Effects of Motor Intervention Program on Academic Skills, Motor Skills and Social Skills in Children with Autism Spectrum Disorder
A 12-week structured motor program lifts academic readiness, motor skills, and social play while cutting stereotypy in preschoolers with autism.
01Research in Context
What this study did
The team ran a 12-week motor program for preschoolers with autism.
Kids got 45-minute sessions twice a week while a wait-list group stayed on hold.
Teachers used balls, balance beams, and obstacle games to build body control and turn-taking.
What they found
Children in the motor group gained pre-academic, motor, and social skills.
They also showed less rocking, flapping, and other repetitive movements.
The wait-list kids did not improve until they later got the same program.
How this fits with other research
Hu et al. (2018) also tested preschoolers with autism in classrooms, but saw no social boost from peer LEGO play. The difference is training: Xiaoyi taught the whole class, while MIP used a tight motor plan run by trained staff.
LLee et al. (2024) and Shabani et al. (2006) show LEGO play can raise social scores, matching MIP’s social gains. All three studies used structured play, just with bricks instead of beanbags.
Peters et al. (2013) cut stereotypy with a quick over-correction procedure. MIP got the same drop through daily movement games, giving teachers a gentler, play-based option.
Why it matters
You can add short, game-filled movement breaks to your preschool day and expect gains in sitting, sharing, and hand-eye skills. No extra tables or bricks needed—just balls, tape lines, and a plan. Try two 20-minute motor stations this week and track stereotypy before and after.
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02At a glance
03Original abstract
The aim of this study was to examine the effect of motor intervention program (MIP) on autistic index, pre-academic skills, motor skills and social skills of children with Autism Spectrum Disorder (ASD). The research group consisted of a total of 34 participants between the ages of 3–6, 17 in the control group (CG) and 17 in the experimental group (EG). EG participated in the motor intervention program for 60 min a day, 2 days a week for 12 weeks. In the study, the Gilliam Autistic Disorder Rating Scale-2-Turkish Version (GARS-2 TV), Peabody Motor Development Scale-2 (PMDS-2), Pre-Academic Skills Evaluation Form (PASAF) and Social Skills Evaluation System Preschool Teacher Form (SSRS-PTF) were used. The increase in all subtests and total scores of PASAF and posttest scores obtained from PMDS-2 were found to be higher in favor of the experimental group (p < 0.05). The decrease in the stereotype and social interaction scores of GARS-2 TV and the change in the cooperation, self-control and externalization sub-dimensions of SSRS-PTF were found to be statistically significant in favor of the EG group (p < 0.05). In conclusion, it was found that MIP applied to autistic children was effective on the development of motor skills, academic skills and social skills and decreased the level of autistic index. This result shows that MIP is an effective practice that provides a favorable environment for autistic young children to develop multiple skills.
Journal of Autism and Developmental Disorders, 2024 · doi:10.1007/s10803-024-06384-5