The effect of perceptual-motor activities training on gross motor skills of autistic children

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1 International Society of communication and Development among universities Research Communications in Psychology, Psychiatry and Behavior, ISSN: The effect of perceptual-motor activities training on gross motor skills of autistic children Abstract Zohreh Abbasi Karghand * Majid Ebrahim Pour The aim of current research is the effect of perceptual-motor activities training on gross motor abilities. This semi-experimental research and pretest-posttest considered by using of control group. The study sample are all autistic children in Mashhad. In this research, purposive sampling method is used. This means that among autistic children, 30 children were selected and randomly divided into two experiment groups (n = 15) and control groups (n = 15). Then the children conditions were assessed by using Lincoln Oseretsky motor development inventory and before the implementation of the program no difference between two groups was confirmed. Then the students in the experimental group participated in the perceptual motor activities training sessions during 12 sessions of 45 minute. Then post-test was performed and the results were assessed with the help of SPSS software and by using of T test two independent samples and analysis of covariance were analyzed. The results showed that: perceptual-motor activities training has a positive effect on the gross motor abilities of autistic children. Key words: Autism, gross motor ability, perceptual-motor activities. Introduction The Motion role in children s lives is significant because infant growth and development associated with the intricacies of moving him. As man develops his motor ability is more advanced. Motion is delightful for every child and motor skills is reassuring for him. When children learn motor abilities many factors such as cognition, physical development, physical fitness mode, prerequisite skills, a variety of skill levels, motivation and purpose may be lead to facilitation or inhibition in learning. Motor skills one of the basic skills and basis for school and academic learning (Chu, 1996). Mental - motor skills is multi-dimensional and complex set of developmental abilities in children that integrated and organized in two main aspects (perception and movement) (Yarmohammadian, 1391). The movement is the key to life and there is in all aspects of human life. That at first glance appears most of all in children's development, rapid changes in the field of children's motor. Along with the growth, cognitive development develops. Along with motor development, develops perception development. The consequence of motor development in child is perceived, so these two aspects are complementary to each other and continues to grow each and interact with each other to reach stage that being integrated (psychomotor) (Dupre, 1925); Thus, according to the children s motor aspects of the most important areas of development that from the beginning to attract the attention of many child development theorists. The importance of motor development is such that Piaget epistemologist famous and theorist in the field of children's cognitive development has remained faithful on the principle that infrastructure of child mental * - M.A graduated Department of Exceptional Children Psychology, Qayenat branch of Islamic Azad University, South Khorasan, Iran - Department of Exceptional Children Psychology member, Qayenat branch of Islamic Azad University, South Khorasan, Iran (corresponding Author) 2016 The Authors. Published by European Science publishing Ltd. Selection and peer-review under responsibility of the Organizing Committee of European Science publishing Ltd.

2 2 Research Communications in Psychology, Psychiatry and Behavior, ISSN: (2017)101_106 construction is motor activity that doing in the first two years of life (Luria, 1994). Autism is a disorder that affects the development of person social and communication skills; that this recognition represents a type of developmental disorder that is characterized by deficits in communication and verbal behavior and abnormal patterns in both fields.. This disorder has different symptoms in different people and to separate it from other disorders the term autism spectrum disorders or its acronym (ASD) is used (Samadi, 1392, p. 31). Autism is the most serious and unknown childhood disorders that there are many uncertainties in its Territory.Despite its low prevalence in the community (4 to 5 per 10,000), accounted for the significant population in child psychiatry specialized clinics (sadok and sadok, 2003). According to research conducted by America research institutes in this country autism with a growth rate that equivalent to 10 to 17 percent is growing in other countries like our country this disorder is a growing at an alarming that Unfortunately, taz operational program by organizations responsible for introducing the disease to the community and necessary items have not been presented. (Pilgrim, 1388) Center for Disease Control and Prevention, the prevalence of autism at 1 in 150 in 2007 to 1 person among 110 in 2011 and 1 in 68 in 2014, has reported. (zayer, 1388) Center for Disease Control and Prevention has reported the prevalence of autism at 1 in 150 in 2007 to 1 in 110 in 2011 and 1 in 68 in This shows that the prevalence of this disorder is upward. While there is no certain cure and specified for this diseases. (Center for Disease Control and Prevention, 2014; quoted by naghedat et al., 2010; Yerres, 2007). Gross motor skills since children are allowed to move around and do anything they like has an impact on their cognitive development. As well as fine motor skills because all daily activities depends on it are very important. Autistic children for their disorders have problems in fine and gross movements, so research and a way to improve these children are very important. Given that autism spectrum disorders in children, creates considerable problems for parents, it is necessary psychological and social problems such children for care planning, support and guidance to examine by supportive organizations and also reduce some movement disorders that can affect the lives of these children.. The main objective in this research is the effect of perceptual-motor activities training on gross motor abilities, and the following hypothesis is examined: 1: Perceptual-motor activities training has an impact on gross motor abilities of autistic children. Research method The method of this research is quasi-experimental studies and in which is used the pretest and posttest design with control group. The study population are all autistic children in Mashhad. In this study, purposive sampling method is used. This means that among autistic children, 30 children were selected and randomly divided into two experimental groups (n = 15) and control groups (n = 15). To evaluate perceptual-motor activities training of intervention sessions in 12 sessions of 45-minute over two months and is done individually and before and after sessions of both control and experimental groups carried out the necessary tests. In order to collect information from Weiland social development scales and Lincoln oseretsky motor development tests were used. To analyze the data used SPSS 20 software and in order to analyze the data was used from two independent t test formula and analysis of covariance. Data analysis: This study examines the research hypothesis. Table 1: Mean and standard deviation of gross motor skills Standard deviation 4/90 Mean 19/26 The minimum score 10 The maximum score 30 Test innings Pretest Group type Test group 5/15 36/ posttest 6/22 17/ pretest 5/63 17/ posttest Control group

