Effect of Implicit Learning Methods With the External Focus of Attention on Bowling Skills in Children With Autism Spectrum Disorder: A Randomized Control Trial Study

Study on Bowling Skills in Children with Autism

Purpose

The study aimed to compare two learning methods to improve bowling skills in children with autism spectrum disorder (ASD).

Method

Twenty children with ASD participated in the study. They were randomly divided into two groups. Before training, their bowling skills were assessed in two ways:

Quantitative: by counting the number of bowling pins knocked down.
Qualitative: using the TGMD3 test for underhand ball throwing.

Group A received training using the errorless learning method, while Group B used the analogical learning method, both focusing on external attention.

Findings

The study found that:

Analogical learning significantly improved both bowling and underhand ball-throwing skills (p ≤ 0.05).
Errorless learning significantly improved bowling skills but did not enhance underhand ball-throwing skills (p ≤ 0.05).

Conclusion

Analogical learning with an external focus is effective for developing both bowling and underhand ball-throwing skills in children with ASD. Errorless learning is beneficial for bowling skills but not for underhand ball-throwing.

Trial Registration

IRCT20220920056007N1

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