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The effects of 12 weeks exercise program on the level of gross motor skill of the children with Atypical autism

Year 2015, Volume: 1 Issue: 1, 51 - 62, 04.01.2016
https://doi.org/10.18826/ijsets.66769

Abstract

Aim: This study was conducted to determine the effects of the 12- weeks-exercise program on the level of grossmotor skills of children with Atypical Autism.

Material and Method: 14 male children, who were diagnosed with Atypical Autism, were recruitted for the study (Mean Age was 10.07±0.25 years, weight 24.97±0.64kg, length was126.79±1.33cm). They were divided into two groups. 1st group was defined as Autistic Exercise Group (AEG, n= 7), 2nd group was defined as Autistic Control Group (ACG, n=7). In this study, the tests related with running speed and fleetness, balance, bilateral coordination and strength of the parameters of Bruininks-Oseretsky Rough Motor Sufficiency Test (BOT2) were applied. Exercise program was applied to the children in exercise group for 12 weeks’ period, 60 minutes each day and three days a week, conducting a teaching technique based on reduction of the clues gradually. Data were analyzed by Paired Sample Wilcoxon test and Mann-Whitney U test was used. The significance level of p <0.05 was selected.

Results: As a result of statistical comparison of the data of pre and final tests of gross motor skills of the exercise group (BOT2); running speed and fleetness (p=0.017), balance I (p=0.023), balance II (p=0.014), long jumping by standing  (p=0.016) tests, it was seen that there is a significant difference in favor of the last test statistically. A significant difference was not seen between the data of pre and final tests of Bilateral coordination (p>0.05). Besides, no difference was seen at the statistical comparison of the data of pre and final tests for the control group (p>0.05).

Conclusion: In conclusion it can be emphasized that exercises, which are done regularly, can have important contributions on the developments of parameters of rough motor skills of children with Atypical Autistism

