Study Comparing the Effects of SPM Techniques, Individually vs. Grouped in Children With ASD
Comparative Effects of Individual and Grouped Sensory Perceptual Motor Training on Gross Motor Skills and Quality of Life in Children With Autism Spectrum Disorder
Riphah International University
36 participants
Sep 26, 2024
INTERVENTIONAL
Conditions
Summary
Autism is the most prevalent disorder as it affects attention, awareness, cognitive development, social development, and emotional aspects too. It is one of the comprehensive developmental disorders in the early stage, which is characterized by weak social learning and communication, limited activities, interests, learning, insufficient imaginative and stereotypical thinking or non-functional thinking of movements and verbalities. A lack of sensory perception leads to a leading autistic child\'s sensitivity to sensory stimuli or weak sensitivity and the child is not aware of the surrounding environment.
Eligibility
Inclusion Criteria4
- Children who diagnosed with Autism Spectrum Disorder (mild \& moderate) according to Diagnostic and Statistical Manual of Mental Disorders, (DSM-5)
- Have an IQ 70 according to Stanford-Binet Intelligence Scales
- Children whose age between 4 to 12
- All participants had to be able to sit and walk without support
Exclusion Criteria5
- Children who will associate with attention deficit hyperactivity disorder signs
- Upper limb musculoskeletal injuries
- Visual or auditory impairments
- Children who had received sensory integration therapy for > 3 months within the past 6 months
- Children with speech delay, hearing impairment, or intellectual disability
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Interventions
1. Sensory Input * Wheelbarrow walks, swimming, and drying off. 2. Proprioceptive * Climbing, pushing, pulling, and carrying heavy objects. 3. Vestibular * Swinging, trampolining, and playground games. 4. Tactile * Stereognosis training, textured paths, and messy play (mud, sand). 5. Motor Planning * Statue spinning, crawling through/under objects, and quick movements. 6. Balance and Posture * Various balance positions (e.g., hands and knees). 7. Ocular Control * Catching and tossing balls. 8. Bilateral Coordination * Activities using both sides of the body (e.g., stick ball). 9. Visual-Spatial * Walking, stair climbing, and puzzles. 10. Fine Motor Skills * Puzzles, bead stringing, and drawing. 11. Gross Motor * Standing, walking, running, and throwing games.
1. Sensory Input * Wheelbarrow walks, swimming, and drying off. 2. Proprioceptive * Climbing, pushing, pulling, and carrying heavy objects. 3. Vestibular * Swinging, trampolining, and playground games. 4. Tactile * Stereognosis training, textured paths, and messy play (mud, sand). 5. Motor Planning * Statue spinning, crawling through/under objects, and quick movements. 6. Balance and Posture * Various balance positions (e.g., hands and knees). 7. Ocular Control * Catching and tossing balls. 8. Bilateral Coordination * Activities using both sides of the body (e.g., stick ball). 9. Visual-Spatial * Walking, stair climbing, and puzzles. 10. Fine Motor Skills * Puzzles, bead stringing, and drawing. 11. Gross Motor * Standing, walking, running, and throwing games.
Locations(1)
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NCT06661369