The researcher analysed the effects of the program on the motor abilities, fitness and behaviours of each child on a case-by-case basis. The change in scores obtained by each child in the different assessment settings, i.e., baseline, pre-test and post-test assessment, determined the effect of the intervention program.
The age-appropriate norms and standard deviations provided by the BPFT were not applicable for comparison in this study as all three participants fell below the age category stipulated by this test. With no valid or reliable data from the MABC when applied to children with ASD, the researcher was unable to compare the participants‟ results with the age-appropriate norms and standard deviations of the test. The nature of the case study does not require comparisons with other groups, but rather an in-depth look at the effect of the intervention on the individual involved.
Decisions were needed for this study to determine the practical significance of changes attributed to the intervention program. The criteria used for indicating improvement observed in the results is as follows:
A quarter standard deviation was considered a slight improvement in the component
A half standard deviation was considered an improvement in the component
A three quarter standard deviation was considered a significant improvement in the component
Anything higher than the three quarter standard deviationwas considered a definite improvement in the component.
A descriptive report for each child with gathered results, plotted onto graphs is presented in the results. This representation of the data identified the effects the intervention program had on the subjects over the research period. (Each child with autism presents the disorder uniquely and was affected by the intervention differently.) Each subject‟s case was analysed independently and recommendations were given to each case with the individual child in mind.
Parents were given feedback about their child‟s performance in the program and future guidelines in order to maintain and progress any achieved developments.
Data analysis of the results will hopefully provide the researcher with additional insight into autism and the role physical activity plays as a therapy for children with ASD. More information about motor impairments, means to address these impairments and the effects of improved motor skills on children with autism is also hoped to be discovered through data investigation. Discovering the nature of the relationship between physical activity and behaviours associated with ASD is an additional goal when examining the results.
Reliability
Reliability refers to the stability, accuracy and dependability of data and is affected by the length of the test and the objectivity of the scoring (Burns, 2000). The researcher has ensured that the methodology is comprehensive and clearly explained and has utilized testing instruments to test motor proficiency that are standardized as well as including the tests for analysing behavioural changes in the Appendixes. Examples of target development and session plans are also included. This will result in other researchers being able to repeat the research protocol of this study and arrive at the same results.
Validity
The central aim of this research design is to determine if there is a relationship between the APA program implemented in the intervention and the motor proficiency and behaviours of children with ASD. The potential of this design to achieve this aim is referred to as the validity of the design and is measured in terms of two separate but related dimensions. Firstly internal validity examines the extent to which a particular research design has excluded all other possible hypotheses which could explain the variation of the dependant variable (Bless, Higson-Smith & Kagee, 2006). The researcher performed a baseline assessment prior to the pre-test to ensure that development or change in the dependent variable was not related to normal development and growth. If changes occurred due to external influences the researcher has documented
this in the individual case study results. For example if the pen grip of a child improved but this was a target of the child‟s home therapy program, it was mentioned in the results.
Secondly external validity examines the extent in which the results of the study can be generalised. High external validity can be achieved by ensuring that the sample is a representation of the population in question and that the study stimulates reality as closely as possible (Bless, Higson-Smith & Kagee, 2006). As it is evident from the review of literature the spectrum of autism results in each child presenting the disorder differently, making it almost impossible to generalize the results of this sample to the population. The aim of a case study is to scrutinize each case independently, and not to use the results for comparisons.
The testing for the study was performed in each subject‟s home environment and certain tasks were adapted to suit the subject‟s preferences. For example in the aerobic capacity test each subject performed endurance activities that they enjoyed and were familiar with. The intervention program also was administered to the subjects in their home or a nearby park that they were familiar with. This resulted in the researcher being able to minimise a whole range of reactive effects. For tasks or stimuli that were novel for the subject the researcher ensured focus was remained on the task or a demonstration was done in order to assist the subject in the task performance.