Sara Izadi-Najafabadi1, Navid Mirzakhani-Araghi2, Negar Miri-Lavasani3, Vahid Nejati4, Zahra Pashazadeh-Azari5. 1. Biomechanics and Movement Science, Physical Therapy Department, Move to Learn Lab, University of Delaware, 540 South College Avenue, Newark, DE 19713, USA. Electronic address: saraizad@udel.edu. 2. Occupational Therapy Department, Faculty of Rehabilitation, Shahid Beheshti University of Medical Science, Damavand Street, Emam Hosein Square, Tehran, Iran. Electronic address: mirzakhany@sbmu.ac.ir. 3. Deakin University, School of Health and Social Development, Faculty of Health, 1 Gheringhap Street, Geelong, Victoria, Australia. Electronic address: nlavasan@deakin.edu.au. 4. Psychology Department, Faculty of Psychology, Shahid Beheshti University, Daneshjoo Boulevard, Daneshjoo Square, Velenjak, Tehran, Iran. Electronic address: nejati@sbu.ac.ir. 5. Occupational Therapy Department, Faculty of Rehabilitation, Shahid Beheshti University of Medical Science, Damavand Street, Emam Hosein Square, Tehran, Iran. Electronic address: zahra_pashazadehazari@yahoo.com.
Abstract
AIMS AND OBJECTIVES: This study aims to determine whether children with Autism Spectrum Disorder (ASD) are capable of learning a motor skill both implicitly and explicitly. METHODS: In the present study, 30 boys with ASD, aged 7-11 with IQ average of 81.2, were compared with 32 typical IQ- and age-matched boys on their performance on a serial reaction time task (SRTT). Children were grouped by ASD and typical children and by implicit and explicit learning groups for the SRTT. RESULTS: Implicit motor learning occurred in both children with ASD (p=.02) and typical children (p=.01). There were no significant differences between groups (p=.39). However, explicit motor learning was only observed in typical children (p=.01) not children with ASD (p=.40). There was a significant difference between groups for explicit learning (p=.01). DISCUSSION: The results of our study showed that implicit motor learning is not affected in children with ASD. Implications for implicit and explicit learning are applied to the CO-OP approach of motor learning with children with ASD.
AIMS AND OBJECTIVES: This study aims to determine whether children with Autism Spectrum Disorder (ASD) are capable of learning a motor skill both implicitly and explicitly. METHODS: In the present study, 30 boys with ASD, aged 7-11 with IQ average of 81.2, were compared with 32 typical IQ- and age-matched boys on their performance on a serial reaction time task (SRTT). Children were grouped by ASD and typical children and by implicit and explicit learning groups for the SRTT. RESULTS: Implicit motor learning occurred in both children with ASD (p=.02) and typical children (p=.01). There were no significant differences between groups (p=.39). However, explicit motor learning was only observed in typical children (p=.01) not children with ASD (p=.40). There was a significant difference between groups for explicit learning (p=.01). DISCUSSION: The results of our study showed that implicit motor learning is not affected in children with ASD. Implications for implicit and explicit learning are applied to the CO-OP approach of motor learning with children with ASD.
Authors: Íbis Ariana Peña de Moraes; Thais Massetti; Tânia Brusque Crocetta; Talita Dias da Silva; Lilian Del Ciello de Menezes; Carlos Bandeira de Mello Monteiro; Fernando Henrique Magalhães Journal: Dement Neuropsychol Date: 2017 Jul-Sep