The Effect of Play on Social and Motor Skills of Children With ASD
Condition: Autism Spectrum Disorder
MeSH terms: Autism Spectrum Disorder
Study type: Interventional

Summary: 
      In this study, the investigators will compare effects of two types of 8-weeklong
      interventions: a) multimodal or b) general movement to facilitate social communication and
      motor skills of school-age children with Autism Spectrum Disorder (ASD). Recently, the
      investigators have identified cortical dysfunction patterns as markers of
      imitation/interpersonal synchrony difficulties in children with ASD using functional
      near-infrared spectroscopy. In this project, the investigators want to validate whether
      cortical markers can determine treatment responders and if such markers are sensitive to
      training-related changes. Following training, the investigators expect to see a variety of
      behavioral and neural changes in both groups. If the study aims are achieved, the
      investigators will validate the use of cortical markers as a treatment response measure. This
      research will build evidence for the use of various movement interventions for school-age
      children with ASD.
    

Detailed description: 
      46 children with ASD between 5 and 15 years of age will be randomly assigned to the
      multimodal or general play or seated play groups. Each child will participate in 9 testing
      sessions (4 pretests, 3 posttests, and 3, 2-month follow-ups) and 8 weeks of multimodal or
      general intervention between pre-tests and post-tests. In the 8-week phase between the pre-
      and post-tests, each child will complete group-specific intervention-related activities with
      the expert clinician twice per week via telehealth or face-to-face interactions. Each session
      will last for around 1-1.5 hours. If the study aims are achieved, the investigators will
      validate the use of cortical markers as a treatment response measure. Findings from this
      research will offer evidence for the use of various movement interventions to promote motor,
      social communication, and cognitive skills in school-age children with ASD.
    

Intervention name(s): Multimodal; General; Standard of Care
Intervention type(s): Behavioral; Behavioral; Behavioral
Intervention description(s): Multimodal intervention will involve hello songs, warm up mainly involve sensory and stretching games, music time involves playing instruments, moving game involves use of music or songs to move the whole body, yoga involves themes/songs to perform yoga poses, and good bye involves a goodbye song and reflections about the session. In all movement conditions, trainers emphasize complex and multilimb coordination (asymmetrical and ipsi/contralateral movements) and balance.; The general exercise group will begin with hello games/set up and end with reflections and cleanup. Children will engage in limb and body warmup routines, specific strengthening exercises (single-joint/single-limb/symmetrical), moderate intensity endurance exercises involving various obstacle courses, and a cool down routine.; The seated play group will also begin with hello/icebreaker games and end with goodbye and cleanup. In between, they will read books and review the story line and overall message and engage in fine-motor activities involving building supplies and art-craft.
Other intervention name(s): Coordination/Balance; Physical Activity, Strength, Endurance; Sedentary or Seated Play
Allocation: Randomized
Intervention model: Parallel Assignment
Intervention model description: Participating children are matched on age, gender, and level of functioning. Matched pairs will be randomized to a) multimodal or b) general movement or c) standard of care, seated play group.
Masking: Single (Outcomes Assessor)
Primary purpose: Treatment
Keywords: Movement; Play; Social; Communication; Motor