3 Research Communications in Psychology, Psychiatry and Behavior, ISSN: (2017)101_106 3 As the above table show the mean and standard deviation in two pretest group closed to each other and in post-test increased the experimental group. Research Hypothesis: perceptual-motor activities training has an impact on the gross motor abilities of autistic children. Normal distribution of variables Table 2: the Results of Kolmogorov-Smirnov test (normal distribution of variables) significance 0/096 Kolmogrovsmirnov statistic 1/23 Standard deviation 5/56 Mean 18/64 Test type pretest Variable Gross motor 0/32 0/95 1/10 27/33 Post test Based on The results it can be inferred that the distribution of gross motor skills scores in pretest and posttest of variable distribution are not normal. Table 3: the results of t-test for comparison of the gross motor abilities in terms of experimental and control group t-test value Levene s test for equality of variances Independent variable Sig (2 tailed) df t sig F Assuming of variances equal 0/ /67 0/95 0/003 Assuming of variances unequal 0/000 / /67 Gross motor abilities in accordance with the information in T-test test, given that a Leven test significant level, is less than 0/05, so variances between two groups is unequal and from the second row use to interpret t- test results with two independent samples. Based on t-test significance level that 0/000 is smaller than 0/01, it can be said that between the mean of gross motor abilities between two experimental and control groups there is statistically significant difference. Table 4: Levine Test results to check improvement variances homogeneity of gross motor skills Levin index variable significantly significance Levine index variable

4 4 Research Communications in Psychology, Psychiatry and Behavior, ISSN: (2017)101_106 gross motor 0/065 2/21 abilities The results presented in the above table shows that the assumption of homogeneity of variance in improving gross motor skills (065/0 = P, 21/2 = F) has been achieved. The results presented in the above table shows that the assumption of variances homogeneity to Improve adjustment (F= 5/86, p= 0/011) has been achieved. Table 5: the Summary of test results of increasing adjustment covariance analysis Gross motor skills The results indicated in the above table shows that the assumption of variances homogeneity has been achieved on improving gross motor abilities (065/0 = P, 21/2 = F). Table 5: the Summary of covariance analysis results about increasing gross motor abilities Significance level F Squares mean Degrees of freedom Sources of changes 0/023 3/12 62/60 6 Variable (pretest scores) 0/000 90/ /55 1 The effect of the group (experiment control) 20/02 22 Error 29 Total modified According to (p=0/023, F=3/12) variable effect is significant, that is the difference between pretest and posttest scores is significant. Also the effect of group considering (p= 0/000, F=90/47) is significant, that is the difference between experimental and control groups was significant in terms of increasing gross motor abilities. Table 6: Adjusted means in covariance analysis of gross motor abilities Post-test adjusted mean Control Experiment Standard deviation mean Standard deviation Mean 1/65 19/73 1/33 37/08 The modified mean of experimental group is significantly more than the control group which means perceptualmotor activities training has an impact on gross motor abilities of autistic children. Discussion and conclusion Research Hypothesis: perceptual-motor activities training has an impact on gross motor abilities of autistic children. Covariance analysis was used to examine the correctness of this hypothesis.. The results showed that, according to (F=3/12, p =0/ 023) variable effect is significant, namely the difference between pretest and posttest scores is significant. Also group effect considering (p =0/000, and F=90/47) is significant, namely the difference between experimental and control groups is significant in terms of increasing gross motor abilities. Meanwhile the adjusted

