Journal of Paramedical Sciences & Rehabilitation

Journal of Paramedical Sciences & Rehabilitation

The Effect of the Selective Video-Interactive Exercises on Gross Motor Skills, Eye-Hand ‎Coordination, and Severity of Disorder Symptoms in Children (Age Range: 6-9 Years) ‎with Autism Spectrum Disorder

Document Type : Original Article

Authors
F Keihani 1
H.R Taheri Torbati 1
M Sohrabi 1
M Jabbari Nooghabi 2
E Khodashenas 3
1 Department of Motor Behavior, Faculty of Sport Sciences, Ferdowsi University of Mashhad, Mashhad, Iran
2 Department of Statistics, Faculty of Mathematical Sciences, Ferdowsi University of Mashhad,, Mashhad, Iran
3 Department of Pediatrics, Faculty of Medicine, Mashhad university of Medical Science, Mashhad, Iran
10.22038/jpsr.2020.45276.2055
Abstract
Purpose:
Autism spectrum disorder is usually accompanied with impaired motor skills, motor coordination, especially visual-motor coordination, and behavioral disorders. This study is aimed to investigate the effect of the selective video-interactive exercises on gross motor skills, eye-hand coordination, and severity of disorder symptoms in children at the age range of 6-9 years with autism spectrum disorder (ASD).
Methods:
30 children at the age range of 6-9 years with autism disorder were selected form the care centers of Mashhad. They were divided into two groups of experimental and control groups bases on random selection. In addition to the Autism Center's daily training and rehabilitation program, the experimental group participated in three interactive video games for 12 weeks and three 40-minute sessions each week, and the control group only dealt with the center's daily training and rehabilitation activities. The participants were assessed through Ulrich test of gross motor development-2nd edition (TGMD-2), Purdue Pegboard eye-hand coordination test, and autism symptoms severity questionnaire on pre-test, post-test and follow-up sessions. The data were analyzed by repeated measures ANOVA.
Results:
The results showed that the experimental group had a significant improvement in gross motor skills, and eye-hand coordination compared to the control group (p < 001) which was also constant in the follow-up test. However, there was no significant difference between two groups in terms of the severity of the disorder symptoms (p=0/424).
Conclusion:
Using video-interactive games is a new strategy for children with autism spectrum disorders that can affect many aspects of the disorder, such as gross motor skills and eye-hand coordination. But investigating the impact of these games on the severity of symptoms of the disorder requires further research.
Keywords
Video-Interactive Exercises
Gross Motor Skills
Eye-Hand Coordination
‎‏ ‏Severity of Disorder Symptoms
  1. Weitlauf AS, Gotham KO, Vehorn AC, Warren ZE. Brief report: DSM-5 “levels of support:” A comment on discrepant conceptualizations of severity in ASD. Journal of autism and developmental disorders 2014; 44(2): 471-476.
  2. Jalil Abkenar SS, Razavi F, Ashori M. Analytical Study of Autism Spectrum Disorder in the Fifth Edition of the Diagnostic and Statistical Manual of Mental Disorders. Talim va Tarbiyat Estesnaei 2016; 4(141): 59-69. [persian]
  3. Association AP. Diagnostic and statistical manual of mental disorders (DSM-5®): American Psychiatric Pub; 2013.
  4. MacDonald M, Lord C, Ulrich DA. The relationship of motor skills and social communicative skills in school-aged children with autism spectrum disorder. Adapted Physical Activity Quarterly 2013; 30(3): 271-282.
  5. Fournier KA, Hass CJ, Naik SK, Lodha N, Cauraugh JH. Motor coordination in autism spectrum disorders: a synthesis and meta-analysis. Journal of autism and developmental disorders. 2010; 40(10): 1227-1240.
  6. Staples KL, Reid G. Fundamental movement skills and autism spectrum disorders. Journal of autism and developmental disorders 2010; 40(2): 209-217.
