Abstract

Background: Key characteristics of Autism Spectrum Disorder (ASD) consist of challenges with reduced social skill development, restricted behaviours, and motor deficits. Children with ASD often receive interventions in different skill domains, in particular motor and social skills. The purpose of this research is to analyze the relationship between a motor skill intervention and social skill development in children with ASD.

Methods: This research involved 3 participants, 1 female and 2 males, ages 3.5, 3, and 5 years old, respectively. The data collected came from video footage of two identically designed 1-hour free play sessions; one before, and one after, a 12-week structured motor skill intervention which is part of a larger study. The computer software, Noldus Observer, was used to code social behaviours including solitary play, joint attention, and other peer, parent, and instructor interactions.

Results: Between the pre- and post-play sessions, there were no statistically significant differences in participant social behaviours. However, participants engaged in less solitary play and had more Joint Attention. From pre to post-intervention, mean solitary play duration decreased from 2987 seconds (SD ± 154) to 2443 seconds (SD ± 383), and mean Joint Attention frequency increased from 5 counts (SD ± 2) to 8 counts (SD ± 7). The difference in solitary play was represented by a p-value of 0.06, which is almost considered statistically significant.

Interpretation: The increase in Joint Attention and decrease in solitary play may be due to the intervention itself. However, there are other non-mutually exclusive explanations that could contribute to these results. For instance, the difference in behaviours could be because participants became more comfortable around each other.

Future Directions: A limitation was the small sample size, thus future research should include larger sample sizes to contribute to the generalization of motor skill interventions for social skill development.