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

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dc.authorid0000-0001-8399-7835
dc.contributor.authorOzcan, Gulsum Hatipoglu
dc.contributor.authorOzer, Dilara Fatos
dc.contributor.authorPinar, Salih
dc.date.accessioned2026-04-04T18:55:22Z
dc.date.available2026-04-04T18:55:22Z
dc.date.issued2025
dc.departmentİstanbul Bilgi Üniversitesi
dc.description.abstractThe 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.
dc.description.sponsorshipScientific and Technological Research Council of Turkiye (TUBITAK)
dc.description.sponsorshipOpen 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.
dc.identifier.doi10.1007/s10803-024-06384-5
dc.identifier.doi10.1007/s10803-024-06384-5
dc.identifier.endpage2642
dc.identifier.issn0162-3257
dc.identifier.issn1573-3432
dc.identifier.issue8
dc.identifier.pmid38755489
dc.identifier.scopus2-s2.0-85193297684
dc.identifier.scopusqualityQ1
dc.identifier.startpage2628
dc.identifier.urihttps://doi.org/10.1007/s10803-024-06384-5
dc.identifier.urihttps://hdl.handle.net/11411/10395
dc.identifier.volume55
dc.identifier.wosWOS:001226698600002
dc.identifier.wosqualityQ2
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.indekslendigikaynakPubMed
dc.language.isoen
dc.publisherSpringer/Plenum Publishers
dc.relation.ispartofJournal of Autism and Developmental Disorders
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_WoS_20260402
dc.snmzKA_Scopus_20260402
dc.subjectAutism Spectrum Disorder
dc.subjectMotor Skills
dc.subjectAcademic Skills
dc.subjectSocial Skills
dc.titleEffects of Motor Intervention Program on Academic Skills, Motor Skills and Social Skills in Children with Autism Spectrum Disorder
dc.typeArticle

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