  7. Pan C-Y. Motor proficiency and physical fitness in adolescent males with and without autism spectrum disorders. Autism 2014; 18(2): 156-165.
  8. Bremer E. Investigating the effectiveness of a fundamental motor skill intervention of 4 year old children with autism spectrum disorder (Doctoral dissertation). 2014.
  9. Lubans DR, Morgan PJ, Cliff DP, Barnett LM, Okely AD. Fundamental movement skills in children and adolescents. Sports medicine 2010; 40(12): 1019-1035.
  10. Rostami H, Javadipour S, Ghanbari S, Mandani B, Azazi Malamiri R. The effect of sensorimotor games in virtual environment on eye-hand coordination of children with hemiplegic cerebral palsy. Daneshvar pezeshki 2011; 19(4): 45-54.
  11. Batey C, Missiuna C, Timmons B, Hay J, Faught B, Cairney J. Self-efficacy toward physical activity and the physical activity behavior of children with and without Developmental Coordination Disorder. Human Movement Science 2014; 36: 258-271.
  12. Celiberti DA, Bobo HE, Kelly KS, Harris SL, Handleman JS. The differential and temporal effects of antecedent exercise on the self-stimulatory behavior of a child with autism. Research in developmental disabilities 1997; 18(2): 139-150.
  13. Watters RG, Watters WE. Decreasing self-stimulatory behavior with physical exercise in a group of autistic boys. Journal of Autism and Developmental disorders 1980; 10(4): 379-387.
  14. 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.
  15. Gallo-Lopez L, Rubin LC. Play-based interventions for children and adolescents with autism spectrum disorders: Routledge 2012; 1: 22-35.
  16. Burdette HL, Whitaker RC. Resurrecting free play in young children: looking beyond fitness and fatness to attention, affiliation, and affect. Archives of pediatrics & adolescent medicine 2005; 159(1): 46-50.
  17. Ferreira JP et al. Effects of a Physical Exercise Program (PEP-Aut) on Autistic Children’s Stereotyped Behavior, Metabolic and Physical Activity Profiles, Physical Fitness, and Health-Related Quality of Life: A Study Protocol. Frontiers in public health. 2018; 6: 47.
  18. Bodnar I, Hamade A. The effect of physical activity interventions on development of children with autism spectrum disorder: content-analysis of researches 2019.
  19. Edwards J, Jeffrey S, May T, Rinehart NJ, Barnett LM. Does playing a sports active video game improve object control skills of children with autism spectrum disorder? Journal of sport and health science 2017; 6(1): 17-24.
  20. Durkin K. Videogames and young people with developmental disorders. Review of General Psychology 2010; 14(2): 122-40.
  21. Rostamipour M, Zareian E, Aslankhani M. The Effect of Exergaming interventions (Xbox Kinect) on Gross Motor Skills of children with developmental motor delay: Emphasis on modern training. Journal of Motor and Behavioral Sciences. [persian] 2019; 2(1): 75-84.
  22. Anderson-Hanley C, Tureck K, Schneiderman RL. Autism and exergaming: effects on repetitive behaviors and cognition. Psychology research and behavior management 2011; 4: 129.
  23. Boutsika E. Kinect in education: A proposal for children with autism. Procedia Computer Science 2014; 27(1): 123-9.
  24. Mansuri M, Chalabianloo G, Maleki A, Mosaded A. The comparison of factors affecting the theory of mind development in autistic and normal children. Arak Medical University Journal. 2010;13(4):115-125.
  25. Bartoli L, Garzotto F, Gelsomini M, Oliveto L, Valoriani M, editors. Designing and evaluating touchless playful interaction for ASD children. Proceedings of the 2014 conference on Interaction design and children; 2014: ACM.
  26. Bartoli L, Corradi C, Garzotto F, Valoriani M, editors. Exploring motion-based touchless games for autistic children's learning. Proceedings of the 12th international conference on interaction design and children; 2013: ACM.
  27. Jafari Gandomani N, Abedanzade R, Saemi E. The Effect of Active Video Games on the Learning of Dart Throwing Skill in Children with Autism Spectrum Disorder. motor development and learning [persian] 2019; 11(2): 183-197.
