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

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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: (2157 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] (251 Downloads)

Type of Study: Original Research Article | Subject: Rehabilitation

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