{"title":"无差错训练有利于自闭症谱系障碍儿童的运动学习和运动结果。","authors":"Saeed Arsham, Rahil Razeghi, Ahmadreza Movahedi","doi":"10.1177/00315125241238308","DOIUrl":null,"url":null,"abstract":"<p><p>Most children with Autism Spectrum Disorder (ASD) have some form of motor deficits. Additionally, based on executive dysfunction, working memory is often atypical in these children. Errorless learning reduces demands on working memory. In this study, we investigated the effectiveness of errorless training on these children's ability to learn golf putting. Participants (<i>N</i> = 20), aged 9-13 years (<i>M</i> <sub>=</sub> 10.15, <i>SD</i> <sub>=</sub> 1.4), were randomly assigned to either: (a) an errorless (ER) training group (<i>n</i> = 10) or (b) an explicit instruction (EI) group (<i>n</i> = 10). The ER group practiced putting from different distances without any instruction, while the EI group practiced putting at a particular distance with instruction. We measured motor performance (e.g., putting accuracy) and kinematic variables (e.g., putter face angle). One-way analyses of variance showed that motor performance significantly improved in both groups, but that the ER group showed significantly better accuracy retention (<i>p</i> < .028) and transfer learning (<i>p</i> < .047) than the instructional group. Kinematic variables were also significantly different between the two groups on the transfer test. These findings supported the benefits of errorless training compared to explicit instruction to teach motor skills to children with ASD.</p>","PeriodicalId":19869,"journal":{"name":"Perceptual and Motor Skills","volume":null,"pages":null},"PeriodicalIF":1.4000,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Errorless Training Benefits Motor Learning and Kinematic Outcomes in Children With Autism Spectrum Disorders.\",\"authors\":\"Saeed Arsham, Rahil Razeghi, Ahmadreza Movahedi\",\"doi\":\"10.1177/00315125241238308\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><p>Most children with Autism Spectrum Disorder (ASD) have some form of motor deficits. Additionally, based on executive dysfunction, working memory is often atypical in these children. Errorless learning reduces demands on working memory. In this study, we investigated the effectiveness of errorless training on these children's ability to learn golf putting. Participants (<i>N</i> = 20), aged 9-13 years (<i>M</i> <sub>=</sub> 10.15, <i>SD</i> <sub>=</sub> 1.4), were randomly assigned to either: (a) an errorless (ER) training group (<i>n</i> = 10) or (b) an explicit instruction (EI) group (<i>n</i> = 10). The ER group practiced putting from different distances without any instruction, while the EI group practiced putting at a particular distance with instruction. We measured motor performance (e.g., putting accuracy) and kinematic variables (e.g., putter face angle). One-way analyses of variance showed that motor performance significantly improved in both groups, but that the ER group showed significantly better accuracy retention (<i>p</i> < .028) and transfer learning (<i>p</i> < .047) than the instructional group. Kinematic variables were also significantly different between the two groups on the transfer test. These findings supported the benefits of errorless training compared to explicit instruction to teach motor skills to children with ASD.</p>\",\"PeriodicalId\":19869,\"journal\":{\"name\":\"Perceptual and Motor Skills\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.4000,\"publicationDate\":\"2024-06-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Perceptual and Motor Skills\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://doi.org/10.1177/00315125241238308\",\"RegionNum\":4,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"2024/3/18 0:00:00\",\"PubModel\":\"Epub\",\"JCR\":\"Q4\",\"JCRName\":\"PSYCHOLOGY, EXPERIMENTAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Perceptual and Motor Skills","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1177/00315125241238308","RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2024/3/18 0:00:00","PubModel":"Epub","JCR":"Q4","JCRName":"PSYCHOLOGY, EXPERIMENTAL","Score":null,"Total":0}
Errorless Training Benefits Motor Learning and Kinematic Outcomes in Children With Autism Spectrum Disorders.
Most children with Autism Spectrum Disorder (ASD) have some form of motor deficits. Additionally, based on executive dysfunction, working memory is often atypical in these children. Errorless learning reduces demands on working memory. In this study, we investigated the effectiveness of errorless training on these children's ability to learn golf putting. Participants (N = 20), aged 9-13 years (M= 10.15, SD= 1.4), were randomly assigned to either: (a) an errorless (ER) training group (n = 10) or (b) an explicit instruction (EI) group (n = 10). The ER group practiced putting from different distances without any instruction, while the EI group practiced putting at a particular distance with instruction. We measured motor performance (e.g., putting accuracy) and kinematic variables (e.g., putter face angle). One-way analyses of variance showed that motor performance significantly improved in both groups, but that the ER group showed significantly better accuracy retention (p < .028) and transfer learning (p < .047) than the instructional group. Kinematic variables were also significantly different between the two groups on the transfer test. These findings supported the benefits of errorless training compared to explicit instruction to teach motor skills to children with ASD.