[article] 
inResearch in Autism > 137 (September 2026) . - 202988

Titre :	Easy-to-difficult transfer improves long-term motor learning of complex skills in autistic children: A randomized controlled trial
Type de document :	texte imprimé
Auteurs :	Andy C. Y. TSE, Auteur ; David I. ANDERSON, Auteur ; F. H. SUN, Auteur ; Patrick IP, Auteur ; James W. C. H. CHENG, Auteur
Article en page(s) :	202988
Langues :	Anglais (eng)
Mots-clés :	Autism  Motor learning  Easy-to-difficult transfer  Bicycle riding  Skill retention  Skill transfer
Index. décimale :	PER Périodiques
Résumé :	Autistic children frequently experience motor coordination difficulties that, together with environmental barriers such as limited availability of trained professionals and inclusive physical activity settings, restrict participation in physical activities and reduce opportunities for social interaction. Despite the importance of motor skill development in this population, few studies have examined teaching strategies that optimise long-term skill acquisition and generalisation.Few studies have examined motor learning strategies that optimize long-term skill acquisition and generalization in this population. This study investigated whether an easy-to-difficult transfer framework would enhance the acquisition, retention, and transfer of a complex motor skill- two-wheel bicycle riding- compared with a traditional training-wheels approach. Fifty children aged 5–8 years (24 with autism, 26 typically developing [TD]) were randomly assigned within their diagnostic groups to either the easy-to-difficult transfer condition (balance bike to assisted wheels to independent riding) or the traditional condition (training wheels progression only). Participants completed six acquisition sessions over two weeks, followed by retention and transfer tests two weeks later. Riding performance was measured using a validated 15-item questionnaire (maximum score = 75). During acquisition, both TD groups performed equivalently and superior to both autism groups. Within the autism groups, the conventional approach produced significantly higher scores from Session 2 onward. However, the easy-to-difficult transfer group showed markedly superior retention and transfer performance across both populations. For autistic children, the easy-to-difficult group outperformed the traditional group in retention (M = 62.17, SD = 7.17 vs. M = 48.50, SD = 13.88) and transfer (M = 62.25, SD = 5.85 vs. M = 40.50, SD = 11.38). Parallel advantages were observed in the TD sample. Although traditional practice accelerated short-term gains during acquisition of complex skills, the easy-to-difficult transfer framework promoted more robust long-term retention and generalization, particularly in autistic children. This theoretically grounded approach offers a promising strategy for motor skill interventions in developmental disabilities.
En ligne :	https://doi.org/10.1016/j.reia.2026.202988
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=592

[article] Easy-to-difficult transfer improves long-term motor learning of complex skills in autistic children: A randomized controlled trial [texte imprimé] / Andy C. Y. TSE, Auteur ; David I. ANDERSON, Auteur ; F. H. SUN, Auteur ; Patrick IP, Auteur ; James W. C. H. CHENG, Auteur . - 202988.
Langues : Anglais (eng)
in Research in Autism > 137 (September 2026) . - 202988

Mots-clés :	Autism  Motor learning  Easy-to-difficult transfer  Bicycle riding  Skill retention  Skill transfer
Index. décimale :	PER Périodiques
Résumé :	Autistic children frequently experience motor coordination difficulties that, together with environmental barriers such as limited availability of trained professionals and inclusive physical activity settings, restrict participation in physical activities and reduce opportunities for social interaction. Despite the importance of motor skill development in this population, few studies have examined teaching strategies that optimise long-term skill acquisition and generalisation.Few studies have examined motor learning strategies that optimize long-term skill acquisition and generalization in this population. This study investigated whether an easy-to-difficult transfer framework would enhance the acquisition, retention, and transfer of a complex motor skill- two-wheel bicycle riding- compared with a traditional training-wheels approach. Fifty children aged 5–8 years (24 with autism, 26 typically developing [TD]) were randomly assigned within their diagnostic groups to either the easy-to-difficult transfer condition (balance bike to assisted wheels to independent riding) or the traditional condition (training wheels progression only). Participants completed six acquisition sessions over two weeks, followed by retention and transfer tests two weeks later. Riding performance was measured using a validated 15-item questionnaire (maximum score = 75). During acquisition, both TD groups performed equivalently and superior to both autism groups. Within the autism groups, the conventional approach produced significantly higher scores from Session 2 onward. However, the easy-to-difficult transfer group showed markedly superior retention and transfer performance across both populations. For autistic children, the easy-to-difficult group outperformed the traditional group in retention (M = 62.17, SD = 7.17 vs. M = 48.50, SD = 13.88) and transfer (M = 62.25, SD = 5.85 vs. M = 40.50, SD = 11.38). Parallel advantages were observed in the TD sample. Although traditional practice accelerated short-term gains during acquisition of complex skills, the easy-to-difficult transfer framework promoted more robust long-term retention and generalization, particularly in autistic children. This theoretically grounded approach offers a promising strategy for motor skill interventions in developmental disabilities.
En ligne :	https://doi.org/10.1016/j.reia.2026.202988
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=592