Abstract
Background and Aims Body percussion improves cognitive, visual-spatial, and psychomotor skills such as body awareness, hand-eye coordination and writing skills, as well as laterality, social-emotional stimuli, and friendly relationships of the students. In addition to educational effects, this method has also led to the development of motor skills, attention, coordination, memory, and social interaction in patients with neurological disorders. This study aims to investigate the effectiveness of body percussion on the motor and social skills of boys with autism. Methods The study is quasi-experimental with an intervention. The research employed a pre-test-post-test design with a control group. The statistical population of this study comprised boys with autism (an age range of 8 to 14 years) studying at Tabassom 1 Elementary School in Mashhad City, Iran (allocated for autism spectrum disorders), in the academic year 2020-2021. The research population size was considered to be 55 students. In this study, the number of participants is 15 in the experimental group and 15 in the control group. The sampling was done through convenience sampling based on the inclusion criteria. The analysis of covariance was used to determine the statistical significance. Results The Mean±SD age of children participating in the study was 11.2±0.34 years. After controlling the pre-test, significant differences were observed between the experimental and control groups regarding the motor skills variable (P<0.05). However, there was no significant difference between the experimental and control groups regarding the social skills variable (P>0.05) after controlling the pre-test. Conclusion Based on the findings, body percussion intervention is a physically never-ending stimulus and almost easily available. Thus, it can affect the motor skills of autistic students as a therapeutic modality. However, it has no significant effects on social skills and needs further evaluation.
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