A Qualitative Secondary Research on Accessibility and Continuity of Physical Activities for Fundamental Motor Skill Development in Young Children With Autism Spectrum Disorder

Abstract

The purpose of this study is to find evidence-based strategies for parents to pursue in supporting Fundamental Motor Skills (FMS) development for their young children with autism spectrum disorder (ASD). Specifically, this project sought strategies that focus on motor skills development and maintenance so that young (preschool aged) children with ASD will not lose motor skills or muscle tone over time. My hypothesis is that to be optimally effective, motor skills development interventions for children with ASD must include these two crucial pillars: first, parents must be able to readily access the materials or facilities used and second, parents must commit to continuity of the plan. Parents are the first and foremost advocates for their children, and the partnership between parents and teachers/caregivers in promoting Fundamental Motor Skills development for young ASD children is a crucial one.

There is compelling evidence indicating that children with ASD are susceptible to the risk of losing acquired skills. This underscores the necessity for a long-term approach in teaching and intervention. The principle guiding educators and caregivers is that children with ASD should be part of a sustained, comprehensive plan. Without such continuity, there is a heightened risk of these children regressing and losing the valuable skills they have previously acquired. Long-term maintenance of motor skills is an extremely important goal for fundamental motor skills interventions (Busti Ceccarelli et al., 2020; Kaplanova et al.,2023). Therefore, fostering a continuous and structured approach is paramount for the ongoing development and retention of skills in children with autism.