Effects of Motor Intervention Program on Academic Skills, Motor Skills and Social Skills in Children With Autism Spectrum Disorder

dc.authorscopusid 59128884000
dc.authorscopusid 23393391300
dc.authorscopusid 26427801500
dc.authorwosid Pinar, Salih/AEY-5633-2022
dc.authorwosid Özer, Dilara/C-6121-2018
dc.contributor.author Pınar, Salih
dc.contributor.author Ozer, Dilara Fatos
dc.contributor.author Pinar, Salih
dc.contributor.other Antrenörlük Eğitimi Bölümü
dc.date.accessioned 2025-01-11T13:03:10Z
dc.date.available 2025-01-11T13:03:10Z
dc.date.issued 2024
dc.department Fenerbahçe University en_US
dc.department-temp [Ozcan, Gulsum Hatipoglu] Istanbul Yeni Yuzyil Univ, Fac Sport Sci, Istanbul, Turkiye; [Ozer, Dilara Fatos] Istanbul Bilgi Univ, Fac Hlth Sci, Dept Child Dev, Istanbul, Turkiye; [Pinar, Salih] Fenerbahce Univ, Fac Sport Sci, Istanbul, Turkiye en_US
dc.description.abstract The aim of this study was to examine the effect of motor intervention program (MIP) on autistic index, pre-academic skills, motor skills and social skills of children with Autism Spectrum Disorder (ASD). The research group consisted of a total of 34 participants between the ages of 3-6, 17 in the control group (CG) and 17 in the experimental group (EG). EG participated in the motor intervention program for 60 min a day, 2 days a week for 12 weeks. In the study, the Gilliam Autistic Disorder Rating Scale-2-Turkish Version (GARS-2 TV), Peabody Motor Development Scale-2 (PMDS-2), Pre-Academic Skills Evaluation Form (PASAF) and Social Skills Evaluation System Preschool Teacher Form (SSRS-PTF) were used. The increase in all subtests and total scores of PASAF and posttest scores obtained from PMDS-2 were found to be higher in favor of the experimental group (p < 0.05). The decrease in the stereotype and social interaction scores of GARS-2 TV and the change in the cooperation, self-control and externalization sub-dimensions of SSRS-PTF were found to be statistically significant in favor of the EG group (p < 0.05). In conclusion, it was found that MIP applied to autistic children was effective on the development of motor skills, academic skills and social skills and decreased the level of autistic index. This result shows that MIP is an effective practice that provides a favorable environment for autistic young children to develop multiple skills. en_US
dc.description.sponsorship Scientific and Technological Research Council of Turkiye (TUBITAK) en_US
dc.description.sponsorship Open access funding provided by the Scientific and Technological Research Council of Turkiye (TUBITAK). The authors have not received support from any organization for the submitted work. en_US
dc.description.woscitationindex Social Science Citation Index
dc.identifier.citation 1
dc.identifier.doi 10.1007/s10803-024-06384-5
dc.identifier.issn 0162-3257
dc.identifier.issn 1573-3432
dc.identifier.pmid 38755489
dc.identifier.scopus 2-s2.0-85193297684
dc.identifier.scopusquality Q1
dc.identifier.uri https://doi.org/10.1007/s10803-024-06384-5
dc.identifier.uri https://hdl.handle.net/20.500.14627/221
dc.identifier.wos WOS:001226698600002
dc.identifier.wosquality Q1
dc.language.iso en en_US
dc.publisher Springer/plenum Publishers en_US
dc.relation.publicationcategory Makale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı en_US
dc.rights info:eu-repo/semantics/openAccess en_US
dc.scopus.citedbyCount 6
dc.subject Autism Spectrum Disorder en_US
dc.subject Motor Skills en_US
dc.subject Academic Skills en_US
dc.subject Social Skills en_US
dc.title Effects of Motor Intervention Program on Academic Skills, Motor Skills and Social Skills in Children With Autism Spectrum Disorder en_US
dc.type Article en_US
dc.wos.citedbyCount 4
dspace.entity.type Publication
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