RIAF Journal ISSN: 2953-6693 Vol – 4 No. 2, July 2026
1
Articles
Rous Anahi Huanca Callejas
Universidad Adventista de Bolivia
rous.huanca@uab.edu.bo
ORCID https://orcid.org. 0009-0006-1429-0741
Daniel Omar Ajhuacho Chambi
Universidad Adventista de Bolivia
daniel.ajhuacho@uab.edu.bo
ORCID https://orcid.org. 0009-0009-7903-7378
Abstract: Introduction: Hand-eye coordination is a
relevant functional skill for the autonomy of people with
level III autism spectrum syndrome because of their
support needs in visuomotor integration, object
manipulation, and participation in daily activities.
Objective: To determine the observed changes in hand-eye
coordination in an adolescent with level III autism
spectrum syndrome after an adapted motor activity
program. Materials and methods: A longitudinal case study
with descriptive follow-up was conducted over 23 weeks.
The participant was a 17-year- old adolescent.
Measurements were applied before the intervention, at
week 12, and at the end of the program using indicators of
visuomotor precision, manual dexterity, and object
coordination derived from the Bruininks-Oseretsky Test of
Motor Proficiency, Second Edition; systematic observation
of motor and socio-emotional performance was also
recorded. Results: Manual dexterity increased from 14 to
21 points, and hand-eye coordination increased from 11
to 19 points. Progressive improvements were also
observed in tracing, connecting dots, bouncing, throwing,
and catching a ball, together with reduced external
assistance, greater movement continuity, and better
willingness to participate. Conclusions: The program
documented descriptive progress in manual precision,
visuomotor control, and functional autonomy. These
findings support the relevance of structured and
progressive adapted motor activities in individualized
psychomotor interventions.
Keywords: Adapted physical activity; Autism spectrum
disorder; Case study; Fine motor skills; Hand-eye
coordination; Psychomotor skills
Adapted Motor Activities for Hand-Eye Coordination in Level III Autism
Spectrum Syndrome
Rous Anahi Huanca Callejas
1
; Daniel Omar Ajhuacho Chambi
2
RIAF. International Journal of Physical Activity
Universidad de Guayaquil, Ecuador
Frequency: Semi-Annual
Vol. 4, N° 2, 2026
revista.riaf@ug.edu.ec
Received: January 16th, 2026
Approved: May 31
st
, 2026
Published: July 25
th
, 2026
URL: https://revistas.ug.edu.ec/index.php/riaf
DOI: https://doi.org/10.53591/riaf.v4i2.2989
Authors publishing in RIAF acknowledge and accept the following
conditions: The authors retain the copyright of their works and grant
RIAF the right of first publication, under the Creative Commons
Attribution-NonCommercial-No Derivatives 4.0 International
License, which allows third parties to share the work as long as its
author and first publication in this journal are indicated. The authors
retain the copyright and guarantee RIAF the right to publish the work
through any channels it deems appropriate. The authors are free to
share, copy, distribute, perform, and publicly communicate the
published version of the work in RIAF, provided they acknowledge
its publication in this journal. Authors are permitted to electronically
disseminate their works once they have been accepted for publication.
This work is licensed under a Creative Commons Attribution-
NonCommercial-No Derivatives 4.0 International License.
RIAF Journal ISSN: 2953-6693 Vol – 4 No. 2, July 2026
2
RIAF Journal ISSN: 2953-6693 Vol – 4 No. 2, July 2026
3
Despite these contributions, there remains an
applied gap in the description of individualized
programs specifically aimed at eye-hand
coordination in adolescents with level III autism
spectrum disorder. Much of the available
evidence focuses on group samples, general
physical activity interventions, or populations
with lower support needs; therefore, case studies
are still needed to document in detail the
intervention process, activity content,
methodological adjustments, and observed
functional changes. This need is especially
important in special education contexts, where
planning must respond to the participant’s
learning pace, safety, motivation, emotional
regulation, and communication. (Pardo-
Guayanay, M. Y., & Arroyo-Vera, Z. J. (2026))
The present research is justified by its
contribution to professional practice and the
scientific community in the field of adapted
physical activity. From a practical standpoint, it
offers an organized proposal of motor activities
that can guide teachers, therapists, and area
professionals in the individualized care of
adolescents with substantial support needs. From
a scientific perspective, it provides descriptive
evidence on the evolution of a real case, allowing
recognition of which dimensions of eye-hand
coordination show changes and which require
greater emphasis in future interventions. In
methodological terms, the study adopts a single-
case longitudinal approach, with pre-intervention
measurements, intermediate follow-up, and final
evaluation, complemented by systematic
observation of motor and socioemotional
performance.
