# Elucidation of Exercise Conditions That Promote Motor Learning in Children With Autism Spectrum Disorder Who Have Motor Coordination Disorders: A Study Using Constant and Variable Practice

## TL;DR

This study finds that constant practice improves motor learning in children with autism and coordination disorders more than variable practice.

## Contribution

The study identifies that constant practice is more effective than variable practice for motor learning in children with ASD and motor impairments.

## Key findings

- Constant practice showed stronger correlations between practice improvements and overall performance changes (p = 0.004, r = 0.666).
- Prosocial behavior was positively associated with performance improvements in the constant practice group (p = 0.018, r = 0.564).
- Variable practice resulted in reduced pre- to post-test scores (p = 0.047).

## Abstract

Background and aim

Children with autism spectrum disorder (ASD) may experience coordination disorders, but the effects of different training conditions on motor learning in these children remain unclear. This study examined how constant versus variable practice impacts motor performance and learning in children with ASD and motor impairments.

Methods

Thirty-four children attending child development and daycare centers participated. Assessments included fine motor skills (Purdue Pegboard), gross motor skills (target-target task), visuospatial working memory (Corsi block tapping task), and the developmental disability questionnaire (Strengths and Difficulties Questionnaire). The primary outcome was the change in target-task performance before, during, and after practice, analyzed using repeated measures two-way ANOVA and Pearson’s correlation.

Results

No significant differences were observed for practice conditions or time effects alone, but significant interactions were found (F = 6.641, p = 0.015). Variable practice resulted in reduced pre- to post-test scores (p = 0.047), while constant practice showed stronger correlations between practice improvements and overall performance changes (p = 0.004, r = 0.666). Prosocial behavior was positively associated with performance improvements in the constant practice group (p = 0.018, r = 0.564). No significant correlations were found in the variable practice group.

Conclusions

Constant practice yielded greater motor learning improvements than variable practice. Additionally, prosocial behavior positively influenced motor learning in structured settings, highlighting the potential benefits of integrating motor and social skill interventions for children with ASD.