SENSORY AND MOTOR PARTICULARITIES IN AUTISM AND THE ROLE OF PSYCHOMOTOR INTERVENTION: A NARRATIVE REVIEW

Abstract

Autism spectrum disorder (ASD) is classically defined by persistent difficulties in social interaction and communication, associated with restricted and repetitive behaviours. Beyond these criteria, recent data highlight the importance of sensorimotor dimensions in the developmental profile of autistic children. Sensory particularities, now included in the diagnostic criteria, affect the majority of children and influence behavioural regulation, learning and social interactions. In addition, motor impairments are highly prevalent and are frequently associated with developmental coordination disorder (DCD). These difficulties impact autonomy and engagement in school and social contexts. Psychomotor therapy offers an integrative approach combining clinical assessment, standardised tools and contextualised functional interventions. By taking into account the sensory, motor, tonic and emotional dimensions of the child, it aims to support learning and self-regulation and to promote a more harmonious adjustment to the constraints of the everyday environment. This narrative review aims to examine sensory and motor particularities in children with autism spectrum disorder and to discuss the role of psychomotor intervention in addressing these difficulties.