Effect of Sensory-motor and Perceptual-motor Training on the Social Skills of 8- to 12-Year-old Children With High-functioning Autism Spectrum Disorder

Background and Aims Autism spectrum disorder (ASD) is a neurodevelopmental condition that begins in early childhood. One of the core characteristics of ASD is a deficit in social skills, particularly in children with high-functioning autism (HFA). This study aimed to investigate the effectiveness of sensory–motor and perceptual–motor exercises on social skills in children aged 8 to 12 years with high-functioning ASD. Methods This quasi-experimental study used a pre-test–post-test design with a control group. The statistical population included all children with ASD residing in a child care center in Tehran in 2024. Twenty-four children were selected through convenience sampling and non-randomly assigned to two experimental groups and one control group (8 participants per group). The sensory–motor group received intervention based on Cortes’s structured program across seven domains, implemented over 12 consecutive weeks (three 60-minute sessions per week). The perceptual–motor group received a structured program based on Johnston and Ramon’s intervention protocol over the same duration and frequency. The childhood autism rating scale (CARS) and Autism Social Skills Profile were used to collect data. Statistical analysis was performed using univariate and multivariate ANCOVA utilizing SPSS software, version 24. Results The findings indicated that both sensory–motor and perceptual–motor interventions significantly improved overall social skills (F=90.22, P<0.001). Specifically, significant improvements were observed in the sensory–motor (P=0.001) and perceptual–motor (P=0.001) groups compared to the control group. Conclusion Sensory–motor and perceptual–motor interventions are effective in enhancing social skills in children with high-functioning ASD.