The Effect of Movement Education on Repetitive Behaviors in Children Aged 6-10 Diagnosed with Autism Spectrum Disorder

This study examined the effects of a 12-week movement education program on repetitive behaviors in children aged 6–10 diagnosed with Autism Spectrum Disorder (ASD). A total of 122 children with mild to moderate ASD from Mersin, Adana, and Tarsus were randomly assigned to a movement training group (n = 61) or a control group (n = 61). The intervention consisted of 45-minute sessions delivered three days per week by expert instructors. Data were collected using the Repetitive Behavior Scale-Revised (RBS-R) and a demographic information form, and analyzed through independent samples t-tests, one-way ANOVA, and Pearson correlation analysis. No significant gender differences emerged across most RBS-R sub-dimensions (p > 0.05); however, in the training group, females scored higher in sameness/uniformity (p<0.031), while males scored higher in restricted behaviors (p <0.01). A significant difference was found in self-injurious behavior based on co-occurring diagnosis (t = 2.37; p < 0.05). Significant differences were observed across all sub-dimensions according to repetitive behavior level (p < 0.01; p < 0.05). Within the movement training group, significant pre-test to post-test decreases occurred across all sub-dimensions, with the most pronounced reduction in compulsive behaviors (t = -2.42; p < 0.017) and the weakest in sameness/monotony (t = -2.12; p < 0.036). Moderate positive correlations were found between overall repetitive behavior level and stereotypic behaviors (r = 0.47; p < 0.01), and low-level positive correlations with Ceremonial behaviors (r = 0.203; p < 0.02). In conclusion, indicate that movement education effectively reduces repetitive behaviors and supports daily living skills in children with ASD, regardless of comorbidity or severity level.