5 Research Communications in Psychology, Psychiatry and Behavior, ISSN: (2017)101_106 5 mean of experimental group was significantly higher than the control group. The results obtained are consistent with the results of the following research: Ashrafy et al. (1393) in a research examined the effect of rhythmic exercises on perceptual-motor skills of children with visual impairment. The results showed a significant difference in the empirical group compared with the control group in fine skills capabilities, ball skills, static equilibrium and dynamic equilibrium (walking with high heels and jumping on the yarn in children with low vision. Ahmadi ( 1389) in a research examined the effect of perceptual motor exercises on motor skills and mathematical in Autism and review mono subject.the results showed that perceptual motor exercises well motor skills improve children with autism.however, their impact on math skills were not obvious. Gharaee et al (1393) in a research examined the effect of environmental enrichment (perceptual motor and music) on children s fine and gross motions development. The results showed that there is a significant difference between the mean of age equivalent scores in fine motions and the mean of age equivalent scores in gross motions in experiment and control groups. The findings suggest that perceptual motor experiences has positive effect on motor development in general and on the age equivalent of gross and fine motions exclusively. The implementation of perceptual motor skills development programs lead to growth and self-concept development and mental imagery in child. Once the child succeeds in doing something, will be motivated to address other assignments. As a result, a sense of confidence arises in child and tries to accomplish more difficult tasks and thereby to reach the level of cognitive learning. Results, the child's self-esteem comes and tries to work harder to accomplish and thereby to reach the level of cognitive learning Programs to develop motor skills - cognitive, self-growth and development and mental imagery child. Once the child succeeds in doing something, to do more to address other assignments will be resurrected. A child who continually failed at work to be helpless in appropriate respond to conditions and to be faced in learning with difficulties. exponents of Perceptual-motor method believe that motor learning is the learning origin and higher mental processes arises after proper development of motor system and perceptual system and also communication links between motor learning and perceptual. According to Kepart one of the most famous perceptual motor pioneers, motor learning is effective on intelligence, education. He set his theory so that results to activities and actions to repair or correct the deficiencies are diagnosed. One of the obvious deficiencies in school age children, developmental coordination disorder (DCD) and motor failure or Dyspraxia that is developmental disorder and influences motor abilities in normal, healthy children; In other words is difficult or performance means the ability to design and displacement implementation and individual motion is injured. Fine motor activities is concerned to the smaller muscles in the body that is used in activities such as Reach Out, taking with claw, retouch, taking with finger, clapping, twisting, open, twist, pull, or drag line. Fine motor activities are a prerequisite activities for writing and handwriting. If a child has mastered in these skills, it can be predicted that at school will not find problems in handwriting. These children have special skills in artwork and crafts. Fine motor skills, are the main theme of motor skills that have received less attention and their share is extremely weak in physical education program. ironically, the slow-paced children in those skills and fine motor coordination, which implies a significant dimension of cognition, such as Create a bridge with wooden cubes, bolt and nut quick separation based on color, size and shape, show the more problems compared to their performance in motor skills and growth of their. This little attention is so advanced that unfortunately many of the physical education teachers do not bother to include it in your programs and considered this movements as motor skills and knows as therapist work. Therapists are primarily have less attention to autistic children. The space of Occupational therapy room is completely different from space that is created in physical education class. Physical education is the same sport, the best students Curriculum ringtone. Physical education In addition to using techniques such as work therapy, may benefit as well psychotherapy. Physical education in terms of action freedom of students has most similar to the social environment and from this point on the course, has its own program content and within the framework of the structure of the school, the school environment associate in the mind of students. This problem facilitate trainer efficiency of control techniques and behavior change.

6 6 Research Communications in Psychology, Psychiatry and Behavior, ISSN: (2017)101_106 According to the results, it is recommended that: Research about training of adjustment improvement especially for autistic children is limited, so do more study makes it possible more emphasis capability. Educational intervention model tested in this research are examined in the form of research projects and for other children with special needs. References: Hall, Heather Roberts (2008). THE RELATIONSHIPS AMONG ADAPTIVE BEHAVIORS OF CHILDREN WITH AUTISM SPECTRUM DISORDER, THEIR FAMILY SUPPORT NETWORKS, PARENTAL STRESS, AND PARENTAL COPING, A Dissertation Presented for The Graduate Studies Council The University of Tennessee Health Science Center. Gillham, J. E., Carter, A. S., Volkmar, F. R., & Sparrow, S. S. (2000). Toward a developmental operational definition of autism. Journal of Autism and Developmental Disorders, 30(4), Kerry Wells, Rosemary Condillac, Adrienne Perry David C. Factor, (2011). Comparison of Three Adaptive Behavior Measures in Relation to Cognitive Level and Severity of Autism. Journal on Developmental Disabilities le Journal Sur les handicapsdu.