Motor skills intervention: effects on support needs in the adaptive behavior of autistic children

Introduction Autism spectrum disorder encompasses intellectual, motor, and social impairments. Understanding support needs in adaptive behavior is essential for identifying daily-life difficulties and planning effective educational strategies. Although the relationship between motor development and adaptive behavior has gained attention, evidence on the effects of motor skill interventions on functional independence remains limited. Methods This study investigated the effects of a personalized intervention targeting fundamental motor skills on the support needs of three autistic children aged 5 to 8 years. The intervention consisted of ten 45-minute sessions conducted between October and December in a special education school in Curitiba, Paraná, Brazil. A multiple-baseline design across participants was employed. Motor skills were assessed using the Test of Gross Motor Development–Second Edition (TGMD-2), and support needs were evaluated using the Supports Intensity Scale–Children’s Version (SIS-C). A sociodemographic questionnaire was used to characterize participants. Results Results showed a reduction in the intensity of support required for adaptive behavior, particularly in domains related to domestic routines and academic tasks. Discussion These findings suggest that personalized motor skill intervention programs may contribute to increased autonomy and daily functioning in autistic children, while allowing flexibility for individual adjustments.