Abstract
Background: Individuals with Autism Spectrum Disorder (ASD) face a multitude of social and cognitive deficits including postural control which is heavily associated with the development of gross motor skills (Stins & Emck, 2018). This creates future implications for children with ASD who have a compromised postural control system since this system is rooted in gross motor skills. Not surprisingly enough, children with deficits in postural control also experience difficulties with stability, and therefore balance. However, despite the benefits and applicability of balance training, there is a need for a well-designed, large-scale study to reap these benefits.
Objectives: The objective will be to see whether or not there is an increased use or display of certain motor skills in a free play setting following a 12-week motor intervention, with a particular interest in balance. Initially, the goal of the research question was to explore the statistical significance of balance, however, the data collected only looked at 2 male participants, therefore, an analysis of running a t-test on just 2 participants to determine the statistical significance was not appropriate. Instead, the research question used a case comparison approach.
Methods: The data was collected using a total of 4 hours of pre-recorded videos of 3-to-5-year-old children with ASD who were enlisted in a 12-week motor intervention program. The pre-recorded videos include both pre-test and post-test behaviours that were embedded into a behaviour analysis program known as, Noldus Observer System. The coding framework was set-up to focus on 4 areas of skill including, static and dynamic balance, jumping using both feet, as well as any falling events for a total of 10 codes. After coding for the behaviours listed above, the data was exported from Noldus into an Excel spreadsheet. Information such as, the total duration a participant spent standing on their tiptoes (i.e., total seconds) or the frequency of vertical jumps (i.e., number of counts) in a pre-test versus a post-test environment will be important for data analysis purposes.
Results: Neither participants engaged in one-legged balance. Pre-test environment, participant 1 spent 4 sec. on tiptoes, no hops on one foot, no trips, loss of balance 3 times, spent 4 seconds on balance beam/line, spent 441 seconds on steps and play structure, performed 14 vertical jumps, and 1 horizontal jump. Post-test, participant 1 spent 86 sec. on tiptoes, 1 loss of balance on other surfaces, no balance beam/line, 357 sec. on steps and play structures, 77 vertical jumps, and 6 horizontal jumps. Pre-test environment, second participant spent 3 sec. on tiptoes, no hops on one foot, 2 trips, no loss of balance, spent 21 sec. on steps and play structure, 19 vertical jumps, and no horizontal jumps. Post-test, second participant was not on tiptoes, no trips, loss of balance 1 time, spent 61 sec. on steps and play structure, and 1 vertical jump.
Conclusions: Future health practitioners should incorporate balance related activities or even a 6-week balance training program for children with ASD as this can influence gross motor skills. It becomes imperative for researchers to bring greater attention to balance programs for children with ASD, as this is a complex disorder in need of specific attention to gross motor skills, balance, as well as social and cognitive skills.