References

  • American Psychiatric Association (APA). (2000). Diagnostic and statistical manual of mental disorders-fourth edition, text revision, Washington, DC: American Psychiatric Association.
  • Attwood, T. (1998). Asperger’s sendrome: a guide for parents and professionals. London and philadelphia: Jessica kingsley publishers Ltd, 223.
  • Brun, R. (2005). The Secrets of Autism Behavior Rehabilitation establishing new learining connections with sensory ıntegration Therapy, The Autism Centre.
  • Bruininks R.H. & Bruininks, B.D. (2005). Bruininks-Oseretsky Test of Motor Proficiency (BOTTM 2), "2nd Ed", States of America: PsychCorp is an imprint of Pearson Clinical Assessment.
  • Biçer, Y., Savucu, Y., Kutlu, M., Kaldırımcı, M. & Pala, R. (2004). Güç ve Kuvvet Egzersizlerinin Zihinsel Engelli Çocukların Hareket Beceri ve Yeteneklerine Etkisi, Doğu Anadolu Bölgesi Araştırmaları Dergisi, 3(1):173-179.
  • Bahr, D. (2001). Oral motor assessment and treatment: ages and stages, Allyn & Bacon, Boston, 274.
  • Beversdorf, D.O., Anderson, M., Manning, S.E., Anderson, S.L., Nordgren, R.E., Felopulus, G.J. & Bauman, M.L. (2001). Macrographia in high-functioning adults with autism spectrum disorder, Journal of Autism and developmental disorders, 31(1):97-101
  • Berninger, V.W. & Rutberg, J. (1992). Relationship of finger function to beginning writing: application to diagnosis of writing disabilities. Developmental Medicine & Child Neurology, 34(3): 198-215.
  • Dewey, D. & Hauck, J.A. (2001). Hand preferance and motor functioning in children with autism, Journal of Autism and Developmental Disorders, 31:3, 265-277.
  • Düger, T., Bumin, G., Uyanık, M., Akı, E. & Kayıhan, H. (1999). The ssessment of bruininks-oseretsky test of motor proficiency in children, Pediatric Rehabilitation, 3: 25-131.
  • Eichstaedt, C.B. & Lavay, B.W. (1992). Physical aktivity for individuals with mental retardation, Illinois: Human Kinetics Books, 463.
  • Fragala-Pinkham, MA, Haley, S.M., Rabin, J. & Kharasch, V.S. (2005). A fitness program for children with disabilities, Phys Ther, 85:1182–1200.
  • Fisher, A.G. (1991). Vestibular-proprioceptive pocessing and bilateral integration and sequencing deficits, Sensory integration: theory and practice, Editörler: A.G., Fisher, E.A., Murray, A.C, &
  • Bundy, F.A. Davis Company, Philadelphia, 95-153.
  • Green, D., Charman, T., Pickles, A., Chandler, S., Loucas, T. & Simonoff, E. (2008). Impairment in movement skills of children with autistic spectrum disorders. Developmental Medicine and Child Neurology, 51:311-316.
  • Günal, A. & Bumin, G. (2007). Otizmli çocuklarda motor performansın incelenmesi, Fizyoter Rehabil, 18(3):179-186.
  • Ghaziuddin, M. & Butler, E. (1998). Clumsiness in autism and asperger syndrome, Journal of Intellectual Disability Research,; 42: 43-48.
  • Jansiewics, E.M., Goldberg, M.C., Newschaffer, C.J., Denekla, M.B., Landa, R. & Mostoffsky, S.H. (2006). Motor signs distinguish children with high functioning autism and asperger’s syndrome from controls, Journal of Autism and Developmental Disorders, 36:613-621.
  • Koegel, L.K. & Lazebnık, C. (2004). Overcoming autism, "2nd ed" New York: viking penguin group.
  • Kranowitz, C.S. (1998). The out-of-sync child: recognizing and coping with sensory integration dysfunction, New York, Skylight Press, 322.
  • Kanner, L. & Eisenberg, L. (1946). Child psychiatry; mental deficiency, American Journal of Psychiatry, 102(4):520-522.
  • Kanner, L. (1943). Autistic disturbances of affective contact, Child psychiatry, 35(4): 100-136.
  • Magnusson, J.E., Cobham, C. & McLeod, R. (2012). Beneficial effects of clinical exercise rehabilitation for children and adolescents with autism spectrum disorder (ASD), J Exerc Physiol, 15:71–79.
  • Mülazımoğlu-Ballı, Ö. & Gürsoy, F. (2012). Buininks- Oseretsky Motor Yeterlik Testinin Beş-Altı Yaş Grubu Türk Çocuklar İçin Geçerlik ve Güvenirlik Çalışması, Hacettepe Spor Bilim Dergisi, 23(3):104-118.
  • Minshew, N.J., Sung, K., Jones, B.L. & Furman, J.M. (2004). Underdevelopment of the postural control system in autism, Neurology, 63:2056-2061.
  • Manjoiviona, J. & Prior, M. (1995). Comparison of asperger’s syndrome and high-functioning autistic children on a test of motor impairment, Journal of Autism and Developmental Disorder, 25:23-39.
  • Ozonoff, S., Young, G.S., Goldring, S., Greiss-Hess, L., Herra, A.M. & Steele, J. (2008). Gross motor development movement abnormalities and early identification of autism, Journal of autism and developmental disabilities, 38:644-656.
  • Özgür, İ. (2011). Engelli Çocuklar ve Eğitimi Özel Eğitim, "3. Baskı", Adana: Karahan Kitap evi, 197-213.
  • Pan, C.Y. (2011). The efficacy of an aquatic program on physical fitness and aquatic skills in children with and without autism spectrum disorders, Res Autism Spect Dis, 5:657–665.
  • Piek, J.P. & Dyck, M.J. (2004). Sensory motor deficits in children with developmental coordination disorder, attention defisit hyperactivity disorder and autistic disorder. Human Mov Sci. 23:475-488.
  • Page, J. & Boucher, J. (1998). Motor impairments in children with autistic disorder, Child Language and Teaching Therapy, 14:233-259.
  • Rad, L.S., Rafiee, F. & Fahimi, S. (2012). The Effect of Selected Physical Exercises on Gross Motor Skills of Autistic Children, International Journal of Sport Studies, 2: 1, 44-55.
  • Ryoichiro, I., Chisato, K. & Reiko, T. (2000). Brief report: comparsion of sensory-motor and cognitive function between autism and asperger syndrome in preschool children, Journal of Autism and Developmental Disorders, 30(2):169-175.
  • Srinivasan, S.M., Pescatello, L.S. & Bhat, A.N. (2014). Current perspectives on physical activity and exercise recommendations for children and adolescents with autism spectrum disorders, Phys Ther, 94:6,875-89.
  • Sowa, M. & Meulenbroek, R. (2012). Effects of physical exercise on autism spectrum disorders: a meta-analysis, Res Autism Spect Dis, 6:46 –57.
  • Yanardağ, M., Ergun, N. & Yılmaz, İ. (2009). Otizmli çocuklarda adapte edilmiş egzersiz eğitiminin fiziksel uygunluk düzeyine etkisi, Fiyoterapi Rehabilitasyon, 1:25-31.
  • Yanardağ, M. (2007). Otizmli çocuklarda farklı egzersiz uygulamalarının motor performans ve stereotip davranışlar üzerine etkileri, Yayınlanmış doktora tezi, Hacettepe Üniversitesi, Ankara.
  • Yılmaz, İ., Yanardağ, M., Birkan, B. & Bumin, G. (2004). Effects of swimming training on physical fitness and water orientation in autism, Pediatrics International, 46:624-626.

