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. 2025 Jan 8;17(1):4.
doi: 10.3390/pediatric17010004.

Preliminary Results of Sensorimotor Room Training for the Improvement of Sensory and Motor Skills in Children with Autism Spectrum Disorders

Giulia Savarese  1 , Rosa Mandia  2 , Aldo Diavoletto  3 , Michele Piscitelli  2 , Francesca Impemba  2 , Annatania Di Siervi  2 , Luna Carpinelli  1 , Franca Bottiglieri  3 , Marianna Sessa  3 , Giulio Corrivetti  3
Affiliations

Preliminary Results of Sensorimotor Room Training for the Improvement of Sensory and Motor Skills in Children with Autism Spectrum Disorders

Giulia Savarese et al. Pediatr Rep. .

Abstract

Background: Motor skills in early and middle childhood are essential for physical play, social interactions, and academic development. Children with autism spectrum disorder (ASD) often exhibit atypical sensory responses, which can impact self-care and other developmental areas. This study explores the impact of sensory and motor rehabilitation using a Motor Sensory Room to stimulate motor development in children with ASD. Methods: Twenty-five children with ASD, preschool and school-aged (2-10 years), were divided into three groups based on the DSM-5 severity levels. The PEP-3 scale was used to assess cognitive, language, motor, emotional, social, and behavioral development. Ten children underwent a 3-month Motor Sensory Room intervention, and data were collected longitudinally. A control group of ten children, matched in age, sex, and diagnosis, did not receive the intervention. A 12-month follow-up is planned for all participants. Results: Children exhibited diverse profiles. Type B subjects displayed more severe symptoms, while Type A showed milder symptoms with better language and interpersonal skills. After the 3-month intervention, improvements were noted in several PEP-3 areas. For sensory levels (hypo-reactivity), the percentage of individuals at medium levels increased from 44% to 50%. For hyper-reactivity, the percentage at medium levels rose from 30% to 40%. Motor skills improved, with the percentage of individuals with high motor abilities rising from 20% to 25%. Relational behaviors also saw gains, with an increase from 50% to 55% in medium-level behaviors. The experimental group demonstrated better outcomes compared to the control group, particularly in sensory and motor skills. Conclusions: Preliminary findings suggest that sensory and motor training in a Motor Sensory Room improves sensory integration, motor coordination, and social interaction in children with ASD. Further research is needed to confirm long-term benefits.

Keywords: autism spectrum disorder (ASD); motor development; sensory integration; sensory motor room; sensory-motor rehabilitation.

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Conflict of interest statement

The authors declare no conflicts of interest.

Figures

Figure 1
Figure 1
The motor sensory room. (A) Motor Sensory Room for sensory and motor skill development in children with ASD. (B) Hydrotherapy pool for sensory stimulation and relaxation in children with ASD.
Scheme 1
Scheme 1
Pre- and post-test (%) for the Sensory Level (HYPO-SENSITIVITY).
Scheme 2
Scheme 2
Pre- and post-test (%) for the Sensory Level (HYPER-SENSITIVITY).
Scheme 3
Scheme 3
Pre- and post-test (%) for the Compromised Motor Skills.
Scheme 4
Scheme 4
Pre- and post-test (%) for the Limited Relational Behaviors.
Scheme 5
Scheme 5
Comparison of Experimental Group with Control Group.
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