  28. Kosmas P, Ioannou A, Retalis S, editors. Using embodied learning technology to advance motor performance of children with special educational needs and motor impairments. European Conference on Technology Enhanced Learning; 2017: Springer.
  29. Hammond J, Jones V, Hill EL, Green D, Male I. An investigation of the impact of regular use of the W ii F it to improve motor and psychosocial outcomes in children with movement difficulties: a pilot study. Child: care, health and development 2014; 40(2): 165-175.
  30. Mairena MÁ, Mora-Guiard J, Malinverni L, Padillo V, et al. A full-body interactive videogame used as a tool to foster social initiation conducts in children with Autism Spectrum Disorders. Research in Autism Spectrum Disorders 2019; 67: 101438.
  31. Shapi’i A, Rahman NA, Baharuddin MS, Yaakub MR. Interactive Games Using Hand-Eye Coordination Method for Autistic Children Therapy. Int J Adv Sci Eng Inf Technol 2018; 8(4-2): 1381-1386.
  32. Caro K, Tentori M, Martinez-Garcia AI, Alvelais M. Using the FroggyBobby exergame to support eye-body coordination development of children with severe autism. International Journal of Human-Computer Studies 2017; 105: 12-27.
  33. Peng W, Crouse JC, Lin J-H. Using active video games for physical activity promotion: a systematic review of the current state of research. Health education & behavior 2013; 40(2): 171-192.
  34. Kourakli M, Altanis I, Retalis S, Boloudakis M, et al. Towards the improvement of the cognitive, motoric and academic skills of students with special educational needs using Kinect learning games. International Journal of Child-Computer Interaction 2017; 11: 28-39.
  35. Zarezadeh M, Farokhi a, A K. Determining reliability and validity of test of gross motor development (Ulrich, 2000). olympic 2010; 18(4): 85-.98. [Persian]
  36. Rafiee S, Taghizadeh G, Edrese M, Ashrafie M. Test-retest reliability of the Purdue Pegboard test for chidren with Down syndrome Koomesh [persian].2011; 13(1): 35-42.
  37. Hoekstra RA, Bartels M, Cath DC, Boomsma DI. Factor structure, reliability and criterion validity of the Autism-Spectrum Quotient (AQ): a study in Dutch population and patient groups. Journal of autism and developmental disorders 2008; 38(8): 1555-1566.
  38. Cattell R. Culture free intelligence test, scale 1, handbook. Champaign: Institute of Personality and Ability Testing 1949.
  39. Vernadakis N, Papastergiou M, Zetou E, Antoniou P. The impact of an exergame-based intervention on children's fundamental motor skills. Computers & Education 2015; 83: 90-102.
  40. Bodnar I, Hamade A. The effect of physical activity interventions on development of children with autism spectrum disorder. content-analysis of researches. Pedagogy of Physical Culture and Sports 2019; 23(3): 118-125.
  41. 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.
  42. Ahmadi A, Beh-Pajooh A. The efficacy of sensorimotor exercises on motor, social interaction, and communication skills and stereotypic behaviors of children with autism spectrum disorders. Journal RBS 2016; 219-228. [Persian]
  43. Ruffaldi E, Filippeschi A. Structuring a virtual environment for sport training: A case study on rowing technique. Robotics and Autonomous Systems. 2013; 61(4): 390-397.
  44. Warburton D et al. Metabolic requirements of interactive video game cycling. Medicine and science in sports and exercise. 2009; 41(4): 920-926.
  45. Moore D, Taylor J. Interactive multimedia systems for students with autism. Journal of Educational Media. 2000; 25(3): 169-177.
  46. Najafabadi MG, Sheikh M, Hemayattalab R, Memari A-H, et al. The effect of SPARK on social and motor skills of children with autism. Pediatrics & Neonatology. 2018; 59(5): 481-487.
  47. Ghezzi PM, Bonow JA, Doney JK. Psychological Theories of Childhood Autism.  Handbook of Early Intervention for Autism Spectrum Disorders: Springer; 2014: 105-16.

Journal of Paramedical Sciences & Rehabilitation
Volume 9, Issue 3
Autumn 2020
Pages 39-50