12 haftalık egzersiz programının Atipik otizmli çocukların kaba motor beceri düzeylerine Etkisi

Year 2015, Volume: 1 Issue: 1, 51 - 62, 04.01.2016
https://doi.org/10.18826/ijsets.66769

Abstract

Amaç: Bu çalışma; 12 haftalık egzersiz programının, Atipik otizmli çocukların kaba motor beceri düzeylerine etkisini tespit etmek amacıyla yapılmıştır.

Materyal ve Yöntem: Çalışmaya; Atipik otizm tanısı konulan 14 erkek çocuk (yaş ortalamsı; 10.07±0.25 yıl, ağırlık 24.97±0.64kg, boy 126.79±1.33cm) katılmıştır. Katılımcılar, sıralı yöntem kullanılarak iki grup oluşturuldu. I. grup: Otizm Egzersiz Grubu (OEG, n=7), II. grup: Otizm Kontrol Grubu (OKG, n=7) olarak belirlendi. Çalışmada; Bruininks-Oseretsky Kaba Motor Yeterlilik Testi (BOT2) parametrelerinden koşma hızı ve çeviklik, denge, bilateral koordinasyon ve kuvvetle ilgili testler uygulandı. Egzersiz grubundaki çocuklara, 12 hafta süreyle haftada 3 gün, günde 60dk. ipucunun giderek azaltılmasıyla öğretim tekniği kullanılarak egzersiz programı uygulandı. Verilerin analizinde Wilcoxon Eşleştirilmiş İki Örnek Testi ve Mann-Whitney U testi kullanıldı. Anlamlılık düzeyi olarak p<0.05 olarak seçildi.

Bulgular: Egzersiz grubunun kaba motor beceri (BOT2) testlerin, ön-son test verilerinin istatistiksel karşılaştırılması sonucunda; koşma  hızı ve çeviklik (p=0.017), denge I (p=0.023), denge II (p=0.014), ayakta durarak uzun atlama (p=0.016) testlerinin, sonuçları, son test lehine istatistiksel olarak anlamlı fark olduğu görüldü. Bilateral koordinasyonun ön ve son test verileri arasında ise anlamlı fark görülmedi (p>0.05). Ayrıca kontrol grubunun ön-son  test verilerinin istatistiksel olarak karşılaştırılması sonucunda fark görülmedi (p>0.05).

Sonuçlar: Düzenli yapılan egzersizlerin Atipik otizmli çocukların, kaba motor beceri parametrelerinin gelişimine önemli katkı sağlayabileceğini vurgulayabiliriz.