This study analyzes the impact of an adapted
motor activities program on the eye-hand
coordination of an adolescent with level III
Autism Spectrum Disorder (ASD) at the Arnoldo
Schwimmer Center, based on an initial diagnosis
of severe limitations in object manipulation and
motor persistence. Through a methodology
based on initial assessment, the design of an
organized and progressive intervention, and the
evaluation of final performance, the research aims
to determine the quantitative and qualitative
changes in the participant's visuomotor precision.
The results aim to validate the effectiveness of
individual and adapted interventions to improve
functional participation and the development of
complex motor skills in individuals with high-
dependency special educational needs.
Material and Method:
A longitudinal case study with a descriptive scope
was developed, including pre-intervention,
intermediate, and final measurements. The choice
of this design responded to the need to
understand the individual evolution of a
participant with substantial support requirements,
without formulating experimental hypotheses or
making generalizable statistical inferences. The
study combined ordinal quantitative records of
motor performance with qualitative systematic
observation, used to describe the level of
assistance, continuity of movement, functional
autonomy, and socioemotional response during
sessions.
The participant was a 17-year-old male with a
clinical diagnosis of level III autism spectrum
disorder. He had a height of 176 cm and a weight
of 81.6 kg. His primary needs were associated
with limited verbal communication, reduced eye
RIAF Journal ISSN: 2953-6693 Vol – 4 No. 2, July 2026
4
contact, fluctuations in sustained attention,
stereotyped behaviors, and the need for close
support to participate in structured tasks. At the
motor level, difficulties were observed in fine
motor skills, eye-hand coordination, motor
planning, manual precision, grip, throwing, and
catching objects. The inclusion criterion was
availability to participate in the program with
family and institutional authorization; exclusion
criteria included acute musculoskeletal injuries,
medical contraindications for adapted physical
activity, or repeated absence from sessions.
Techniques and instruments
The evaluation of eye-hand coordination was
conducted through structured manual dexterity
and upper limb coordination tasks, taken as a
reference from the Bruininks-Oseretsky Test of
Motor Proficiency, Second Edition. Indicators of
visuomotor precision, tracing, dot-to-dot, paper
folding, throwing, catching, and ball bouncing
were recorded. The scores were interpreted
descriptively, due to the nature of the case study.
Complementarily, a systematic observation
guide was used to record the need for physical or
verbal assistance, execution accuracy, continuity
of movement, functional autonomy, social
interaction, emotional expression, and
disposition toward the task.
The procedure was organized into four
phases. First, initial observation and pretest
administration were carried out to establish the
baseline of motor performance. Second, the
adapted motor activities program was designed
based on the identified needs and the principle of
progression of complexity. Third, the
intervention was implemented for 23 weeks, with
three weekly sessions of 45 minutes each. Fourth,
follow-up assessments were conducted at week
12 and at the end of the program, recording both
performance scores and qualitative observations
of motor and socioemotional evolution. During
the assessment, brief pauses, verbal redirections,
and demonstrations were allowed, when
necessary, while striving to maintain the structure
of the tasks and the participant's safety
Table 1
Structure of the adapted motor activities program
Phase
Weeks
Purpose
Main Activities
Applied Adaptations
Adaptation
1-6
Promote
familiarization, task
attention, and motor
safety
Free and guided
manipulation of soft
balls; grasping and
releasing large objects;
moving hoops; fitting
pieces; short-distance
throwing; catching with
balloons or lightweight
balls
Brief instructions; visual
demonstration; partial
physical support; large,
soft, high-contrast
materials; sensory
breaks
Consolidation
7-18
Increase visuomotor
precision, bilateral
coordination, and
movement continuity.
