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BRIEF REPORT
Year : 2018  |  Volume : 7  |  Issue : 2  |  Page : 87-89

The effects of positive normative feedback on learning a throwing task among children with autism spectrum disorder


1 Department of Motor Behavior, Shahid Beheshti University of Tehran, Iran
2 Department of Motor Behavir, Shahid Chamran University of Ahvaz, Iran
3 Department of Sport Injury and Corrective Exercise, Guilan University, Iran
4 Infectious Disease Research Center, Kashan University of Medical Sciences, Kashan, Iran

Correspondence Address:
Dr Mohammad Reza Sharif
Infectious Diseases Research Center, Kashan University of Medical Sciences, Kashan
Iran
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Source of Support: None, Conflict of Interest: None


DOI: 10.4103/nms.nms_71_17

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Background: Autism spectrum disorder (ASD) is a severe developmental disorder which leads to physical disability. Positive normative feedback can promote motor learning. Objectives: The aim of this study was to evaluate the effects of positive normative feedback on learning a throwing task among children with ASD. Methods: This quasi-experimental study was carried out on twenty children with ASD who aged 6–10 years. Children were assigned to a positive normative feedback and a control group. In the positive normative feedback group, children were trained to throw beanbags to a target point on the ground with their nondominant arms. The acquisition phase included six ten-trial sets. Children in both groups received veridical feedback after each trial. However, children in the positive normative feedback group also received bogus feedback (scores, which were 20% greater than their actual scores) about their performance in each set. A retention test was performed 24 h after the acquisition phase. The independent sample t-test and the repeated measures analysis of variance were used to analyze the data. Results: There was no significant difference between the groups regarding the performance mean score at baseline. Moreover, despite increases in the performance mean scores over time in both groups, between-group differences in the acquisition and the retention phases were not statistically significant (P > 0.05). Conclusion: Positive normative feedback does not have significant motivational effects on motor learning among children with ASD.


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