Motor Intervention Plan Obstacles for Children With Autism: A Basic Qualitative Study on Teacher Recommendations

Abstract

Motor deficits are a phenotype observed in children with autism. When provided with motor intervention, the children progress across different developmental domains. The problem is teachers in self-contained classrooms for nonverbal children with autism faced obstacles that needed to be overcome in implementing a motor intervention plan in public schools in South Carolina. The purpose of the basic qualitative study was to explore the recommendations of teachers in self-contained classrooms to identify ways to overcome obstacles in implementing motor intervention plans for nonverbal children with autism in South Carolina. The critical tenets of the study’s theoretical framework originated in dynamic systems theory suggesting adjustments in a constraint lead to changes in other constraints and Piaget’s sensorimotor stage focused on learning through exploration. The research was focused on identifying the obstacles to motor intervention implementation and the recommendations from teachers for nonverbal children with autism to overcome the challenges. A sample of 12 teachers serving nonverbal children with autism in a self-contained environment were selected from an estimated total population of 50 teachers to participate in the study using snowball sampling. Data were collected through a semi-structured interview protocol via Zoom and an open-ended questionnaire on Google Forms. The Braun and Clarke model was utilized for thematic data analysis. Personal, student, classroom, and administrative obstacles were identified. Teachers made recommendations to overcome motor intervention obstacles in the different areas. Nonverbal students with autism benefit when teachers in self-contained classrooms surmount motor intervention obstacles.