References

  • American Psychiatric Association (APA). (2000). Diagnostic and statistical manual of mental disorders-fourth edition, text revision, Washington, DC: American Psychiatric Association.
  • Attwood, T. (1998). Asperger’s sendrome: a guide for parents and professionals. London and philadelphia: Jessica kingsley publishers Ltd, 223.
  • Brun, R. (2005). The Secrets of Autism Behavior Rehabilitation establishing new learining connections with sensory ıntegration Therapy, The Autism Centre.
  • Bruininks R.H. & Bruininks, B.D. (2005). Bruininks-Oseretsky Test of Motor Proficiency (BOTTM 2), "2nd Ed", States of America: PsychCorp is an imprint of Pearson Clinical Assessment.
  • Biçer, Y., Savucu, Y., Kutlu, M., Kaldırımcı, M. & Pala, R. (2004). Güç ve Kuvvet Egzersizlerinin Zihinsel Engelli Çocukların Hareket Beceri ve Yeteneklerine Etkisi, Doğu Anadolu Bölgesi Araştırmaları Dergisi, 3(1):173-179.
  • Bahr, D. (2001). Oral motor assessment and treatment: ages and stages, Allyn & Bacon, Boston, 274.
  • Beversdorf, D.O., Anderson, M., Manning, S.E., Anderson, S.L., Nordgren, R.E., Felopulus, G.J. & Bauman, M.L. (2001). Macrographia in high-functioning adults with autism spectrum disorder, Journal of Autism and developmental disorders, 31(1):97-101
  • Berninger, V.W. & Rutberg, J. (1992). Relationship of finger function to beginning writing: application to diagnosis of writing disabilities. Developmental Medicine & Child Neurology, 34(3): 198-215.
  • Dewey, D. & Hauck, J.A. (2001). Hand preferance and motor functioning in children with autism, Journal of Autism and Developmental Disorders, 31:3, 265-277.
  • Düger, T., Bumin, G., Uyanık, M., Akı, E. & Kayıhan, H. (1999). The ssessment of bruininks-oseretsky test of motor proficiency in children, Pediatric Rehabilitation, 3: 25-131.
  • Eichstaedt, C.B. & Lavay, B.W. (1992). Physical aktivity for individuals with mental retardation, Illinois: Human Kinetics Books, 463.
  • Fragala-Pinkham, MA, Haley, S.M., Rabin, J. & Kharasch, V.S. (2005). A fitness program for children with disabilities, Phys Ther, 85:1182–1200.
  • Fisher, A.G. (1991). Vestibular-proprioceptive pocessing and bilateral integration and sequencing deficits, Sensory integration: theory and practice, Editörler: A.G., Fisher, E.A., Murray, A.C, &
  • Bundy, F.A. Davis Company, Philadelphia, 95-153.
  • Green, D., Charman, T., Pickles, A., Chandler, S., Loucas, T. & Simonoff, E. (2008). Impairment in movement skills of children with autistic spectrum disorders. Developmental Medicine and Child Neurology, 51:311-316.
  • Günal, A. & Bumin, G. (2007). Otizmli çocuklarda motor performansın incelenmesi, Fizyoter Rehabil, 18(3):179-186.
  • Ghaziuddin, M. & Butler, E. (1998). Clumsiness in autism and asperger syndrome, Journal of Intellectual Disability Research,; 42: 43-48.
  • Jansiewics, E.M., Goldberg, M.C., Newschaffer, C.J., Denekla, M.B., Landa, R. & Mostoffsky, S.H. (2006). Motor signs distinguish children with high functioning autism and asperger’s syndrome from controls, Journal of Autism and Developmental Disorders, 36:613-621.
  • Koegel, L.K. & Lazebnık, C. (2004). Overcoming autism, "2nd ed" New York: viking penguin group.
  • Kranowitz, C.S. (1998). The out-of-sync child: recognizing and coping with sensory integration dysfunction, New York, Skylight Press, 322.
  • Kanner, L. & Eisenberg, L. (1946). Child psychiatry; mental deficiency, American Journal of Psychiatry, 102(4):520-522.
  • Kanner, L. (1943). Autistic disturbances of affective contact, Child psychiatry, 35(4): 100-136.
