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Parental Perspectives on Motor Development in Preschool-Age Children with Autism Spectrum Disorder: A Qualitatively Led Mixed-Method Study
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DOI：10.3390/disabilities6010016.png)
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Abstract
En 中文
Background: Early childhood motor development plays a critical role in shaping participation and quality of life for children diagnosed with autism spectrum disorder. Parental perspectives provide unique insights into barriers, facilitators, and the real-world impact of interventions. Objectives: This study applied qualitatively led an exploratory mixed-method design grounded in a biopsychosocial paradigm. The qualitative component captured parental narratives, while quantitative summaries were generated to identify consensus areas of motor challenges and environmental influences. This dual approach aimed to reveal both the diversity of lived experience and recurring patterns that may inform screening and intervention planning. Methods: Semi-structured interviews were conducted with 58 parents of preschool-aged children diagnosed with autism spectrum disorder in Hungary. Transcripts were analysed thematically, and through descriptive frequency summaries and exploratory chi-squared analyses of coded data. Results: Parents consistently reported fine and gross motor differences, with consequences extending to participation in family, school, and community contexts. Early diagnosis was seen as beneficial primarily when it facilitated access to supportive services. Environmental adaptations, such as inclusive playgrounds and adaptive tools, were perceived by parents as enhancing children's opportunities to participate, while the lack of accommodations amplified difficulties. Interventions embedded in real-life contexts and actively involving families were viewed as most effective. Exploratory quantitative summaries indicated consensus on five key challenges, including pencil grip, small object manipulation, and playground participation. Conclusions: The findings demonstrate that motor development in autism spectrum disorder is best understood within a biopsychosocial framework linking individual abilities, environmental modifications, and social acceptance. By integrating qualitative and quantitative perspectives, this study illustrates how family experiences can inform the design of family-centred interventions and context-sensitive policies that foster meaningful participation.
Keywords:
autism spectrum disorder
motor development
parental perspectives
early intervention
participation
biopsychosocial model
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