ArticleFrontiers in pediatrics2025
Cognitive, social, and behavioral effects of music and motor intervention in children with autism spectrum disorder: the role of time of day.
Article in Frontiers in pediatrics, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Authors and funding
6 authors.
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Abstract
This study aimed to determine the effect of 12 weeks of specific training (combining movement and music intervention) on children with autism spectrum disorders (ASD), specifically by comparing the time of day (morning vs. afternoon) with cognitive functions, mood, and social integration. Thirty children (19 males, 11 females; mean age 7.8 ± 1.27 years) were randomly assigned to two groups: an Intervention Group and a Control Group (CG). The intervention protocol consisted of combined sessions of training, music, and motor activities, administered in a counterbalanced order: one session in the morning (9:00-9:45 a.m.) and one in the afternoon (4:00-4:45 p.m.). The control group continued their regular physical activity. Children were assessed at baseline and post-intervention for cognitive functions (Trail Making Test), maladaptive behaviors (RCS), and enjoyment (PACES). A repeated-measures ANOVA was used to analyze the interaction between the music and movement intervention and time of day. Results showed a significant increase in enjoyment in both experimental groups (morning and afternoon) compared to the control group (
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