Developing visuospatial and motor skills in a child with autism: A single‐subject case study based on the Montessori approach

Abstract Recent studies have highlighted that distinctive sensory processing may be central in explaining the communication and social interaction differences characteristic of autism. As a result, a shift in teaching approaches has been suggested, focusing on addressing sensory differences by carefully controlling perceptual stimuli (no more than two at a time), leveraging strong visuospatial skills, and enhancing co‐ordination and dexterity. Therefore, examining the effectiveness of the Montessori approach in achieving these goals in children with autism could be valuable. This article presents a single‐subject case study exploring how a 5‐year‐old child with autism engaged with three Montessori sensory materials: the pink tower, knobbed cylinders, and a geometric cabinet. Ethnographic and structured observations documented a process of change, including apparent improvements in hand‐eye co‐ordination, fine motor skills, attention span, and turn‐taking. These findings provide an in‐depth description of the potential of the Montessori approach for supporting visuospatial and motor skills in children with autism, an area supported by theoretical studies but with limited empirical research. Future research could compare visuospatial and motor skills in children with autism attending Montessori versus non‐Montessori schools or conduct single‐subject case studies to track the development of these specific skills alongside other developmental areas.