Effect of differential learning on fine motor and visual – motor integration of primary school students with Autism spectrum disorder
| Date |
|---|
2018-11-29 |
eISBN 978-9955-15-587-4
Abstracts included in the „Book of Abstracts“ were reviewed by one independent scientific referee. Referees: Algė Daunoravičienė, Alma Kajėnienė, Vilma Mauricienė, Laimonas Šiupšinskas, Ernesta Gurskienė, Viktorija Kaktienė, Agnė Slapšinskaitė, Brigita Zachovajevienė, Renata Žumbakytė-Šermukšnienė.
Bibliogr.: p. 42
Introduction. Autism Spectrum Disorder (ASD) is a neurodegenerative disorder that is clinically described as a disorder in social interaction, communication, and the reduction of interests or activities due to repeated, disturbing stereotyped behavior [1]. Due to these deficits, children with ASD experience fine motor [2] and visual – motor impairments [3], which, due to the abnormal model of motor learning, contribute to the learning and performance of motor skills [2]. Research aim: to evaluate the impact of differential learning on fine motor and visual - motor integration of primary school students with autism spectrum disorder. Research methods and organization. The study involved 27 primary school students with autism spectrum disorder. Before the study, students were divided into two groups: study group I (SG I) and study group II (SG II). The SG I consisted of 14 students (2 girls and 12 boys), the SG II consisted of 13 students (3 girls and 10 boys). The average age of the children with autism spectrum disorder in SG I was 8,29 (SD, 1,14) years, SG II – 8,23 (SD, 1,01) years. The methods of the study were the following: The Purdue Pegboard test for fine motor (tasks for dominant (right) hand and both hand), The Beery – Buktenica Developmental Test of Visual – Motor Integration (Beery VMI, Berry VMI full form subtest for visual – motor integration). Tests were conducted twice before and after 4 weeks of continous interventions. The SG I children were given usual occupational therapy (5 times per week for 30 minutes) which was performed without changing conditions of the task: sitting on the table, performing tasks with the uniform color, shape and texture. The SG II children besides the usual occupational therapy (3 times per week for 30 minutes) had the occupational therapy based on the differential learning method program (2 times per week for 30 minutes). During the differential training. [...].