Filling in figures; tracing
straight, wavy, and
curved paths; dot-to-dot;
paper folding; one-
handed ball bouncing;
alternating bouncing;
catching with both hands
Gradual reduction of
assistance; increased
distance; use of visual
targets; structured
repetition; immediate
positive reinforcement
RIAF Journal ISSN: 2953-6693 Vol – 4 No. 2, July 2026
5
Maintenance
and autonomy
19-23
Strengthen functional
autonomy, temporal
control, and transfer to
more complex tasks
Throwing and catching
circuits; aiming at
targets; sequences of
bouncing, passing, and
catching; manipulation
of small objects;
combined precision and
movement tasks
Greater independence;
sequential instructions;
controlled variation of
materials; recording of
achievements; gradual
increase in demands
Note. The program was developed over 23 weeks, with three weekly sessions of 45 minutes each.
Activities were individualized according to the participant's response.
Ethical considerations
The intervention was carried out with
institutional authorization and informed consent
from the participant's legal guardian. The
confidentiality of personal data was protected,
and the publication of information that would
allow direct identification of the adolescent was
avoided. Activities were adapted to minimize
physical risks, respect individual pace, and
suspend or modify tasks upon signs of fatigue,
anxiety, or refusal. The study was oriented toward
educational and therapeutic purposes, with no
invasive procedures.
Data analysis
Quantitative data were analyzed through
descriptive comparison of scores between the
pretest, intermediate posttest, and final posttest.
No statistical significance tests were applied, as
the sample corresponded to a single case.
Qualitative information was organized by
dimensions of motor and socioemotional
performance, identifying changes in level of
assistance, precision, continuity, autonomy,
participation, and interaction.
5) Results
The results are presented in a logical sequence:
first the baseline of motor performance, then the
changes recorded in the follow-up assessments,
and finally the behavioral and socioemotional
evolution observed during the program. To avoid
duplication of information, the use of descriptive
tables was prioritized, and the graph that repeated
the data from the scores table. los datos de la tabla
the data from the scores table.
Table 2
Descriptive scores in manual dexterity and eye-hand
coordination
Evaluated
dimension
Pretest
Final
posttest
Observed
change
Manual
dexterity
14
points
21 points
+7 points
Eye-hand
coordination
11
points
19 points
+8 points
Note. Scores are interpreted descriptively as this is a
case study. No statistical inferences were made.
In the initial assessment, the participant
showed low performance in precision tasks,
object manipulation, and ball coordination. After
the intervention, manual dexterity increased from
14 to 21 points, and eye-hand coordination from
11 to 19 points. These changes suggest an
observable improvement in the ability to direct
the hand based on visual information, regulate
movement trajectory, and perform catching,
throwing, and manipulation tasks with greater
control.
Table 3
Follow-up of eye-hand coordination indicators
Indicator
Pretest
Week 12
posttest
Final
posttest
Circle
filling
1
1
3
Star filling
1
1
2
Tracing
along a
winding
path
2
3
4
Tracing
along a
curved path
2
2
4
RIAF Journal ISSN: 2953-6693 Vol – 4 No. 2, July 2026
6
Dot connection
1
2
3
Paper folding
3
3
3
Releasing and catching
a ball with both hands
3
5
10
Catching a thrown ball
with both hands
3
6
9
Releasing and catching
a ball with one hand
5
5
10
Catching a thrown ball
with one hand
2
6
4
Bouncing a ball with
one hand
4
7
8
Bouncing a ball
alternating hands
3
6
8
Throwing a ball at a
target |
3
3
3
Note. The notation of the original table was standardized
to facilitate reading. The target throwing indicator
remained stable, suggesting a need to reinforce aiming
and force control in future interventions.
