Effects of Rhythmic Motor and Behavioral Intervention on Motor and Social Performance in Preschool Children with Autism Spectrum Disorder: A Pilot Randomized Controlled Study / Pou-Leng CHEONG in Journal of Autism and Developmental Disorders, 56-12 (December 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-12 (December 2026) . - p.4645-4659 Titre : Effects of Rhythmic Motor and Behavioral Intervention on Motor and Social Performance in Preschool Children with Autism Spectrum Disorder: A Pilot Randomized Controlled Study Type de document : texte imprimé Auteurs : Pou-Leng CHEONG, Auteur ; Yen-Tzu WU, Auteur ; Li-Nian XIE, Auteur ; Jung-Chi CHANG, Auteur ; Hsiao- I. KUO, Auteur ; Pei-Ying YANG, Auteur Article en page(s) : p.4645-4659 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This study aimed to explore the potential effectiveness of the Rhythmic Motor and Behavioral Intervention (RMBI) program for preschool children with Autism Spectrum Disorder (ASD). Thirty children with ASD (median age: 5.8 years; 20 males) were randomly assigned to either the RMBI group or a control group. Participants in the RMBI group underwent an 8-week program comprising a music-based rhythmic motor intervention and parent education in Pivotal Response Treatment (PRT), while parents in the control group received PRT education only. Changes in motor performance were assessed using the Peabody Developmental Motor Scales, Second Edition (PDMS-2) and the Movement Assessment Battery for Children, Second Edition (MABC-2). Parent-reported social impairments were evaluated using the Social Responsiveness Scale, Second Edition (SRS-2). A micro-analytic behavioral analysis was conducted to examine changes in imitation accuracy and movement synchrony during the intervention. The RMBI program showed medium-to-large improvements in gross motor skills, including stationary and locomotor abilities, visual-motor integration, and balance. Significant improvements were observed in autistic symptoms and social communication abilities. Furthermore, children in the RMBI group demonstrated enhanced imitation accuracy and movement synchrony compared to their baseline performance. These preliminary findings were further supported by parental reports of satisfaction with the program. This pilot study provides preliminary evidence of the feasibility and potential benefits of the RMBI program in enhancing motor and social skills in preschool children with ASD. Although the results are promising, further research with larger samples and longer follow-up is needed to confirm its efficacy and generalizability. En ligne : https://doi.org/10.1007/s10803-025-06922-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=595 [article] Effects of Rhythmic Motor and Behavioral Intervention on Motor and Social Performance in Preschool Children with Autism Spectrum Disorder: A Pilot Randomized Controlled Study [texte imprimé] / Pou-Leng CHEONG, Auteur ; Yen-Tzu WU, Auteur ; Li-Nian XIE, Auteur ; Jung-Chi CHANG, Auteur ; Hsiao- I. KUO, Auteur ; Pei-Ying YANG, Auteur . - p.4645-4659. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-12 (December 2026) . - p.4645-4659 Index. décimale : PER Périodiques Résumé : This study aimed to explore the potential effectiveness of the Rhythmic Motor and Behavioral Intervention (RMBI) program for preschool children with Autism Spectrum Disorder (ASD). Thirty children with ASD (median age: 5.8 years; 20 males) were randomly assigned to either the RMBI group or a control group. Participants in the RMBI group underwent an 8-week program comprising a music-based rhythmic motor intervention and parent education in Pivotal Response Treatment (PRT), while parents in the control group received PRT education only. Changes in motor performance were assessed using the Peabody Developmental Motor Scales, Second Edition (PDMS-2) and the Movement Assessment Battery for Children, Second Edition (MABC-2). Parent-reported social impairments were evaluated using the Social Responsiveness Scale, Second Edition (SRS-2). A micro-analytic behavioral analysis was conducted to examine changes in imitation accuracy and movement synchrony during the intervention. The RMBI program showed medium-to-large improvements in gross motor skills, including stationary and locomotor abilities, visual-motor integration, and balance. Significant improvements were observed in autistic symptoms and social communication abilities. Furthermore, children in the RMBI group demonstrated enhanced imitation accuracy and movement synchrony compared to their baseline performance. These preliminary findings were further supported by parental reports of satisfaction with the program. This pilot study provides preliminary evidence of the feasibility and potential benefits of the RMBI program in enhancing motor and social skills in preschool children with ASD. Although the results are promising, further research with larger samples and longer follow-up is needed to confirm its efficacy and generalizability. En ligne : https://doi.org/10.1007/s10803-025-06922-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=595

Motor imitation deficits and altered cortical activation in preschool-aged children with autism spectrum disorder: A task-based fNIRS study / Yan-Ci LIU in Research in Autism, 132 (April 2026)  

