ASD.
Methods: This quasi–experimental study employed a pretest–posttest and one–month follow–up design with a control group. The study population consisted of children with high–functioning autism living in Mashhad City, Iran, aged 6–10 years. They were studying in the academic year 2019–2020. The inclusion criteria for the subjects in the study were as follows: having high–functioning autism disorder (confirmed by a psychiatrist or pediatrician) and having an IQ greater than 75. The exclusion criteria for the subjects from the study also included having concurrent disorders such as attention deficit hyperactivity disorder, mental disorders, cerebral palsy, and developmental coordination disorder, having a regular exercise program that interfered with the goals of the study, and receiving or changing the medication program during the study. Thirty–six children with high–functioning autism aged 6–10 from a school for children with ASD in Mashhad, Iran. They were randomly assigned to 1) the SPARK group, 2) the SBP group, and 3) the control group. SPARK is a movement program designed for children to improve their physical activity levels. SBP is a school–based program designed for children with ASD based on their needs and deficits. Participants in SPARK and SBP groups participated for 8 weeks (24 sessions) in their special training. Each session took about 1 hour. Fundamental motor skills of all participants were assessed at the pretest, posttest, and one–month follow–up test using The Test of Gross Motor Development–2 (TGMD–2). It has two subscales: object control skills and locomotor skills. Also, a total number of subscales is used as each participant's fundamental motor skill record. Data analysis was performed at two levels: descriptive and inferential statistics. Mean and standard deviation indicators were used at the descriptive level. According to the research design, analysis of variance with repeated measures 3×3 was used at the inferential level. Bonferroni post hoc test was used to perform pairwise comparisons. Statistical tests were performed at a 5% error level using SPSS version 23.
Results: The effect of time and group on the locomotor, object control, and motor skills in the SPARK and SBP groups was significant (p<0.001). The intergroup results did not significantly differ in the mean of locomotor, object control, and motor skills in the pretest phase (p=1.00). However, in the posttest and follow–up phases, the three mentioned skills in the SPARK and SBP groups increased significantly compared to the control group (p<0.05). Also, in the variable of motor skill, there was a significant difference between the two SBP and SPARK groups in the posttest phase (p=0.026).
Conclusion: According to the study results, both SPARK and SBP groups positively affect the development of motor skills, including locomotor skills, object control skills, and motor skills in children with high–functioning autism. However, in the posttest phase, the SBP group is more effective in motor skills than the SPARK group.

Keywords: Motor development, Developmental disorders, Fine skill, Gross skill

Full-Text [PDF 354 kb] (204 Downloads)

Type of Study: Original Research Article | Subject: Rehabilitation

References

1. American Psychiatric Association. Diagnostic and statistical manual of mental disorders (DSM-5). Washington, DC: American Psychiatric Pub; 2013.

2. Mostofsky SH, Powell SK, Simmonds DJ, Goldberg MC, Caffo B, Pekar JJ. Decreased connectivity and cerebellar activity in autism during motor task performance. Brain. 2009;132(9):2413–25. [DOI]

3. Arabameri E, Sotoodeh MS. Early developmental delay in children with autism: a study from a developing country. Infant Behavior and Development. 2015;39:118–23. [DOI]

4. Kasari C, Locke J, Gulsrud A, Rotheram-Fuller E. Social networks and friendships at school: comparing children with and without ASD. J Autism Dev Disord. 2011;41(5):533–44. [DOI]

5. Lloyd M, MacDonald M, Lord C. Motor skills of toddlers with autism spectrum disorders. Autism. 2013;17(2):133–46. [DOI]

6. Liu T, Breslin CM. Fine and gross motor performance of the MABC-2 by children with autism spectrum disorder and typically developing children. Res Autism Spectr Disord. 2013;7(10):1244–9. [DOI]

7. Clark JE, Metcalfe JS. The mountain of motor development: a metaphor. In: Clark JE, Humphrey J; editors. Motor development: research and reviews. Reston, VA: NASPE Publications; 2002. [DOI]

8. Stodden DF, Gao Z, Goodway JD, Langendorfer SJ. Dynamic relationships between motor skill competence and health-related fitness in youth. Pediatr Exerc Sci. 2014;26(3):231–41. [DOI]

9. Barela JA. Fundamental motor skill proficiency is necessary for children's motor activity inclusion. Motriz: Rev Educ Fis. 2013;19(3):548–51. [DOI]

10. Lang R, Koegel LK, Ashbaugh K, Regester A, Ence W, Smith W. Physical exercise and individuals with autism spectrum disorders: a systematic review. Res Autism Spectr Disord. 2010;4(4):565–76. [DOI]

11. Healy S, Nacario A, Braithwaite RE, Hopper C. The effect of physical activity interventions on youth with autism spectrum disorder: a meta-analysis: Physical activity interventions. Autism Res. 2018;11(6):818–33. [DOI]

12. Sorensen C, Zarrett N. Benefits of physical activity for adolescents with autism spectrum disorders: a comprehensive review. Rev J Autism Dev Disord. 2014;1(4):344–53. [DOI]

13. Bremer E, Balogh R, Lloyd M. Effectiveness of a fundamental motor skill intervention for 4-year-old children with autism spectrum disorder: a pilot study. Autism. 2015;19(8):980–91. [DOI]

14. Bremer E, Lloyd M. School-based fundamental-motor-skill intervention for children with autism-like characteristics: an exploratory study. Adapt Phys Activ Q. 2016;33(1):66–88. [DOI]

15. Debolt L, Clinton EA, Ball A. The effects of an adapted physical education program on children with autism. Kentucky Newslett Health Phys Educ Recreat Dance. 2010;47(1):24–7.

16. Ketcheson L, Hauck J, Ulrich D. The effects of an early motor skill intervention on motor skills, levels of physical activity, and socialization in young children with autism spectrum disorder: a pilot study. Autism. 2017;21(4):481–92. [DOI]

17. Colombo-Dougovito AM, Block ME. Fundamental motor skill interventions for children and adolescents on the autism spectrum: a literature review. Rev J Autism Dev Disord. 2019;6(2):159–71. [DOI]

18. Duronjić M, Válková H. The influence of early intervention movement programs on motor skills development in preschoolers with autism spectrum disorder (case studies). Acta Univ Palacki Olomuc, Gymn. 2010;40(2):37–45. [DOI]

19. Bedard C, Bremer E, Campbell W, Cairney J. Evaluation of a direct-instruction intervention to improve movement and preliteracy skills among young children: a within-subject repeated-measures design. Front Pediatr. 2018;5:298. [DOI]

20. Ulrich DA. Test of gross motor development. Profile/examiner record form. Second edition. Austin, Tex: PRO-ED; 2000.

21. Soltanian MA, Farokhi A, Ghorbani R, Jaberi AA, Zarezade M. Evaluation of the reliability and construct validity of test of gross motor development-2 (Ulrich 2) in children of Semnan province. Koomesh. 2013;14(2):200–6. [Persian] [Article]

22. Ghayour Najafabadi M, Sobh-Rhakhshankhah A, Niyazi S. The Effect of Selected Exercise Group on Motor Skills and Cognitive Functions in Children With Autism Spectrum Disorders. Journal of Exercise Science and Medicine. 2019 Jul 1;11(2):105-12.[Persian] [DOI]

23. Bremer E, Crozier M, Lloyd M. A systematic review of the behavioural outcomes following exercise interventions for children and youth with autism spectrum disorder. Autism. 2016;20(8):899–915. [DOI]