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Developing Psychomotor Skills in the Case of Autistic Students

Table 5:

Child’s name Performs the move with the trainer’s help Performs the move by himself/ herself
A. Two times, getting help Three times, by himself
B. He easily opens and shuts the doors of the cupboard, without taking out the toys. He didn’t perform any move by himself.
S. Three times, getting help The next four times – by himself.
E. He gets help in performing the tasks He performs the task all by himself, but soon he loses any interest.
T. He gets help in performing the tasks, but finds the toys. He performs the task all by himself; he is consequent in searching the toy.
I. Two times, getting help The next four times, all by himself: he finds the toy during the last two attempts.
P. Two times, getting help. She found the toy. Two times, all by herself.
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