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The Effects of Rhythm and Robotic Interventions on the Imitation/Praxis, Interpersonal Synchrony, and Motor Performance of Children with Autism Spectrum Disorder (ASD): A Pilot Randomized Controlled Trial.

Srinivasan SM, Kaur M, Park IK, Gifford TD, Marsh KL, Bhat AN - Autism Res Treat (2015)

Bottom Line: Consistent with the training activities practiced, the rhythm and robot groups improved on the body coordination composite of the BOT-2, whereas the comparison group improved on the fine manual control composite of the BOT-2.All three groups demonstrated improvements in imitation/praxis.The rhythm and robot groups also showed improved interpersonal synchrony performance from the early to the late session.

View Article: PubMed Central - PubMed

Affiliation: Department of Physical Therapy, Biomechanics and Movement Sciences, University of Delaware, Newark, DE 19713, USA.

ABSTRACT
We assessed the effects of three interventions, rhythm, robotic, and standard-of-care, on the imitation/praxis, interpersonal synchrony, and overall motor performance of 36 children with Autism Spectrum Disorder (ASD) between 5 and 12 years of age. Children were matched on age, level of functioning, and services received, prior to random assignment to one of the three groups. Training was provided for 8 weeks with 4 sessions provided each week. We assessed generalized changes in motor skills from the pretest to the posttest using a standardized test of motor performance, the Bruininks-Oseretsky Test of Motor Proficiency, 2nd edition (BOT-2). We also assessed training-specific changes in imitation/praxis and interpersonal synchrony during an early and a late session. Consistent with the training activities practiced, the rhythm and robot groups improved on the body coordination composite of the BOT-2, whereas the comparison group improved on the fine manual control composite of the BOT-2. All three groups demonstrated improvements in imitation/praxis. The rhythm and robot groups also showed improved interpersonal synchrony performance from the early to the late session. Overall, socially embedded movement-based contexts are valuable in promoting imitation/praxis, interpersonal synchrony, and motor performance and should be included within the standard-of-care treatment for children with ASD.

No MeSH data available.


Related in: MedlinePlus

(a) Training-related changes on the body coordination composite of BOT-2. Error bars represent standard errors. (b) Training-related changes on the fine manual control composite of BOT-2. Error bars represent standard errors. ∗p ≤ 0.05.
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fig3: (a) Training-related changes on the body coordination composite of BOT-2. Error bars represent standard errors. (b) Training-related changes on the fine manual control composite of BOT-2. Error bars represent standard errors. ∗p ≤ 0.05.

Mentions: At baseline, the comparison group had significantly greater scores on the fine manual control composite than the rhythm group (Rhythm: M  (SD) = 33.5  (5.02), Comparison: M  (SD) = 41.44  (8.72), p = 0.02). Based on the pretest session, there were no other baseline differences between groups on the body coordination and fine manual control composite standard scores. In the posttest session, after controlling for baseline levels of autism severity, the comparison group had significantly higher scores on the fine manual control composite compared to the robot and rhythm groups (Rhythm: M  (SD) = 34.38  (4.36), Robot: M  (SD) = 34.13  (8.72), Comparison: M  (SD) = 44.52  (10.82), p values < 0.02) (see Figure 3(b)).


The Effects of Rhythm and Robotic Interventions on the Imitation/Praxis, Interpersonal Synchrony, and Motor Performance of Children with Autism Spectrum Disorder (ASD): A Pilot Randomized Controlled Trial.

Srinivasan SM, Kaur M, Park IK, Gifford TD, Marsh KL, Bhat AN - Autism Res Treat (2015)

(a) Training-related changes on the body coordination composite of BOT-2. Error bars represent standard errors. (b) Training-related changes on the fine manual control composite of BOT-2. Error bars represent standard errors. ∗p ≤ 0.05.
© Copyright Policy
Related In: Results  -  Collection

License
Show All Figures
getmorefigures.php?uid=PMC4697072&req=5

fig3: (a) Training-related changes on the body coordination composite of BOT-2. Error bars represent standard errors. (b) Training-related changes on the fine manual control composite of BOT-2. Error bars represent standard errors. ∗p ≤ 0.05.
Mentions: At baseline, the comparison group had significantly greater scores on the fine manual control composite than the rhythm group (Rhythm: M  (SD) = 33.5  (5.02), Comparison: M  (SD) = 41.44  (8.72), p = 0.02). Based on the pretest session, there were no other baseline differences between groups on the body coordination and fine manual control composite standard scores. In the posttest session, after controlling for baseline levels of autism severity, the comparison group had significantly higher scores on the fine manual control composite compared to the robot and rhythm groups (Rhythm: M  (SD) = 34.38  (4.36), Robot: M  (SD) = 34.13  (8.72), Comparison: M  (SD) = 44.52  (10.82), p values < 0.02) (see Figure 3(b)).

Bottom Line: Consistent with the training activities practiced, the rhythm and robot groups improved on the body coordination composite of the BOT-2, whereas the comparison group improved on the fine manual control composite of the BOT-2.All three groups demonstrated improvements in imitation/praxis.The rhythm and robot groups also showed improved interpersonal synchrony performance from the early to the late session.

View Article: PubMed Central - PubMed

Affiliation: Department of Physical Therapy, Biomechanics and Movement Sciences, University of Delaware, Newark, DE 19713, USA.

ABSTRACT
We assessed the effects of three interventions, rhythm, robotic, and standard-of-care, on the imitation/praxis, interpersonal synchrony, and overall motor performance of 36 children with Autism Spectrum Disorder (ASD) between 5 and 12 years of age. Children were matched on age, level of functioning, and services received, prior to random assignment to one of the three groups. Training was provided for 8 weeks with 4 sessions provided each week. We assessed generalized changes in motor skills from the pretest to the posttest using a standardized test of motor performance, the Bruininks-Oseretsky Test of Motor Proficiency, 2nd edition (BOT-2). We also assessed training-specific changes in imitation/praxis and interpersonal synchrony during an early and a late session. Consistent with the training activities practiced, the rhythm and robot groups improved on the body coordination composite of the BOT-2, whereas the comparison group improved on the fine manual control composite of the BOT-2. All three groups demonstrated improvements in imitation/praxis. The rhythm and robot groups also showed improved interpersonal synchrony performance from the early to the late session. Overall, socially embedded movement-based contexts are valuable in promoting imitation/praxis, interpersonal synchrony, and motor performance and should be included within the standard-of-care treatment for children with ASD.

No MeSH data available.


Related in: MedlinePlus