The progression by indicator showed gradual
improvements. At week 12, initial improvements
were observed in tracing, dot connection,
catching, and ball bouncing. In the final posttest,
increases were more evident in curved and
winding tracings, figure filling, and ball handling
with one and both hands. Paper folding and target
throwing remained stable, indicating that some
fine precision and aiming tasks require longer
intervention time or more specific difficulty-
grading strategies.
Table 4
Behavioral and socio-emotional changes during the
intervention
Dimension
Initial
Sessions
Final
Sessions
Observed
Change
Social
interaction
Little
interaction,
avoided
eye
contact,
and did not
initiate
communic
ation.
Greater
eye
contact,
spontaneou
s attempts
at
communic
ation, and
better
response to
adults.
Improvem
ent in
functional
interaction.
Participation
Minimal
participation,
insecurity,
and need for
constant
guidance.
Active
participation,
greater
willingness,
and execution
with reduced
support.
Increase in
motivation
and
autonomy.
Emotional
Expression
Shyness,
anxiety with
new
exercises, and
low
expressivenes
s.
Greater
calmness,
confidence,
and tolerance
for new tasks.
Improved
emotional
regulation.
Following
instructions
Difficulty
with complex
instructions
and need for
frequent
repetition.
Better
response to
short
sequences
and familiar
routines.
Greater
adaptation to
session
structure.
General
Attitude
Passive and
withdrawn
attitude.
Collaborative,
active, and
motivated
attitude.
Positive
change in
general
disposition.
Note. The qualitative information comes from systematic
observation conducted during the sessions.
The socio-emotional changes accompanied
the motor development. During the initial
sessions, the participant required frequent
physical and verbal guidance, avoided new
exercises, and showed anxiety with coordination
tasks. In the final sessions, greater confidence,
better tolerance of instructions, a positive
attitude, and reduced need for support were
observed. These findings are relevant because
motor intervention, in addition to stimulating
manual skills, can become a means of behavioral
organization and social participation when
applied with predictable routines, positive
reinforcement, and individualized progression.
Among the study's limitations are the inclusion of
a single participant, the absence of a control
group, the descriptive interpretation of scores,
and the possible influence of contextual factors
such as familiarity with the evaluator, motivation,
emotional state, and attendance at sessions.
RIAF Journal ISSN: 2953-6693 Vol – 4 No. 2, July 2026
7
Also identified as a limitation is the need to
strengthen indicators that remained stable,
especially throwing at a target. As a future
perspective, it is recommended to apply the
program in case series or quasi-experimental
designs, extend the follow-up duration,
incorporate maintenance assessment, and
compare results with complementary
standardized instruments and records of
functional participation in activities of daily living.
Conclusions
The participant's initial level of eye-hand
coordination showed limitations in visuomotor
precision, object manipulation, catching,
bouncing, and throwing, which justified the need
for an adapted and individualized motor
intervention.
The adapted motor activities program was
characterized by a progressive three-phase
structure, use of safe and high-contrast materials,
brief instructions, visual supports, and gradual
reduction of assistance. These features allowed
tasks to be adjusted to the participant's learning
pace and favored their continuity within the
sessions.
During program implementation,
improvements were observed in tracing, dot
connection, figure filling, ball bouncing and
catching, as well as a progressive decrease in the
required physical and verbal support. Advances
were also recorded in participation, self-
confidence, emotional regulation, and functional
interaction.
The final assessment showed descriptive
increases in manual dexterity, from 14 to 21
points, and in eye-hand coordination, from 11 to
19 points.
These results allow concluding that the program
was associated with positive and observable
changes in the motor performance of the case
studied, although they do not authorize causal
generalizations because it involves a single
participant.
The developed experience provides a practical
route for physical education, psychomotor, and
special education professionals interested in
designing individualized interventions aimed at
eye-hand coordination in individuals with autism
spectrum disorder level III.
References
Inamagua, S., & Zambrano, W. (2024). Las
actividades lúdicas en el desarrollo de la
motricidad fina en los niños con trastorno del
espectro autista en el nivel de inicial II.