  • Magnusson, J.E., Cobham, C. & McLeod, R. (2012). Beneficial effects of clinical exercise rehabilitation for children and adolescents with autism spectrum disorder (ASD), J Exerc Physiol, 15:71–79.
  • Mülazımoğlu-Ballı, Ö. & Gürsoy, F. (2012). Buininks- Oseretsky Motor Yeterlik Testinin Beş-Altı Yaş Grubu Türk Çocuklar İçin Geçerlik ve Güvenirlik Çalışması, Hacettepe Spor Bilim Dergisi, 23(3):104-118.
  • Minshew, N.J., Sung, K., Jones, B.L. & Furman, J.M. (2004). Underdevelopment of the postural control system in autism, Neurology, 63:2056-2061.
  • Manjoiviona, J. & Prior, M. (1995). Comparison of asperger’s syndrome and high-functioning autistic children on a test of motor impairment, Journal of Autism and Developmental Disorder, 25:23-39.
  • Ozonoff, S., Young, G.S., Goldring, S., Greiss-Hess, L., Herra, A.M. & Steele, J. (2008). Gross motor development movement abnormalities and early identification of autism, Journal of autism and developmental disabilities, 38:644-656.
  • Özgür, İ. (2011). Engelli Çocuklar ve Eğitimi Özel Eğitim, "3. Baskı", Adana: Karahan Kitap evi, 197-213.
  • Pan, C.Y. (2011). The efficacy of an aquatic program on physical fitness and aquatic skills in children with and without autism spectrum disorders, Res Autism Spect Dis, 5:657–665.
  • Piek, J.P. & Dyck, M.J. (2004). Sensory motor deficits in children with developmental coordination disorder, attention defisit hyperactivity disorder and autistic disorder. Human Mov Sci. 23:475-488.
  • Page, J. & Boucher, J. (1998). Motor impairments in children with autistic disorder, Child Language and Teaching Therapy, 14:233-259.
  • Rad, L.S., Rafiee, F. & Fahimi, S. (2012). The Effect of Selected Physical Exercises on Gross Motor Skills of Autistic Children, International Journal of Sport Studies, 2: 1, 44-55.
  • Ryoichiro, I., Chisato, K. & Reiko, T. (2000). Brief report: comparsion of sensory-motor and cognitive function between autism and asperger syndrome in preschool children, Journal of Autism and Developmental Disorders, 30(2):169-175.
  • Srinivasan, S.M., Pescatello, L.S. & Bhat, A.N. (2014). Current perspectives on physical activity and exercise recommendations for children and adolescents with autism spectrum disorders, Phys Ther, 94:6,875-89.
  • Sowa, M. & Meulenbroek, R. (2012). Effects of physical exercise on autism spectrum disorders: a meta-analysis, Res Autism Spect Dis, 6:46 –57.
  • Yanardağ, M., Ergun, N. & Yılmaz, İ. (2009). Otizmli çocuklarda adapte edilmiş egzersiz eğitiminin fiziksel uygunluk düzeyine etkisi, Fiyoterapi Rehabilitasyon, 1:25-31.
  • Yanardağ, M. (2007). Otizmli çocuklarda farklı egzersiz uygulamalarının motor performans ve stereotip davranışlar üzerine etkileri, Yayınlanmış doktora tezi, Hacettepe Üniversitesi, Ankara.
  • Yılmaz, İ., Yanardağ, M., Birkan, B. & Bumin, G. (2004). Effects of swimming training on physical fitness and water orientation in autism, Pediatrics International, 46:624-626.
There are 38 citations in total.

Details

Primary Language Turkish
Subjects Sports Medicine
Journal Section MOVEMENT and TRAINING SCIENCES
Authors

Ersin Arslan

Gonca İnce

Publication Date January 4, 2016
Submission Date September 28, 2015
Published in Issue Year 2015 Volume: 1 Issue: 1

Cite

APA Arslan, E., & İnce, G. (2016). 12 haftalık egzersiz programının Atipik otizmli çocukların kaba motor beceri düzeylerine Etkisi. International Journal of Sport Exercise and Training Sciences - IJSETS, 1(1), 51-62. https://doi.org/10.18826/ijsets.66769