PHYSICAL ACTIVITY AND MOTOR DEVELOPMENT IN CHILDREN WITH AUTISM SPECTRUM DISORDER: IMPACT OF EARLY INTERVENTION

Abstract

This study presents a systematic review of the literature published between 2020 and 2025 on learning strategies and educational tools for children with Attention Deficit Hyperactivity Disorder (ADHD) and Autism Spectrum Disorder (ASD). Searches were conducted in the SciELO, Google Scholar, CAPES Periodicals Portal, and ERIC databases, including national and international studies. A total of 22 articles were selected, including reviews, applied research, and intervention reports. The findings indicate that, for ADHD, strategies such as breaking tasks into short steps, using visual supports, and gamification are effective in enhancing engagement and self-regulation. For ASD, assistive technologies, alternative and augmentative communication tools, and structured routines were predominant, supporting instruction comprehension and school adaptation. However, challenges remain regarding teacher training, technological infrastructure, and the lack of longitudinal studies assessing long-term academic outcomes. It is concluded that personalized, technology-mediated pedagogical practices are promising but require institutional support, continuous professional development, and robust scientific evaluation to ensure effective inclusion.