Implementation fidelity and outcomes of a psychomotor intervention program for preschool children on the autism spectrum and neurotypically developed peers

Abstract Research on psychomotor interventions that support the diverse developmental profiles of preschool children, including those on the autism spectrum (ASD) and their neurotypical peers (ND), in inclusive settings is still limited. This pilot study used a quasi‐experimental, pre‐ and post‐test design to evaluate the effects of a psychomotor intervention program on psychomotor functions, social skills and behavioural problems. The intervention group included six children with ASD and 38 ND peers, while the comparison group had seven children with ASD and 35 ND peers. Assessments used the Neuropsychomotor Function Evaluation Battery (NPmot.pt) and the Preschool and Kindergarten Behavior Scales (PKBS‐2). The psychomotor intervention program, comprising 12 weekly sessions, was implemented in Portuguese preschool classrooms. After adjusting for age, sex, and baseline scores, the intervention significantly reduced teacher‐reported behavioural problems ( F (1, 57) = 5.53, p = 0.02), with a medium effect size ( η 2 = 0.09). Improvements in psychomotor functions and social skills were observed over time in intervention and comparison groups, although between‐group differences did not reach statistical significance. The program was implemented with high fidelity and with positive participant responsiveness. Practical and research implications are discussed, underscoring the need for longitudinal studies with larger samples, particularly among children with ASD.