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Published in
Academic Frontiers
Effectivity of Teaching Fine Motor Skills to a Child With High Stereotyped Motor Behavior
Academic Frontiers, 2(5), 15-21, ISSN: 3082-4400, 2026.
Recommended Citation:
Alvero-Maguad, L., Mari, P. C., & Garcia, A. D. (2026). Effectivity of Teaching Fine Motor Skills to a Child With High Stereotyped Motor Behavior. Academic Frontiers, 2(5), 15–21. https://doi.org/10.5281/zenodo.20061203
Author(s)
Alvero-Maguad et al.
Abstract
The study aimed to instruct fine motor skills in a 5-year-old child diagnosed with Autism Spectrum Disorder (ASD). Baseline data revealed the child's tendency to be unresponsive to the materials. Various materials were utilized, employing prompts, fading, and differential reinforcement to reduce stereotypical motor behavior and enhance fine motor skills. As part of the intervention and generalization phase, such prompting was used to realign the child's responses to be correct. The outcomes indicated a decrease in prompted fine motor skills and an increase in independent fine motor skills during succeeding teaching sessions. Furthermore, the increasing number of correct responses and decreasing number of incorrect responses seemed to correlate with the decline in the child's stereotyped motor behaviors. Further research was warranted to explore the rate of acquisition of independent fine motor skills with novel objects and the duration required to teach these skills to the child.
Keywords
Fine Motor Skills, Autism Spectrum Disorder (ASD), Prompting and Fading, Differential Reinforcement, Stereotypical Motor Behavior
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