An Empirical Study On The Effect Of Discrete Trial Teaching On Motor Ability Of Autistic Children

ObjectiveThis study used the round-based teaching method and traditional teaching method to carry out exercise intervention for children with autism,aiming to compare the effects of the two teaching methods on the degree of illness,gross motor ability,fine motor ability and motor skills of autistic children,and explore effective methods of sports rehabilitation for children with autism,in order to provide reference for special schools,autism rehabilitation institutions and communities to formulate sports rehabilitation.MethodsThrough the We Chat public account to release the recruitment announcement,24 autistic children aged 6～10 and with mild to moderate symptoms were selected as experimental subjects,and the experimental group(12 people)and the control group taught by traditional teaching method were randomly divided into round teaching methods(12 people)for 6 weeks of teaching.The third edition of the gross motor development test,the Autistic Child Behavior Scale,and the children’s standard motor coordination assessment test were used.The paired-sample t-test was used to analyze the intervention effects of behavior,gross motor development,and standard motor coordination and motor skills of children with autism in the two groups.The independent sample t-test was used to compare the differences in behavior,gross motor motor development,standard motor coordination,and motor skills of the two groups of autistic children.Results(1)After 6 weeks of teaching experiment,the scores of communication,movement,language,sensation and self-care ability of the experimental group were significantly decreased(p < 0.05);The scores of sensory and motor ability in control group were significantly decreased(p< 0.05).The scores of communication,language and self-care ability of the experimental group were significantly lower than those of the control group(p < 0.05).(2)After 6 weeks of teaching experiment,the scores of running,one-legged jump and standing long jump in mobile skills of the experimental group and control group were significantly increased(p < 0.05).In object control,the scores of four events were significantly increased(p < 0.05): two-handed hit fixed ball,forehand hit drop ball,one-handed dribble in place and low-handed toss.The scores of the experimental group were significantly higher than those of the control group(p < 0.05)in six items: onefoot jump,side-slide step,forehand hit drop ball,one-handed dribble in place,twohanded hit fixed ball and overhand ball throw.(3)After 6 weeks of teaching experiment,the scores of the experimental group and the control group in the six items of dominant and non-dominant hand nail placement,tracing track,two-handed catch,foot forward and one-leg jumping were significantly increased(p < 0.05).The scores of the experimental group were significantly higher than those of the control group(p < 0.05)in threading,tracing,beanbag throwing and one-leg balance.(4)After 6 weeks of teaching experiment,the scores of the experimental group and the control group were significantly improved(p < 0.05);The results of the control group were significantly higher than those of the experimental group(p < 0.05).Conclusion(1)6-week round-teaching and traditional teaching can improve the degree of autism children,and round teaching can improve the communicative ability,language ability and self-care ability.(2)6-week round-based teaching and traditional teaching had a positive effect on the improvement of the motor ability of autistic children,and compared with the traditional teaching,the round-based teaching improved the motor ability of autistic children.(3)6-week round-based teaching and traditional teaching have positive effects on the development of motor skills of autistic children,and the traditional teaching method is more effective for autistic children to learn high ball skills.