The Effects of Rhythm and Robotic Interventions on the Imitation/Praxis, Interpersonal Synchrony, and Motor Performance of Children with Autism Spectrum Disorder (ASD): A Pilot Randomized Controlled Trial

Sudha M Srinivasan; Maninderjit Kaur; Isabel K Park; Timothy D Gifford; Kerry L Marsh; Anjana N Bhat

doi:10.1155/2015/736516

The Effects of Rhythm and Robotic Interventions on the Imitation/Praxis, Interpersonal Synchrony, and Motor Performance of Children with Autism Spectrum Disorder (ASD): A Pilot Randomized Controlled Trial

Autism Res Treat. 2015:2015:736516. doi: 10.1155/2015/736516. Epub 2015 Dec 17.

Authors

Sudha M Srinivasan¹, Maninderjit Kaur¹, Isabel K Park², Timothy D Gifford³, Kerry L Marsh³, Anjana N Bhat⁴

Affiliations

¹ Department of Physical Therapy, Biomechanics and Movement Sciences, University of Delaware, Newark, DE 19713, USA.
² Physical Therapy Program, Department of Kinesiology, University of Connecticut, Storrs, CT 06269, USA.
³ Center for Health, Intervention, and Prevention, Department of Psychology, University of Connecticut, Storrs, CT 06269, USA.
⁴ Department of Physical Therapy, Biomechanics and Movement Sciences, University of Delaware, Newark, DE 19713, USA; Physical Therapy Program, Department of Kinesiology, University of Connecticut, Storrs, CT 06269, USA; Center for Health, Intervention, and Prevention, Department of Psychology, University of Connecticut, Storrs, CT 06269, USA; Behavioral Neuroscience Program, Department of Psychology, University of Delaware, Newark, DE 19713, USA.

Abstract

We assessed the effects of three interventions, rhythm, robotic, and standard-of-care, on the imitation/praxis, interpersonal synchrony, and overall motor performance of 36 children with Autism Spectrum Disorder (ASD) between 5 and 12 years of age. Children were matched on age, level of functioning, and services received, prior to random assignment to one of the three groups. Training was provided for 8 weeks with 4 sessions provided each week. We assessed generalized changes in motor skills from the pretest to the posttest using a standardized test of motor performance, the Bruininks-Oseretsky Test of Motor Proficiency, 2nd edition (BOT-2). We also assessed training-specific changes in imitation/praxis and interpersonal synchrony during an early and a late session. Consistent with the training activities practiced, the rhythm and robot groups improved on the body coordination composite of the BOT-2, whereas the comparison group improved on the fine manual control composite of the BOT-2. All three groups demonstrated improvements in imitation/praxis. The rhythm and robot groups also showed improved interpersonal synchrony performance from the early to the late session. Overall, socially embedded movement-based contexts are valuable in promoting imitation/praxis, interpersonal synchrony, and motor performance and should be included within the standard-of-care treatment for children with ASD.

Abstract

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