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The Impact of Three Instructional Conditions on Overhand Throwing Performance for Boys with Autism Spectrum Disorder

David Adams, Lisa Silliman-French, Diane Myers

Abstract


Children with autism spectrum disorder (ASD) have consistently demonstrated delays in gross motor skill performance when compared to their typically developing peers. The purpose of this investigation was to compare the impact of three instructional conditions: (a) direct instruction only, (b) direct instruction plus video prompting, and (c) direct instruction plus verbal prompting on the qualitative and quantitative performance of the overhand throw for children with ASD. A total of five children with ASD, ages 10 to 13 years attending a private school in Texas, were recruited for this investigation. An alternating treatment design with a baseline phase, intervention phase, most effective condition phase, and maintenance phase was implemented over the span of 12 days. Results from this investigation provide additional evidence for the implementation of three separate interventions to improve gross motor skills for children with ASD.

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Keywords


Autism Spectrum Disorder; gross motor skills; overhand throw; evidence-based practice; video prompting; verbal prompting

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