Mini-Basketball Training Program Improves Social Communication and White Matter Integrity in Children with Autism
Abstract
:1. Introduction
2. Methods
2.1. Study Design
2.2. Participants
2.3. Usual Care and Mini-Basketball Training Program
2.4. Behavioral Measurements
2.5. Diffusion Tensor Imaging Acquisition and Analysis
2.6. Statistical Analyses
3. Results
3.1. Demographic Analyses
3.2. Social Communication Performance
3.3. White Matter Structure
3.4. Exploratory K-Means Analyses
4. Discussion
5. Conclusions
Author Contributions
Funding
Conflicts of Interest
References
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Category | Content | Goal | Duration |
---|---|---|---|
Classroom routine | Line up, classroom greetings, roll call, etc. | Communication and social interaction | 2 min |
Warm-up activities | Stretching, jogging, limbs exercise, etc. | Warm-up | 8 min |
Mini-basketball training program | Phase I: simple basketball training Phase II: mini-basketball skill learning Phase III: game based on mini-basketball | Social interaction and mini-basketball skills development | 25 min |
Cool-down activities | Relaxation exercise and summary | Review, summary, reward, clean-up | 5 min |
Phase | Goal | Content | Duration |
---|---|---|---|
Phase I | Standardize classroom routines Increase children’s interest in mini- basketball | Classroom routines (taking turns, waiting, obeying, etc.) Simple basketball training (roll and throw the ball, etc.) | 2 weeks |
Phase II | Improve children’s mini-basketball skills Improve their social communication skills | Basic basketball skill (dribbling, passing, shooting, etc.) Peer coordination training (passing and catching ball, relay racing, etc.) | 8 weeks |
Phase III | Improve children’s cooperative ability, social skills, and collectivization | Group game based on mini-basketball (basketball-dribbling relay, basketball-passing relays, basket-moving shooting, playing ducks, etc.) | 2 weeks |
Variable | Control Group | Exercise Group |
---|---|---|
Number | 14 | 15 |
Gender (boys/girls) | 13/1 | 12/3 |
Age (years) | 4.68 ± 0.72 | 5.13 ± 0.61 |
BMI (height/weight2) | 16.08 ± 1.69 | 15.65 ± 1.17 |
CARS a | 38.86 ± 3.90 | 41.20 ± 7.23 |
CSHQ b | 58.00 ± 12.53 | 56.80 ± 5.06 |
CEBQ c | 53.50 ± 20.49 | 55.20 ± 7.67 |
Variable | Control Group (n = 14) | Exercise Group (n = 15) | F | ||
---|---|---|---|---|---|
Baseline | Post-Test | Baseline | Post-Test | ||
SRS-2 T-score a | 84.64 ± 20.65 | 97.14 ± 22.14 | 96.53 ± 26.28 | 85.27 ± 29.41 | 11.869 ** |
Social awareness | 10.36 ± 2.50 | 11.36 ± 2.68 | 12.40 ± 3.11 | 11.87 ± 4.37 | 3.243 |
Social cognition | 17.21 ± 3.68 | 19.42 ± 4.01 | 20.27 ± 5.15 | 17.07 ± 5.23 | 11.872 ** |
Social communication | 30.71 ± 8.34 | 35.43 ± 8.37 | 33.80 ± 11.37 | 29.80 ± 10.705 | 10.094 ** |
Social motivation | 14.36 ± 4.55 | 14.50 ± 4.35 | 15.80 ± 4.13 | 13.47 ± 5.37 | 2.902 |
Autistic mannerisms | 12.00 ± 5.46 | 16.43 ± 6.38 | 14.27 ±6.45 | 13.07 ± 5.95 | 6.283 ** |
WM Region | Control Group (n = 14) | Exercise Group (n = 15) | ||
---|---|---|---|---|
Baseline | Post-Test | Baseline | Post-Test | |
Fractional Anisotropy | ||||
Body of corpus callosum | 0.557 ± 0.031 | 0.551 ± 0.038 | 0.556 ± 0.024 | 0.497 ± 0.051 |
Fornix | 0.477 ± 0.078 | 0.463 ± 0.078 | 0.479 ± 0.055 | 0.654 ± 0.025 |
Right cerebral peduncle | 0.621 ± 0.024 | 0.617 ± 0.042 | 0.637 ± 0.031 | 0.672 ± 0.025 |
Left posterior limb of internal capsule | 0.656 ± 0.024 | 0.653 ± 0.034 | 0.658 ± 0.025 | 0.672 ± 0.019 |
Right retrolenticular part of internal capsule | 0.557 ± 0.018 | 0.553 ± 0.023 | 0.561 ± 0.043 | 0.582 ± 0.030 |
Left anterior corona radiate | 0.390 ± 0.025 | 0.388 ± 0.031 | 0.393 ± 0.028 | 0.415 ± 0.029 |
Left superior fronto-occipital fasciculus | 0.446 ± 0.029 | 0.436 ± 0.033 | 0.450 ± 0.024 | 0.469 ± 0.041 |
Mean Diffusivity (10−3 mm2/s) | ||||
Left corticospinal tract | 0.799 ± 0.059 | 0.833 ± 0.012 | 0.805 ± 0.072 | 0.761 ± 0.076 |
Right corticospinal tract | 0.793 ± 0.037 | 0.824 ± 0.010 | 0.799 ± 0.072 | 0.744 ± 0.080 |
Left anterior corona radiate | 0.866 ± 0.461 | 0.871 ± 0.069 | 0.858 ± 0.047 | 0.820 ± 0.048 |
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Cai, K.; Yu, Q.; Herold, F.; Liu, Z.; Wang, J.; Zhu, L.; Xiong, X.; Chen, A.; Müller, P.; Kramer, A.F.; et al. Mini-Basketball Training Program Improves Social Communication and White Matter Integrity in Children with Autism. Brain Sci. 2020, 10, 803. https://doi.org/10.3390/brainsci10110803
Cai K, Yu Q, Herold F, Liu Z, Wang J, Zhu L, Xiong X, Chen A, Müller P, Kramer AF, et al. Mini-Basketball Training Program Improves Social Communication and White Matter Integrity in Children with Autism. Brain Sciences. 2020; 10(11):803. https://doi.org/10.3390/brainsci10110803
Chicago/Turabian StyleCai, Kelong, Qian Yu, Fabian Herold, Zhimei Liu, Jingui Wang, Lina Zhu, Xuan Xiong, Aiguo Chen, Patrick Müller, Arthur F. Kramer, and et al. 2020. "Mini-Basketball Training Program Improves Social Communication and White Matter Integrity in Children with Autism" Brain Sciences 10, no. 11: 803. https://doi.org/10.3390/brainsci10110803
APA StyleCai, K., Yu, Q., Herold, F., Liu, Z., Wang, J., Zhu, L., Xiong, X., Chen, A., Müller, P., Kramer, A. F., Müller, N. G., & Zou, L. (2020). Mini-Basketball Training Program Improves Social Communication and White Matter Integrity in Children with Autism. Brain Sciences, 10(11), 803. https://doi.org/10.3390/brainsci10110803