Middle Eastern Journal of Disability Studies
Middle Eastern Journal of Disability Studies
Volume 16 - Vol 16, 2026
MEJDS (2026) 16: 7 |
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Mohebbi H, Arazeshi N, maleki B, balali M. The Effectiveness of a Functional Training and Selected Physical Activity Program on Working Memory and Motor Coordination in High–Functioning Autistic Children. MEJDS 2026; 16 :7
URL: http://jdisabilstud.org/article-1-3676-en.html
URL: http://jdisabilstud.org/article-1-3676-en.html
1- Department of Motor Behavior, CT.C., Islamic Azad University, Tehran, Iran;
2- Department of Motor Behavior, CT.C., Islamic Azad University, Tehran, Iran
3- Department of Physical Education YI.C., Islamic Azad University, Tehran, Iran
2- Department of Motor Behavior, CT.C., Islamic Azad University, Tehran, Iran
3- Department of Physical Education YI.C., Islamic Azad University, Tehran, Iran
Abstract: (23 Views)
Background & Objectives: Autism spectrum disorder (ASD) is considered one of the most common neurodevelopmental disorders. Working memory is one of the key indicators in assessing the cognitive weaknesses of children with ASD. Working memory refers to the ability to maintain, organize, and process information over a specific period. Another significant issue for children with ASD is their motor coordination deficits, which are typically attributed to lateralized dysfunction in sensorimotor functions. Various methods have been proposed to ameliorate and treat impairments related to working memory and motor coordination in children with ASD. Among these, functional exercises are recognized as an effective and common strategy that facilitates the development of motor and cognitive skills in children facing developmental problems or learning disabilities. Additionally, perceptual–motor exercises have also been highlighted as an effective intervention for the cognitive and motor development of children. Therefore, the present study was designed and conducted with the aim of investigating the efficacy of a functional training and selected physical activity program on working memory and motor coordination of high–functioning autistic children.
Methods: The present research employed a quasi–experimental method with a pretest–posttest design and a control group. The statistical population consisted of all children aged 8 to 10 with autism spectrum disorder (ASD) in Zanjan city during the 2024–2025 academic year. From this population, 36 eligible and volunteer children were selected using purposive sampling based on the results of the Autism Spectrum Quotient (AQ) from medical centers and special education schools in Zanjan. The selected samples were randomly assigned to three twelve–member groups: the selected physical activity group, the functional training group, and the control group. The sample size was determined using G*Power software, considering a power of 0.80, an alpha error of 0.05, and an effect size of 0.30, resulting in an estimated 12 participants per group (36 in total). The inclusion criteria were as follows: age 8–10 years; a diagnosis of high–functioning autism by a specialist psychiatrist, confirmed by the Autism Spectrum Quotient (AQ) (a score of 22 was set as the cutoff for high–functioning autism); having a health record indicating no specific physical or mental illnesses and possessing normal vision and hearing; no history of participation in organized sports activities; and parental informed consent. The exclusion criteria were as follows: absence from the pretest or posttest sessions; missing more than two sessions of the training program; and receiving concurrent therapeutic interventions, such as play therapy, psychotherapy, or pharmacotherapy, to reduce autism symptoms during the study period. For participant selection and data collection, the Autism Spectrum Quotient (AQ) (Baron–Cohen et al., 2001), the computerized N–Back Test (Kirchner, 1958), and the Purdue Pegboard Test (Tiffin & Asher, 1948) were employed. The training intervention was conducted over a six–week period, consisting of three sessions per week (45 minutes per session), totaling eighteen sessions. During this period, the control group did not engage in any specific training activities and continued with their daily routine. Data were analyzed using analysis of covariance (ANCOVA) and the Bonferroni post–hoc test via SPSS software, version 24. The significance level for all tests was set at 0.05.
Results: After removing the pretest effect, there was a significant difference in the mean scores of working memory and motor coordination variables in the posttest among the three groups (p<0.001). In the working memory variable, both methods of selected physical activity (p=0.047) and functional training (p=0.035) showed better performance compared to the control group; however, no significant difference was observed between the two intervention groups (p=0.990). In the motor coordination variable, both methods of selected physical activity and functional training showed a significant difference compared to the control group (p<0.001). Furthermore, the physical activity training method had a greater impact on improving the motor coordination of children with high–functioning autism compared to functional training (p=0.039).
Conclusion: Based on the findings of the present study, both the functional training and the selected physical activity program led to improvements in working memory and motor coordination. Therefore, the use of perceptual–motor exercises and activities, as well as functional training, is recommended for developing cognitive–motor abilities, including working memory and motor coordination, in children with high–functioning autism.
Methods: The present research employed a quasi–experimental method with a pretest–posttest design and a control group. The statistical population consisted of all children aged 8 to 10 with autism spectrum disorder (ASD) in Zanjan city during the 2024–2025 academic year. From this population, 36 eligible and volunteer children were selected using purposive sampling based on the results of the Autism Spectrum Quotient (AQ) from medical centers and special education schools in Zanjan. The selected samples were randomly assigned to three twelve–member groups: the selected physical activity group, the functional training group, and the control group. The sample size was determined using G*Power software, considering a power of 0.80, an alpha error of 0.05, and an effect size of 0.30, resulting in an estimated 12 participants per group (36 in total). The inclusion criteria were as follows: age 8–10 years; a diagnosis of high–functioning autism by a specialist psychiatrist, confirmed by the Autism Spectrum Quotient (AQ) (a score of 22 was set as the cutoff for high–functioning autism); having a health record indicating no specific physical or mental illnesses and possessing normal vision and hearing; no history of participation in organized sports activities; and parental informed consent. The exclusion criteria were as follows: absence from the pretest or posttest sessions; missing more than two sessions of the training program; and receiving concurrent therapeutic interventions, such as play therapy, psychotherapy, or pharmacotherapy, to reduce autism symptoms during the study period. For participant selection and data collection, the Autism Spectrum Quotient (AQ) (Baron–Cohen et al., 2001), the computerized N–Back Test (Kirchner, 1958), and the Purdue Pegboard Test (Tiffin & Asher, 1948) were employed. The training intervention was conducted over a six–week period, consisting of three sessions per week (45 minutes per session), totaling eighteen sessions. During this period, the control group did not engage in any specific training activities and continued with their daily routine. Data were analyzed using analysis of covariance (ANCOVA) and the Bonferroni post–hoc test via SPSS software, version 24. The significance level for all tests was set at 0.05.
Results: After removing the pretest effect, there was a significant difference in the mean scores of working memory and motor coordination variables in the posttest among the three groups (p<0.001). In the working memory variable, both methods of selected physical activity (p=0.047) and functional training (p=0.035) showed better performance compared to the control group; however, no significant difference was observed between the two intervention groups (p=0.990). In the motor coordination variable, both methods of selected physical activity and functional training showed a significant difference compared to the control group (p<0.001). Furthermore, the physical activity training method had a greater impact on improving the motor coordination of children with high–functioning autism compared to functional training (p=0.039).
Conclusion: Based on the findings of the present study, both the functional training and the selected physical activity program led to improvements in working memory and motor coordination. Therefore, the use of perceptual–motor exercises and activities, as well as functional training, is recommended for developing cognitive–motor abilities, including working memory and motor coordination, in children with high–functioning autism.
Keywords: Functional training, Physical activity, Working memory, Motor coordination, Childhood, High–functioning autism
Type of Study: Original Research Article |
Subject:
Psychology
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