Abstract
The purpose of this study was to investigate the effects of structured physical activity program on social interaction and communication of children with autism spectrum disorder (ASD). Fifty children with ASD from a special school were randomly divided into experimental and control groups. 25 children with ASD were placed in the experimental group, and the other 25 children as the control group participated in regular physical activity. A total of forty-one participants completed the study. A 12-week structured physical activity program was implemented with a total of 24 exercise sessions targeting social interaction and communication of children with ASD, and a quasi-experimental design was used for this study. Data were collected using quantitative and qualitative instruments. SSIS and ABLLS-R results showed that an overall improvement in social skills and social interaction for the experimental group across interim and posttests, F = 8.425, p = 0.001 (p < 0.005), and significant improvements appeared in communication, cooperation, social interaction, and self-control subdomains (p < 0.005). Conversely, no statistically significant differences were found in the control group (p > 0.005). The study concluded that the special structured physical activity program positively influenced social interaction and communication skills of children with ASD, especially in social skills, communication, prompt response, and frequency of expression.
Highlights
The population of autism spectrum disorder (ASD) is growing dramatically worldwide today
This study examined the effects of a 12-week structured physical activity program on social interaction and communication in children with ASD
After the 12-week physical activity program, the results showed an overall improvement on social interaction and communication skills for the experimental group compared with the control group
Summary
The population of autism spectrum disorder (ASD) is growing dramatically worldwide today. People with ASD have deficits in social interaction, communication skills, repetitive, restricted, and stereotyped patterns of behaviors, and interests of activities [1], all of which have a major influence on children’s development and their families. The prevalence of ASD in 1980 was approximately 1 in 10,000, and the number of people currently diagnosed with ASD has already reached more than tens of millions [2]. In 2014, the newest estimation of children with ASD in US was 1 in 68, nearly a 120% increase from 1 in 150 in 2000. Cure for ASD is still unavailable, a number of treatments and interventions can help children with ASD improve their social and communication skills and function better
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