Effect of fundamental movement skills practice on executive function and social interaction ability in children with...

To investigate the effects of practicing fundamental movement skills (FMS) on executive function and social interaction abilities in children with moderate autism.

A randomized controlled experimental design was employed. Twenty-five children with moderate autism were randomly assigned to either an experimental group or a control group. The experimental group received the FMS intervention, while the control group continued with their regular daily routine without intervention. The intervention was conducted over 18 weeks, with sessions held four times per week, each lasting 45 min at a moderate intensity. Executive function and social interaction abilities were assessed in both groups before and after the intervention.

Social interaction abilities, as measured by the SRS-2 scores and its sub-dimensions, showed significant improvement (P < 0.05). In terms of executive function, significant improvements were observed in the Behavior Rating Inventory of Executive Function (BRIEF) scale scores, specifically in inhibition, shifting (cognitive flexibility), emotional control, and working memory (P < 0.05). However, there were no significant improvements in initiation, planning, organization, or monitoring functions (P > 0.05).

The FMS intervention led to improvements in both social interaction abilities and executive function in children with autism spectrum disorder. However, the improvement in executive function was selective, with certain sub-dimensions showing significant gains while others did not. This study underscores the value of cross-modal interventions that bridge motor skill development and socioemotional learning, providing a foundation for future hybrid paradigms integrating FMS and dance movement therapy (DMT)principles.

The study protocol, based on a true experimental design, was registered with ClinicalTrials.gov (registration number ChiCTR2400087989) on August 8, 2024.