Effectiveness of the B.A.S.I.C.S. Framework as a Multimodal Play-Based Intervention for Children With Autism Spectrum Disorder: A Retrospective Cohort Study
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 入组人数
- 120
- 试验地点
- 1
- 主要终点
- Paediatric Balance Scale (PBS)
研究概览
简要总结
This pilot study evaluates the effectiveness of the B.A.S.I.C.S. framework, a multimodal play-based intervention designed for children with autism spectrum disorder (ASD). The framework integrates balance, autonomy, social interaction, cognition, and self-reliance through structured, play-based therapeutic activities. The intervention combines motor, sensory, cognitive, communication, and peer-based activities within a therapeutic setting.
Children with ASD aged 6-12 years who met the predefined eligibility criteria participated in the intervention. Participants received 45-minute multimodal play therapy sessions three times per week for six weeks. Activities were individualized and progressively graded according to each child's tolerance and performance.
The effectiveness of the intervention was evaluated by comparing pre-intervention and post-intervention scores on the WeeFIM (Functional Independence Measure for Children) and the Paediatric Balance Scale. The primary purpose was to determine whether participation in the B.A.S.I.C.S. framework was associated with improvements in functional independence and balance among children with ASD.
This study provides preliminary evidence regarding the potential effectiveness of a structured multimodal play-based approach that integrates motor, sensory, cognitive, and social components to support functional outcomes in children with ASD.
详细描述
The B.A.S.I.C.S. framework is a structured multimodal play-based therapeutic approach developed to address multiple functional domains relevant to children with autism spectrum disorder (ASD). The framework integrates Balance, Autonomy, Social Interaction, Cognition, and Self-reliance within a single therapeutic program.
The intervention uses play as a therapeutic medium to facilitate active participation and engagement while integrating motor, sensory, cognitive, perceptual-motor, communication, and peer-interaction components. Activities are individualized and progressively graded according to the child's tolerance and performance.
The multimodal program incorporates cognitive-motor integration through structured obstacle-course activities, goal-oriented perceptual-motor activities, peer-based balance activities, synchronized rhythmic movement activities, Picture Exchange Communication System (PECS)-based communication activities, and sensory-motor fine-motor activities incorporating cognitive tasks.
The cognitive-motor integration component combines gross motor activities such as stepping, crawling, jumping, balance-beam activities, and rocker-board activities with simple cognitive tasks including colour identification and object sorting. Goal-oriented perceptual-motor activities incorporate motor sequencing, stepping, jumping, and turning. Peer-based activities involve cooperative balance tasks to encourage postural control and social engagement. Synchronized movement activities use rhythmic movements and music to facilitate joint attention, turn-taking, recall, and social reciprocity.
The communication component incorporates visual picture cards to facilitate functional communication and choice-making. Sensory-motor fine-motor activities involve manipulation of play clay and moulding tools together with cognitive tasks such as colour, shape, and counting activities.
研究设计
- 研究类型
- Interventional
- 分配方式
- Non Randomized
- 干预模型
- Parallel
- 主要目的
- Treatment
- 盲法
- Triple (Participant, Investigator, Outcomes Assessor)
入排标准
- 年龄范围
- 6 Years 至 12 Years（Child）
- 性别
- All
- 接受健康志愿者
- 否
入选标准
- •Children diagnosed with Autism Spectrum Disorder (ASD) according to DSM-5 criteria
- •Age 6-12 years
- •Both genders
- •Able to understand simple commands
- •Mini-Mental State Examination (MMSE) score >24
排除标准
- •ASD associated with moderate-to-severe intellectual disability
- •Neurological disorders
- •Musculoskeletal deformities
- •Severe visual impairment
- •Severe hearing impairment
研究组 & 干预措施
B.A.S.I.C.S FRAMEWORK
Participants in this arm received the B.A.S.I.C.S. multimodal play-based intervention, a structured therapeutic program integrating Balance, Autonomy, Social Interaction, Cognition, and Self-reliance. The intervention incorporated cognitive-motor integration tasks, goal-oriented perceptual-motor activities, peer-based balance activities, synchronized auditory-movement activities, Picture Exchange Communication System (PECS)-based activities, and sensory-motor fine-motor activities with cognitive tasks. Activities were individualized and progressively graded according to each child's tolerance and performance. Participants received 45-minute sessions, three times per week for six weeks.
干预措施: B.A.S.I.C.S FRAMEWORK (Behavioral)
Conventional Physiotherapy
Conventional physiotherapy consisting of therapeutic exercises and activities primarily targeting gross and fine motor skills, balance, coordination, and postural control. The intervention focuses on improving motor performance and physical functional abilities through routine physiotherapy techniques.
干预措施: Conventional Physiotherapy (Behavioral)
结局指标
主要结局
Paediatric Balance Scale (PBS)
时间窗: baseline, 6 weeks, 12 weeks, post follow-up (24th week)
The Paediatric Balance Scale (PBS) is a 14-item functional balance assessment used to evaluate static and dynamic balance in children. Each item is scored on a 5-point ordinal scale from 0 to 4, with higher scores indicating better balance performance and greater independence. The total score ranges from 0 to 56. The PBS assesses functional balance abilities including standing, reaching, turning, and stepping. Scores are assessed before and after the intervention to determine changes in balance performance.
Functional Independence Measure for Children (WeeFIM)
时间窗: baseline, 6 weeks, 12 weeks, 24th week
The WeeFIM (Functional Independence Measure for Children) is an 18-item assessment used to evaluate functional independence in children across self-care, mobility, and cognition. Each item is scored on a 7-point ordinal scale from 1 (total assistance) to 7 (complete independence), with a total score ranging from 18 to 126. Higher scores indicate greater functional independence.
次要结局
- Social Skills Improvement System (SSIS) Rating Scales(baseline, 6 weeks, 12 weeks, 24th week)
研究者
Jeevarathinam Thirumalai
Principal Investigator
Saveetha University