Influências do exercício físico nos perfis de sintomas, praxia fina e no tempo de engajamento em atividades de mesa de escolares com transtorno do espectro do autismo

Abstract

Engaging students with Autism Spectrum Disorder (ASD) in school physical education programs using the motor circuit model has demonstrated a positive influence on communication, social interaction and reducing repetitive behavior patterns and increasing the time spent engaging in desk tasks, as well as reduced comorbidities such as motor deficits (fine praxis). The objective of this work was to identify possible influences of coordination, balance and strength exercises on the symptom profile, fundamental skills and time spent engaging in academic activities. 7 boys and 5 girls participated in the study, mean age and standard deviation 4, 5±1.1, students from a public early childhood education institution in the city of Maceió-AL. Presenting a closed diagnosis for ASD was a selection criterion. In stage 1, pre-intervention, the Childhood Autism Rating Scale (CARS) and Autistic Traits Assessment Scale (ATA) instruments were applied to understand the symptom profile, as well as the Operationalized Portage Inventory (IPO) to characterize the motor profile and identify interferences in fundamental motor skills. In stage 2, thirty intervention sessions were carried out with strength, balance and coordination exercises; with moderate to vigorous intensity; two weekly sessions lasting 60 minutes each. In stage 3, at the end of the intervention sessions, the students were subjected to the same instruments as in stage 1. Data analysis was carried out using descriptive statistics of absolute and relative frequency. At the end of the study, only 6 students met all inclusion criteria. , considering percentage point variations between the pre- and post-intervention periods. Results: The CARS characterization instrument demonstrated a severe intensity level classification for 91% of participants pre and post intervention. The group mean and standard deviation for CARS was 43.5±5.8 pre and 37.5±7 post and for the ATA Scale it was 34±3 pre and 29.3 ±5 post. The IPO demonstrated that students presented results of 16.5% pre and 65% post for manipulative motor profile tasks; stabilizing tasks 19% pre and 65% post and locomotor tasks 16% pre and 57% post. Conclusion: Balance, strength and coordination exercises positively influence the performance of students with ASD in fundamental manipulative, stabilizing and locomotor skills, consequently improving the executive capacity of fine praxis, and also increasing the time spent engaging in structured table tasks.