Baseline Behaviour Moderates Movement Skill Intervention Outcomes among Young Children with Autism Spectrum Disorder

Autor/inn/en	Bremer, Emily; Lloyd, Meghann
Titel	Baseline Behaviour Moderates Movement Skill Intervention Outcomes among Young Children with Autism Spectrum Disorder
Quelle	In: Autism: The International Journal of Research and Practice, 25 (2021) 7, S.2025-2033 (9 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bremer, Emily)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-3613
DOI	10.1177/13623613211009347
Schlagwörter	Autism; Pervasive Developmental Disorders; Behavior Problems; Emotional Problems; Interpersonal Competence; Psychomotor Skills; Intervention; Preschool Children; Program Effectiveness; Child Behavior; Skill Development; Motor Development; Adjustment (to Environment); Test of Gross Motor Development; Vineland Adaptive Behavior Scales; Child Behavior Checklist; Social Skills Improvement System Rating Scales + Suchen Sie Ihr Suchwort? Autismus; Interpersonale Kompetenz; Psychomotorische Aktivität; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Kompetenzentwicklung; Qualifikationsentwicklung; Motorische Entwicklung
Abstract	This study examined whether adaptive behaviour, emotional and behavioural challenges, and social skills, respectively, moderated the effect of a movement skill intervention on movement skills among preschool aged children with autism spectrum disorder. Twenty-seven participants with autism spectrum disorder (N = 13 experimental) between 3 and 5 years of age participated in a 12-week fundamental movement skill intervention. Movement skills were assessed at baseline and post-test. Adaptive behaviour, emotional and behavioural challenges, and social skills were assessed at baseline. A repeated-measures analysis of variance tested the group by time effect on movement skills. Three separate moderation analyses were then run to test the moderating effect of adaptive behaviour, emotional and behavioural challenges, and social skills, respectively, on the relationship between group assignment and movement skills at the post-test. The experimental group significantly improved their movement skills following the intervention (p = 0.02, n[subscript p][superscript 2]=0.19). The moderation analyses showed that adaptive behaviour (b(SE) = 0.86 (0.41), p < 0.05) and emotional and behavioural challenges (b(SE) = -1.5 (0.8), p = 0.06) at baseline moderated the association between group and post-test movement skills, when controlling for baseline movement skills. These findings may help caregivers and clinicians individualize treatment plans in regard to movement skill interventions for preschool-aged children with autism spectrum disorder. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01