Effects of an in-line skating program in students with high functioning autism spectrum disorder and attention deficit hyperactivity disorder

INTERVENTION: Approximately 80 children (autism spectrum disorder [ASD], n = 40; attention deficit hyperactivity disorder [ADHD], n = 40), aged 6‐12 years, were recruited to participate in the study. Participants were matched by age and se Xwithin each disability group, and then randomly assigned to an inline skating experimental group (ASD Group One, n = 20; ADHD Group One, n = 20) or a wait‐list control group (ASD Group Two, n = 20; ADHD Group Two, n = 20). Group One received the in‐line skating program in the first phase of 12 weeks (80 minutes per day, two days a week), followed by the second assessment and a return to baseline physical activity for the second phase of 12 weeks. Group Two participants received the intervention during the second 12‐week phase and maintained baseline physical activity during the first phase. Each training session included 15 minutes of warm‐up, 60 minutes of motor skill and cardiovascular training, and 5 minutes of cooldown. Examples of basic inline skating skills included: marching in a standing position, properly falling and getting up, two‐foot forward gliding, marching while moving, forward swizzling, backward acceleration drills, forward parallel turning, forward snowplow stopping, half swizzle pumps in a circle, and left and right forward balance turning. The national inline skating coach taught each session, and the primary investigator supervised all the sessions. The ratio of research assistants to study participants varied from 1:2 to 1:1, depending on the attendance of students on each day. This inline skating intervention program was conducted on the multipurpose ball court in the University where the primary investigator worked. Session attendance checklists were used to monitor adherence to the intervention. No physical or information CONDITION: Autism spectrum disorder;Attention deficit hyperactivity disorder; ; Autism spectrum disorder ; Attention deficit hyperactivity disorder Mental Health ‐ Autistic spectrum disorders Mental Health ‐ Other mental health disorders Public Health ‐ Health promotion/education PRIMARY OUTCOME: Cognitive interference[Raw scores of the Stroop Color and Word Test Each participant was assessed three times, once at study entry (T1), a second time after 12 weeks of intervention programs or second baseline (T2), and a third time after another 12‐week (T3).] Motor development[Raw subtest scores of the Test of Gross Motor Development‐2 Each participant was assessed three times, once at study entry (T1), a second time after 12 weeks of intervention programs or second baseline (T2), and a third time after another 12‐week (T3).] Motor proficiency[standard scores of the Bruininks‐Oserestsky Test of Motor Proficiency‐2 Each participant was assessed three times, once at study entry (T1), a second time after 12 weeks of intervention programs or second baseline (T2), and a third time after another 12‐week (T3).] INCLUSION CRITERIA: The inclusion criteria for the participants with ASD or ADHD were as follows: (1) current age between 6 and 12 years, (2) a diagnosis of ASD based on the Diagnostic and Statistical Manual of Mental Disorders, 4th edition, text revision (DSM‐IV‐TR), (3) a diagnosis of ADHD based on the Diagnostic and Statistical Manual of Mental Disorders, 4th edition, text revision (DSM‐IV‐TR), and (4) having no additional disabilities or diseases that may interfere with the exercise intervention program, executive function assessments, or motor skill proficiency evaluations. The inclusion criteria for the control group of participants were as follows: (1) current age between 6 and 12 years, and (2) the parentally provided history did not show any evidence of hyperactive or impulsive behavior, ASD, and ADHD. SECONDARY OUTCOME: Abdominal muscular strength and endurance assessment (the outcome is primary); this will be assessed as a composite outcome[Raw scores of the curl‐up test Each participant was assessed three times, once at study entry (T1), a second time after 12 weeks of intervention programs or second baseline (T2), and a third time after another 12‐week (T3).] Adaptive behavioural skills[Raw scores of the Adaptive Behavior Assessment System‐2 Each participant was assessed three times, once at study entry (T1), a second time after 12 weeks of intervention programs or second baseline (T2), and a third time after another 12‐week (T3).] Aerobic assessment (the outcome is primary)[Raw scores of the Brockport Physical Fitness Test‐2 Each participant was assessed three times, once at study entry (T1), a second time after 12 weeks of intervention programs or second baseline (T2), and a third time after another 12‐week (T3).] Cognitive flexibility (the outcome is primary)[Raw scores of the Wisconsin Card Sorting Test Each participant was assessed three times, once at study entry (T1), a second time after 12 weeks of intervention programs or second baseline (T2), and a third time after another 12‐week (T3).] Flexibility assessment (the outcome is primary)[Raw scores of the sit and reach test Each participant was assessed three times, once at study entry (T1), a second time after 12 weeks of intervention programs or second baseline (T2), and a third time after another 12‐week (T3).] Physical activity (the outcome is primary)[Raw scores of the ActiGraph wGT3X‐BT Each participant was assessed three times, once at study entry (T1), a second time after 12 weeks of intervention programs or second baseline (T2), and a third time after another 12‐week (T3).] Spatial planning (the outcome is primary)[Raw scores of the CANTAB Stockings of Cambridge Each participant was assessed three times, once at study entry (T1), a second time after 12 weeks of intervention programs or second baseline (T2), and a third time after another 12‐week (T3).] Spatial working memory (the outcome is primary)[Raw scores of the CANTAB Spatial Working Memory Test Each participant was assessed three times, once at study entry (T1), a second time after 12 weeks of intervention programs or second baseline (T2), and a third time after another 12‐week (T3).]