Effect of Online-Based Physical Activity vs. Art Activity on the Joint Attention of Students with ASD

Abstract

The aim of the study is to compare two online interventions proposed for enhancing support joint attention skills among ASD-level and find the effect of online learning mode on the interventions’ effectiveness. The two online interventions were: 1) physical activity-based intervention and 2) Art activitybased intervention. The study conducted the three groups experimental design with the pre and post-tests. The tests were measure the joint attention level among school-aged participants before and after interventions. The results the significance of both online interventions, physical and art on enhancing both joint attention skills, response, and cue levels among ASD students. While the control group did not score any preference of joint attention skills, response, and cue level between pre and post measurement. Furthermore, the results refuted the significant effect in JTAT attributed to subject factors, namely, age, gender, ASD level, fellow assistance in the post-measurement. Comparing interventions, physical intervention impacts (87.2%) the joint attention (JTAT). While the intervention of art impacts (86.8%) joint attention (JTAT). Accordingly, the study emphasizes the effectiveness of both physical and art activities intervention delivered online for enhancing joint attention skills of students with ASD without a substantial difference between both interventions.