<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1659-097X</journal-id>
<journal-title><![CDATA[MHSalud]]></journal-title>
<abbrev-journal-title><![CDATA[MHSalud]]></abbrev-journal-title>
<issn>1659-097X</issn>
<publisher>
<publisher-name><![CDATA[Escuela de Ciencias del Movimiento Humano y Calidad de Vida, Universidad Nacional]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1659-097X2018000100026</article-id>
<article-id pub-id-type="doi">10.15359/mhs.15-1.3</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Efectos de la aplicación de un programa de intervención educativa sobre las habilidades motoras gruesas en individuos con autismo]]></article-title>
<article-title xml:lang="en"><![CDATA[Effects of The Application of an Educational Intervention Program on Gross Motor Skills in Individuals with Autism]]></article-title>
<article-title xml:lang="pt"><![CDATA[Efeitos da aplicação de um programa de intervenção educacional sobre habilidades motoras em indivíduos com autismo]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Astorino]]></surname>
<given-names><![CDATA[Francisco]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Contini]]></surname>
<given-names><![CDATA[Liliana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fessia]]></surname>
<given-names><![CDATA[Gabriel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Manni]]></surname>
<given-names><![CDATA[Diego]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional del Litoral Facultad de Ciencias Médicas ]]></institution>
<addr-line><![CDATA[Santa Fe ]]></addr-line>
<country>Argentina</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Nacional del Litoral Facultad de Bioquímica y Ciencias Biológicas ]]></institution>
<addr-line><![CDATA[Santa Fe ]]></addr-line>
<country>Argentina</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Nacional del Litoral Facultad de Ciencias Médicas ]]></institution>
<addr-line><![CDATA[Santa Fe ]]></addr-line>
<country>Argentina</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad Nacional del Litoral  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Argentina</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2018</year>
</pub-date>
<volume>15</volume>
<numero>1</numero>
<fpage>26</fpage>
<lpage>38</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1659-097X2018000100026&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1659-097X2018000100026&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1659-097X2018000100026&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción:  El autismo es un trastorno del neurodesarrollo que recibe el nombre de Trastorno del Espectro Autista (TEA). Se manifiesta desde la infancia del individuo y se caracteriza por limitaciones en las interacciones sociales y comportamientos estereotipados.  Objetivo:  Evaluar el desarrollo de habilidades motoras gruesas (HMG) mediante la implementación de un programa sistemático de ejercicios en cuatro adolescentes con diagnóstico de TEA.  Metodología:  Estudio de caso, longitudinal y con dos cortes transversales. Cuatro adolescentes entre 12 y 14 años participaron en un programa de intervención educativa sistemática orientado al desarrollo de las HMG durante 12 semanas (dos estímulos semanales de 45 minutos, relación docente-alumno 1:1). La evaluación preprograma y postprograma de intervención educativa para el desarrollo de las Habilidades Motoras Generales se realizó con la escala Evaluación de Habilidades y Aprendizaje Básicas-Revisada (ABLLSTM-R).  Resultados:  luego de la estimulación, los individuos presentaron efectos positivos (en relación con su propia evaluación preestimulación) con respecto a la optimización y mejora de la práctica de actividades físicas. La mayor dificultad se encontró en las actividades de pérdida del equilibrio seguida de su recuperación de modo dinámico, tanto con objetos como sin ellos. Al inicio de la intervención todos los sujetos presentaban deficiencias en la mayoría de las HMG evaluadas, mostrando, durante la intervención, una marcada mejora en todas ellas.  Conclusión:  si bien los déficits conductuales presentes en los sujetos con TEA son permanentes, en el ámbito de la actividad física los procedimientos educativos orientados permiten significativos avances para las personas con esta patología.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction:  Autism is a neurodevelopment disorder called Autism Spectrum Disorder (ASD); it manifests in childhood, and it is characterized by limitations in social interactions and stereotyped behaviors.  Objective:  to evaluate the gross motor skills (GMS) development through a systematic program of general exercises in four adolescents with ASD.  Methodology:  conducting a longitudinal case study with two cross-sections; four adolescents aged 12 to14 years participated in a systematic education intervention program oriented to develop gross motor skills in twelve weeks (45-minute interventions, twice a week, one student per teacher). Before and after the systematic education intervention program to develop gross motor skills, the evaluation of students was made with the Assessment of Basic Language and Learning Skills (ABLL - R) score system.  Results:  after the intervention, the participants presented a positive result in improving physical activities compared to their results before the intervention. The most significant difficulty was in the activities of losing balance followed by a dynamic recovery, with or without objects. At the beginning of the intervention, all the participants presented deficiencies of gross motor skills. After the intervention, they showed an improvement in those skills.  Conclusions:  although people with ASD have permanent disabilities, the physical activity educationally oriented to adolescents ASD allowed significant progress in gross motor skills.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Introdução:  O autismo é um transtorno do neurodesenvolvimento que recebe o nome de Transtorno do Espectro Autista (TEA). Manifesta-se desde a infância do indivíduo e caracteriza-se por limitações nas interações sociais e comportamentos estereotipados.  Objetivo:  Avaliar o desenvolvimento de habilidades da motora grossa (HMG) mediante a implementação de um programa sistemático de exercícios em quatro adolescentes com diagnóstico de TEA.  Metodologia:  Estudo de caso, longitudinal e com dois cortes transversais. Quatro adolescentes entre 12 e 14 anos participaram em um programa de intervenção educativa sistemática orientada ao desenvolvimento das HMG durante 12 semanas (dois estímulos semanais de 45 minutos, relação docente-aluno 1:1). A avaliação preprograma e postprograma de intervenção educativa para o desenvolvimento das Habilidades Motoras Generais realizou-se com a escala Avaliação de Habilidades e Aprendizagem Básicas-Revisada (ABLLSTM-R).  Resultados:  após a estimulação, os indivíduos apresentaram resultados positivos (em relação à sua própria avaliação pré-estimulação) com respeito ao desenvolvimento e melhoría da prática de atividades físicas. A maior dificuldade encontrou-se nas atividades de perda de equilíbrio seguida de sua recuperação rápida, tanto com objetos como sem eles. No início da intervenção todos os sujeitos apresentavam deficiências na maioria das HMG avaliadas, mostrando, durante a intervenção, uma marcada melhora em todas elas.  Conclusão:  Apesar de que os déficits comportamentais presentes nos sujeitos com TEA são permanentes, os procedimentos educacionais orientados no campo da atividade física permitem avanços significativos para pessoas com essa patologia.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Trastorno de espectro autista]]></kwd>
<kwd lng="es"><![CDATA[actividad motora]]></kwd>
<kwd lng="es"><![CDATA[planificación]]></kwd>
<kwd lng="en"><![CDATA[Autism Spectrum Disorder]]></kwd>
<kwd lng="en"><![CDATA[motor activity]]></kwd>
<kwd lng="en"><![CDATA[planning]]></kwd>
<kwd lng="pt"><![CDATA[Transtorno do espectro autista]]></kwd>
<kwd lng="pt"><![CDATA[atividade motora]]></kwd>
<kwd lng="pt"><![CDATA[planejamento]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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