PSYCHOMOTRICITY IN CHILDREN WITH MODERATE AUTISM: A REFLECTIVE STUDY FROM THE PERSPECTIVE OF PSYCHOLOGY

Abstract

Introduction: Autism Spectrum Disorder (ASD) is classified as a neurodevelopmental disorder that may compromise important aspects of an individual’s development. Psychomotricity is a possible intervention for autistic children, as it strengthens the child’s internalization through body movement while also addressing difficulties in relating to the world. Psychomotricity contributes to improvements in motor patterns, including gait and balance. Objective: To reflect on the contributions of psychomotricity in children with moderate autism. Methodology: This is a descriptive, qualitative, reflective analysis study, developed from a literature review. A total of 16 articles were fully read and, meeting the inclusion criteria, supported this reflection. Results and discussion: The presentation of explanations and reflections is organized into thematic axes derived from interpretations of the literature and reflective impressions of the authors. These interpretations were guided by the understanding of the topic in the context of psychology, supported by readings, reflections, and discussions, structured around three themes: Impacts, difficulties, and repercussions of Autism Spectrum Disorder on the behavior of children with moderate autism; The (co)relationship between Autism Spectrum Disorder and psychomotricity; The perspective of psychology on psychomotricity in children with moderate autism. Conclusion: The psychology professional plays a fundamental role in the therapeutic process involving the implementation of psychomotricity in children with moderate autism, establishing behavioral strategies capable of promoting quality of life, growth, and healthy development.