CONTRIBUTIONS OF PSYCHOMOTRICITY FOR NON-VERBAL CHILDREN WITH AUTISM SPECTRUM DISORDER

Abstract

This study aimed to analyze the contributions of psychomotricity to the development of children with Autism Spectrum Disorder (ASD). Through a literature review, 30 articles published between 2019 and 2025 were selected, using inclusion criteria for studies on psychomotor interventions in children with ASD and exclusion criteria for studies without focus on psychomotricity or child development. The analysis, based on Minayo’s thematic analysis, resulted in three categories: contributions to motor and cognitive development, effects on socio-affective skills and social inclusion, and intervention strategies and communication. Findings indicate psychomotricity enhances motor coordination, body awareness, cognitive development, emotional well-being, and socialization. Early interventions integrating psychology and physical education maximize results, especially for non-verbal children. Structured and continuous psychomotor stimulation programs adapted to individual needs promote integral development. Psychomotricity emerges as a relevant tool to support cognitive, motor, and social skills, reinforcing the need for multidisciplinary approaches to maximize development and quality of life.