LATAM Revista Latinoamericana de Ciencias
Sociales y Humanidades, 5(2).
https://doi.org/10.56712/latam.v5i2.2009
Luarte, C. (2021). Desarrollo motor en niños
escolares de 5-12 años con trastornos del
espectro autista: Una revisión sistemática.
Revista Peruana de Ciencia de la Actividad Física y
del Deporte, 8(3), 10.
https://doi.org/10.53820/rpcafd.v8i3.151
Llivichuzhca, P. C., & Gómez, J. A. (2026).
Coordinación visomotriz: factores que
predisponen la disgrafía en niños de siete años.
Mamakuna: revista de divulgación de
experiencias pedagógicas, (26), 56-67
https://revistas.unae.edu.ec/index.php/mam
akuna/article/view/1240
Martínez Díaz, Y., & Cañizares Hernández, M.
(2023). La motricidad fina en niños con
trastorno del espectro autista. Cuerpo, Cultura y
Movimiento, 14(1).
https://doi.org/10.15332/2422474X.9875
Pardo-Guayanay, M. Y., & Arroyo-Vera, Z. J.
(2026). Sistema de actividades recreativas para
fortalecer el desarrollo de la motricidad gruesa
en niños de 3 a 4 años. Revista científica
multidisciplinaria arbitrada YACHASUN-ISSN:
2697-3456, 10(18), 1219-1241.
https://www.editorialibkn.com/index.php/Y
achasun/article/view/931
RIAF Journal ISSN: 2953-6693 Vol – 4 No. 2, July 2026
8
Peñafiel, J. L. R., Valarezo, K. E. L., Medina, G.
E., & Amable, N. H. (2026). Uso de
dispositivos móviles en el desarrollo de la
coordinación visomotora en niños de 4 años.
Ciencia y Educación, 7(1), 186-201.
https://cienciayeducacion.com/index.php/jo
urnal/article/view/2203
Piccolo, A., Raciti, C., Scarcara, M., Monaco, S.,
Muratore, R., De Domenico, C., Fulgenzi, A.,
Settimo, C., Quartarone, A., Cucinotta, F., &
Alito, A. (2025). Motor coordination
assessment in autism spectrum disorder: A
systematic review. Diagnostics, MDPI 15(17),
2118.
https://doi.org/10.3390/diagnostics1517211
8
Rizzo, J. R., Beheshti, M., Naeimi, T., Feiz, F.,
Fatterpekar, G., Balcer, L. J., Galetta, S. L.,
Shaikh, A. G., Rucker, J. C., & Hudson, T. E.
(2020). The complexity of eye-hand
coordination: A perspective on cortico-
cerebellar cooperation. Cerebellum & Ataxias,
7, 1.
https://doi.org/10.1186/s40673-020-
00121-1
Suárez-Manzano, S., Ruiz-Ariza, A., Marques de
Loureiro, N. E., & Martínez-López, E. J.
(2024). Effects of physical activity on
cognition, behavior, and motor skills in youth
with autism spectrum disorder: A systematic
review of intervention studies. Behavioral
Sciences, 14(4), 330.
https://doi.org/10.3390/bs14040330
Tomalá, S. L. V., Montenegro, J. A. C., & Burgos,
S. A. T. (2026). El juego de lanzar y atrapar
pelotas como mediador del desarrollo de la
coordinación óculo-manual en niños de 5
años. Ciencia y Educación, 7(4), 138-155.
https://cienciayeducacion.com/index.php/jo
urnal/article/view/2603
Statement of conflicts of interest
The authors declare that there are no conflicts
of interest related to the content of this article.
Statement of author contributions
Rous Anahi Huanca Callejas participated in
the conception of the study, design and
implementation of the adapted motor activities
program, data recording, descriptive analysis, and
initial drafting of the manuscript. Daniel Omar
Ajhuacho Chambi participated in the
methodological guidance, critical review of the
content, organization of results, academic
revision of the manuscript, and approval of the
final version.