{"title":"自闭症谱系障碍儿童和非自闭症谱系障碍儿童的运动技能与执行功能之间的关系","authors":"Chien-Yu Pan, Ming-Chih Sung, Chia-Liang Tsai, Fu-Chen Chen, Yung-Ju Chen, Chih-Chia Chen","doi":"10.1002/aur.3136","DOIUrl":null,"url":null,"abstract":"<p>To date, information on associations between motor skills and executive functions (EF) in autistic children is limited. The purpose of this study was to compare motor skills and EF performance between autistic children and typically developing (TD) children and to examine the relationships between motor skills and EF in these two groups. Forty-eight autistic children and 48 TD children aged 6 to 12 years were recruited for this study. Motor skills were measured with the Bruininks-Oseretsky Test of Motor Proficiency-2 (BOT-2). EF was assessed with the Stroop Color and Word Test, the Wisconsin Card Sorting Task (WCST), and the Test of Attentional Performance: Go/No-go test. Independent sample <i>t</i>-tests were used to compare the BOT-2 scores and EF measures between autistic children and TD children. Pearson product–moment correlation and regressions were conducted to assess the relationships between the BOT-2 scores and the EF measures for each group. Results showed that autistic children scored significantly lower than TD children on all four BOT-2 composite scores and a total motor composite. Autistic children also demonstrated significantly lower levels of performance on all EF measures than TD children. Further, autistic children showed more significant associations between motor skills and EF than TD children, particularly pronounced in the domains of fine manual control and manual coordination to cognitive flexibility, as well as manual coordination and inhibitory control. Continued development of motor skills and EF in autistic children is important. The relationships between motor skills and EF were significant among autistic children, suggesting future research on promoting EF through motor skill interventions in autistic children is required.</p>","PeriodicalId":131,"journal":{"name":"Autism Research","volume":"17 6","pages":"1149-1160"},"PeriodicalIF":5.3000,"publicationDate":"2024-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"The relationships between motor skills and executive functions in children with and without autism spectrum disorder\",\"authors\":\"Chien-Yu Pan, Ming-Chih Sung, Chia-Liang Tsai, Fu-Chen Chen, Yung-Ju Chen, Chih-Chia Chen\",\"doi\":\"10.1002/aur.3136\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p>To date, information on associations between motor skills and executive functions (EF) in autistic children is limited. The purpose of this study was to compare motor skills and EF performance between autistic children and typically developing (TD) children and to examine the relationships between motor skills and EF in these two groups. Forty-eight autistic children and 48 TD children aged 6 to 12 years were recruited for this study. Motor skills were measured with the Bruininks-Oseretsky Test of Motor Proficiency-2 (BOT-2). EF was assessed with the Stroop Color and Word Test, the Wisconsin Card Sorting Task (WCST), and the Test of Attentional Performance: Go/No-go test. Independent sample <i>t</i>-tests were used to compare the BOT-2 scores and EF measures between autistic children and TD children. Pearson product–moment correlation and regressions were conducted to assess the relationships between the BOT-2 scores and the EF measures for each group. Results showed that autistic children scored significantly lower than TD children on all four BOT-2 composite scores and a total motor composite. Autistic children also demonstrated significantly lower levels of performance on all EF measures than TD children. Further, autistic children showed more significant associations between motor skills and EF than TD children, particularly pronounced in the domains of fine manual control and manual coordination to cognitive flexibility, as well as manual coordination and inhibitory control. Continued development of motor skills and EF in autistic children is important. The relationships between motor skills and EF were significant among autistic children, suggesting future research on promoting EF through motor skill interventions in autistic children is required.</p>\",\"PeriodicalId\":131,\"journal\":{\"name\":\"Autism Research\",\"volume\":\"17 6\",\"pages\":\"1149-1160\"},\"PeriodicalIF\":5.3000,\"publicationDate\":\"2024-04-20\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Autism Research\",\"FirstCategoryId\":\"3\",\"ListUrlMain\":\"https://onlinelibrary.wiley.com/doi/10.1002/aur.3136\",\"RegionNum\":2,\"RegionCategory\":\"医学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"BEHAVIORAL SCIENCES\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Autism Research","FirstCategoryId":"3","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1002/aur.3136","RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"BEHAVIORAL SCIENCES","Score":null,"Total":0}
引用次数: 0
摘要
迄今为止,有关自闭症儿童运动技能与执行功能(EF)之间关系的资料十分有限。本研究的目的是比较自闭症儿童和典型发育(TD)儿童的运动技能和执行功能表现,并研究这两个群体的运动技能和执行功能之间的关系。本研究共招募了 48 名 6 至 12 岁的自闭症儿童和 48 名 TD 儿童。运动技能通过 Bruininks-Oseretsky Test of Motor Proficiency-2 (BOT-2) 进行测量。通过施特罗普颜色和文字测试、威斯康星卡片分类任务(WCST)和注意力表现测试来评估儿童的情商:去/不去测试。在比较自闭症儿童和发育迟缓儿童的 BOT-2 分数和 EF 测量时,采用了独立样本 t 检验。此外,还进行了皮尔逊积矩相关和回归分析,以评估各组儿童的 BOT-2 分数与 EF 测量之间的关系。结果显示,自闭症儿童在所有四项 BOT-2 综合得分和总运动综合得分上都明显低于肢体发育障碍儿童。自闭症儿童在所有 EF 指标上的表现也明显低于肢体发育迟缓儿童。此外,与肢体发育迟缓儿童相比,自闭症儿童的运动技能与 EF 之间的关联更为显著,尤其是在精细的手动控制、手动协调与认知灵活性,以及手动协调与抑制控制等领域。自闭症儿童运动技能和EF的持续发展非常重要。在自闭症儿童中,运动技能和EF之间的关系显著,这表明今后需要对自闭症儿童进行研究,通过运动技能干预来促进EF。
The relationships between motor skills and executive functions in children with and without autism spectrum disorder
To date, information on associations between motor skills and executive functions (EF) in autistic children is limited. The purpose of this study was to compare motor skills and EF performance between autistic children and typically developing (TD) children and to examine the relationships between motor skills and EF in these two groups. Forty-eight autistic children and 48 TD children aged 6 to 12 years were recruited for this study. Motor skills were measured with the Bruininks-Oseretsky Test of Motor Proficiency-2 (BOT-2). EF was assessed with the Stroop Color and Word Test, the Wisconsin Card Sorting Task (WCST), and the Test of Attentional Performance: Go/No-go test. Independent sample t-tests were used to compare the BOT-2 scores and EF measures between autistic children and TD children. Pearson product–moment correlation and regressions were conducted to assess the relationships between the BOT-2 scores and the EF measures for each group. Results showed that autistic children scored significantly lower than TD children on all four BOT-2 composite scores and a total motor composite. Autistic children also demonstrated significantly lower levels of performance on all EF measures than TD children. Further, autistic children showed more significant associations between motor skills and EF than TD children, particularly pronounced in the domains of fine manual control and manual coordination to cognitive flexibility, as well as manual coordination and inhibitory control. Continued development of motor skills and EF in autistic children is important. The relationships between motor skills and EF were significant among autistic children, suggesting future research on promoting EF through motor skill interventions in autistic children is required.
期刊介绍:
AUTISM RESEARCH will cover the developmental disorders known as Pervasive Developmental Disorders (or autism spectrum disorders – ASDs). The Journal focuses on basic genetic, neurobiological and psychological mechanisms and how these influence developmental processes in ASDs.