Public ISBD [article]  inResearch in Autism > 132 (April 2026) . - 202841 Titre : Motor imitation deficits and altered cortical activation in preschool-aged children with autism spectrum disorder: A task-based fNIRS study Type de document : texte imprimé Auteurs : Yan-Ci LIU, Auteur ; Chia-Mei CHEN, Auteur ; Chia-Wei LIN, Auteur ; Jung-Chi CHANG, Auteur ; Pou-Leng CHEONG, Auteur ; Yen-Tzu WU, Auteur ; Chuen-Hung CHIN, Auteur Article en page(s) : 202841 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder  Preschool  Motor Imitation  Interpersonal Synchrony  Functional Near-Infrared Spectroscopy (fNIRS)  Cortical Activation Résumé : Background Motor imitation and interpersonal synchrony, essential for early social communication, are frequently impaired in autism spectrum disorder (ASD). Few studies have examined task-related cortical activation underlying these skills in preschool-aged children with ASD. Methods Motor development, imitation performance, and cortical activation were compared between 15 preschoolers with ASD and 28 typically developing (TD) peers using a reach-and-clean-up imitation task under observation, self-paced execution, and interpersonal synchrony conditions. Motor assessments included the Peabody Developmental Motor Scales–Second Edition for gross and fine motor abilities, and the Movement Assessment Battery for Children–Second Edition for coordination skills. Functional near-infrared spectroscopy (fNIRS) measured oxygenated hemoglobin responses in the prefrontal cortex (PFC), premotor cortex (PMC), and supplementary motor area (SMA). Results Children with ASD scored significantly lower in fine motor, balance, and imitation performance (all p < .05). fNIRS data showed greater right SMA activation across conditions in the ASD group, whereas reduced right PMC activation appeared specifically during the synchrony condition, yielding a significant Group × Condition interaction (p = .003). In TD children, higher PMC and SMA activation correlated with better motor performance and fewer imitation errors, whereas in ASD, increased activation was linked to poorer motor scores, suggesting inefficient neural recruitment. Conclusions Preschoolers with ASD showed distinct behavioral and neural patterns during motor imitation, particularly during socially contingent synchrony. These findings underscore early differences in motor–social integration and support the use of task-based fNIRS as a research tool for examining neural–behavioral processes. Longitudinal and intervention studies are needed to clarify developmental trajectories and neural plasticity. En ligne : https://doi.org/10.1016/j.reia.2026.202841 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=583 [article] Motor imitation deficits and altered cortical activation in preschool-aged children with autism spectrum disorder: A task-based fNIRS study [texte imprimé] / Yan-Ci LIU, Auteur ; Chia-Mei CHEN, Auteur ; Chia-Wei LIN, Auteur ; Jung-Chi CHANG, Auteur ; Pou-Leng CHEONG, Auteur ; Yen-Tzu WU, Auteur ; Chuen-Hung CHIN, Auteur . - 202841. Langues : Anglais (eng) in Research in Autism > 132 (April 2026) . - 202841 Mots-clés : Autism Spectrum Disorder  Preschool  Motor Imitation  Interpersonal Synchrony  Functional Near-Infrared Spectroscopy (fNIRS)  Cortical Activation Résumé : Background Motor imitation and interpersonal synchrony, essential for early social communication, are frequently impaired in autism spectrum disorder (ASD). Few studies have examined task-related cortical activation underlying these skills in preschool-aged children with ASD. Methods Motor development, imitation performance, and cortical activation were compared between 15 preschoolers with ASD and 28 typically developing (TD) peers using a reach-and-clean-up imitation task under observation, self-paced execution, and interpersonal synchrony conditions. Motor assessments included the Peabody Developmental Motor Scales–Second Edition for gross and fine motor abilities, and the Movement Assessment Battery for Children–Second Edition for coordination skills. Functional near-infrared spectroscopy (fNIRS) measured oxygenated hemoglobin responses in the prefrontal cortex (PFC), premotor cortex (PMC), and supplementary motor area (SMA). Results Children with ASD scored significantly lower in fine motor, balance, and imitation performance (all p < .05). fNIRS data showed greater right SMA activation across conditions in the ASD group, whereas reduced right PMC activation appeared specifically during the synchrony condition, yielding a significant Group × Condition interaction (p = .003). In TD children, higher PMC and SMA activation correlated with better motor performance and fewer imitation errors, whereas in ASD, increased activation was linked to poorer motor scores, suggesting inefficient neural recruitment. Conclusions Preschoolers with ASD showed distinct behavioral and neural patterns during motor imitation, particularly during socially contingent synchrony. These findings underscore early differences in motor–social integration and support the use of task-based fNIRS as a research tool for examining neural–behavioral processes. Longitudinal and intervention studies are needed to clarify developmental trajectories and neural plasticity. En ligne : https://doi.org/10.1016/j.reia.2026.202841 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=583

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