Recent research titled "The Relationship of School Participation with Motor Proficiency and Executive Function in Children with Autism Spectrum Disorder" highlights the critical role of motor proficiency and executive function in enhancing school participation among children with Autism Spectrum Disorder (ASD). This blog will explore how practitioners can leverage these findings to improve outcomes for children with ASD.
Understanding the Research
The study, conducted on 52 students aged 6 to 12 years with ASD, used several assessment tools including the GARS-2 scale for ASD diagnosis, and the SFA, BOTMP-2, and BRIEF questionnaires to measure school participation, motor proficiency, and executive function respectively. The results revealed a significant correlation between motor proficiency and school participation, while certain aspects of executive function, specifically behavioral regulation and metacognition, were also linked to participation levels.
Key Findings
- Motor proficiency and its components had a significant direct correlation with school participation in children with ASD (P =0.001).
- School participation was inversely and significantly correlated with the behavioral regulation and metacognition monitoring indices of the executive function dimension (P <0.05).
Practical Applications
Practitioners can enhance school participation in children with ASD by focusing on the following areas:
- Motor Proficiency: Incorporate perceptual motor interventions that target gross and fine motor skills. Activities such as obstacle courses, ball games, and fine motor tasks like cutting and drawing can be beneficial.
- Behavioral Regulation: Develop programs that help children with ASD improve their ability to shift between tasks and monitor their own behavior. Techniques such as visual schedules and social stories can aid in this process.
- Metacognition: Implement cognitive rehabilitation programs that focus on enhancing metacognitive skills. Activities that promote self-reflection and problem-solving can be effective.
Encouraging Further Research
While this study provides valuable insights, further research is needed to explore additional factors such as social performance and linguistic skills that may influence school participation in children with ASD. Practitioners are encouraged to stay informed about the latest research and incorporate evidence-based practices into their interventions.
To read the original research paper, please follow this link: The Relationship of School Participation with Motor Proficiency and Executive Function in Children with Autism Spectrum Disorder.
