The impacts of physical activity intervention on physical and cognitive outcomes in children with autism spectrum disorder / Chien-Yu PAN in Autism, 21-2 (February 2017)  

Public ISBD [article]  inAutism > 21-2 (February 2017) . - p.190-202 Titre : The impacts of physical activity intervention on physical and cognitive outcomes in children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Chien-Yu PAN, Auteur ; Chia-Hua CHU, Auteur ; Chia-Liang TSAI, Auteur ; Ming-Chih SUNG, Auteur ; Chu-Yang HUANG, Auteur ; Wei-Ya MA, Auteur Article en page(s) : p.190-202 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This study examined the effects of a 12-week physical activity intervention on the motor skill proficiency and executive function of 22 boys (aged 9.08?±?1.75?years) with autism spectrum disorder. In Phase I of the 12?weeks, 11 boys with autism spectrum disorder (Group A) received the intervention, whereas the other 11 boys with autism spectrum disorder (Group B) did not (true control, no intervention). The arrangement was reversed in Phase II, which lasted an additional 12?weeks. The Bruininks?Oseretsky Test of Motor Proficiency, Second Edition, and the Wisconsin Card Sorting Test were conducted three times for each participant (Group A, primary grouping: baseline (T1), post-assessment (T2), and follow-up assessment (T3); Group B, control grouping: T1?T2; intervention condition, T2?T3). The main findings were that both groups of children with autism spectrum disorder significantly exhibited improvements in motor skill proficiency (the total motor composite and two motor-area composites) and executive function (three indices of the Wisconsin Card Sorting Test) after 12?weeks of physical activity intervention. In addition, the effectiveness appeared to have been sustained for at least 12?weeks in Group A. The findings provide supporting evidence that physical activity interventions involving table tennis training may be a viable therapeutic option for treating children with autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361316633562 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=303 [article] The impacts of physical activity intervention on physical and cognitive outcomes in children with autism spectrum disorder [Texte imprimé et/ou numérique] / Chien-Yu PAN, Auteur ; Chia-Hua CHU, Auteur ; Chia-Liang TSAI, Auteur ; Ming-Chih SUNG, Auteur ; Chu-Yang HUANG, Auteur ; Wei-Ya MA, Auteur . - p.190-202. Langues : Anglais (eng) in Autism > 21-2 (February 2017) . - p.190-202 Index. décimale : PER Périodiques Résumé : This study examined the effects of a 12-week physical activity intervention on the motor skill proficiency and executive function of 22 boys (aged 9.08?±?1.75?years) with autism spectrum disorder. In Phase I of the 12?weeks, 11 boys with autism spectrum disorder (Group A) received the intervention, whereas the other 11 boys with autism spectrum disorder (Group B) did not (true control, no intervention). The arrangement was reversed in Phase II, which lasted an additional 12?weeks. The Bruininks?Oseretsky Test of Motor Proficiency, Second Edition, and the Wisconsin Card Sorting Test were conducted three times for each participant (Group A, primary grouping: baseline (T1), post-assessment (T2), and follow-up assessment (T3); Group B, control grouping: T1?T2; intervention condition, T2?T3). The main findings were that both groups of children with autism spectrum disorder significantly exhibited improvements in motor skill proficiency (the total motor composite and two motor-area composites) and executive function (three indices of the Wisconsin Card Sorting Test) after 12?weeks of physical activity intervention. In addition, the effectiveness appeared to have been sustained for at least 12?weeks in Group A. The findings provide supporting evidence that physical activity interventions involving table tennis training may be a viable therapeutic option for treating children with autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361316633562 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=303

The relationships between motor skills and executive functions in children with and without autism spectrum disorder / Ming-Chih SUNG ; Chia-Liang TSAI ; Fu-Chen CHEN ; Yung-Ju CHEN ; Chih-Chia CHEN in Autism Research, 17-6 (June 2024)  

Public ISBD [article]  inAutism Research > 17-6 (June 2024) . - p.1149-1160 Titre : The relationships between motor skills and executive functions in children with and without autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Ming-Chih SUNG, Auteur ; Chia-Liang TSAI, Auteur ; Fu-Chen CHEN, Auteur ; Yung-Ju CHEN, Auteur ; Chih-Chia CHEN, Auteur Article en page(s) : p.1149-1160 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Abstract To date, information on associations between motor skills and executive functions (EF) in autistic children is limited. The purpose of this study was to compare motor skills and EF performance between autistic children and typically developing (TD) children and to examine the relationships between motor skills and EF in these two groups. Forty-eight autistic children and 48 TD children aged 6 to 12?years were recruited for this study. Motor skills were measured with the Bruininks-Oseretsky Test of Motor Proficiency-2 (BOT-2). EF was assessed with the Stroop Color and Word Test, the Wisconsin Card Sorting Task (WCST), and the Test of Attentional Performance: Go/No-go test. Independent sample t-tests were used to compare the BOT-2 scores and EF measures between autistic children and TD children. Pearson product-moment correlation and regressions were conducted to assess the relationships between the BOT-2 scores and the EF measures for each group. Results showed that autistic children scored significantly lower than TD children on all four BOT-2 composite scores and a total motor composite. Autistic children also demonstrated significantly lower levels of performance on all EF measures than TD children. Further, autistic children showed more significant associations between motor skills and EF than TD children, particularly pronounced in the domains of fine manual control and manual coordination to cognitive flexibility, as well as manual coordination and inhibitory control. Continued development of motor skills and EF in autistic children is important. The relationships between motor skills and EF were significant among autistic children, suggesting future research on promoting EF through motor skill interventions in autistic children is required. En ligne : https://doi.org/10.1002/aur.3136 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=531 [article] The relationships between motor skills and executive functions in children with and without autism spectrum disorder [Texte imprimé et/ou numérique] / Ming-Chih SUNG, Auteur ; Chia-Liang TSAI, Auteur ; Fu-Chen CHEN, Auteur ; Yung-Ju CHEN, Auteur ; Chih-Chia CHEN, Auteur . - p.1149-1160. Langues : Anglais (eng) in Autism Research > 17-6 (June 2024) . - p.1149-1160 Index. décimale : PER Périodiques Résumé : Abstract To date, information on associations between motor skills and executive functions (EF) in autistic children is limited. The purpose of this study was to compare motor skills and EF performance between autistic children and typically developing (TD) children and to examine the relationships between motor skills and EF in these two groups. Forty-eight autistic children and 48 TD children aged 6 to 12?years were recruited for this study. Motor skills were measured with the Bruininks-Oseretsky Test of Motor Proficiency-2 (BOT-2). EF was assessed with the Stroop Color and Word Test, the Wisconsin Card Sorting Task (WCST), and the Test of Attentional Performance: Go/No-go test. Independent sample t-tests were used to compare the BOT-2 scores and EF measures between autistic children and TD children. Pearson product-moment correlation and regressions were conducted to assess the relationships between the BOT-2 scores and the EF measures for each group. Results showed that autistic children scored significantly lower than TD children on all four BOT-2 composite scores and a total motor composite. Autistic children also demonstrated significantly lower levels of performance on all EF measures than TD children. Further, autistic children showed more significant associations between motor skills and EF than TD children, particularly pronounced in the domains of fine manual control and manual coordination to cognitive flexibility, as well as manual coordination and inhibitory control. Continued development of motor skills and EF in autistic children is important. The relationships between motor skills and EF were significant among autistic children, suggesting future research on promoting EF through motor skill interventions in autistic children is required. En ligne : https://doi.org/10.1002/aur.3136 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=531

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