An interventional study of Gamified Tai Chi Program and Traditional Tai Chi Group in Autism Spectrum Disorder (ASD, sponsored by Jinan University Guangzhou. Completed at 1 site in China. Open to participants aged 9 Years to 12 Years. Per ClinicalTrials.gov, last updated 2026-06-04.
Sponsored by Jinan University Guangzhou · Not applicable, Interventional, and Treatment
This randomized controlled trial evaluates the effectiveness of a "Gamified Tai Chi" intervention on improving executive functions (such as inhibitory control, working memory, and cognitive flexibility) in children with Autism Spectrum Disorder (ASD).
The study aims to determine whether integrating game mechanics (based on the Mechanics, Dynamics, and Aesthetics framework) into Tai Chi training offers superior benefits compared to traditional Tai Chi training or routine care.
Approximately 200 children aged 8-15 years will be randomly assigned to one of three groups for a 12 months period:
Gamified Tai Chi Group: Participants will attend sessions combining simplified Tai Chi forms with interactive tasks, such as digital chasing games and cooperative challenges, using a point-based reward system to enhance engagement.
Traditional Tai Chi Group: Participants will learn the same Tai Chi movements but via standard instruction methods without gamification elements.
Control Group: Participants will continue their routine rehabilitation or physical education classes (Waitlist design).
Assessors who are blinded to group allocation will evaluate outcomes at baseline and post-intervention using standardized cognitive tasks (e.g., Flanker task, 1-back task) and behavioral questionnaires regarding social functioning and daily living skills.
1,727 studies on the registry are indexed under Autism Spectrum Disorder; 504 are open to participants now.
This study's enrollment of 100 is above the median of 52 across 1,371 interventional studies indexed under Autism Spectrum Disorder.
Browse Autism Spectrum Disorder studies →Jinan University Guangzhou is the lead sponsor of 12 studies on the registry; 2 are open to participants now.
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Exclusion Criteria:
Participants will maintain their routine rehabilitation courses and standard physical education classes as per the school curriculum. No additional Tai Chi training will be provided during the 12 months study period. They may be offered Tai Chi training after the study conclusion (Waitlist design).
Participants in this arm receive regular curriculum activities for 16 weeks at the same frequency and duration as the intervention arm (3 sessions/week, 45 minutes/session; 48 sessions in total), delivered by regular teaching staff. These activities include basic physical activities, simple movement practice, classroom routines, and usual rehabilitation activities. This arm does not include Tai Chi, gamified movement tasks, or structured executive-function training. After the 16-week period, participants enter an 8-week natural follow-up during which they continue their usual school curriculum and daily routines.
Behavioral: Traditional Tai Chi Group
Participants will receive a 12 months Gamified Tai Chi intervention (3 sessions/week, 45 mins/session). The intervention integrates the MDA (Mechanics, Dynamics, Aesthetics) framework and exergaming elements into traditional Tai Chi movements to target executive functions.
Behavioral: Gamified Tai Chi Program
Participants will receive a 12 months Gamified Tai Chi intervention (3 sessions/week, 45 mins/session). The intervention integrates the MDA (Mechanics, Dynamics, Aesthetics) framework and exergaming elements into traditional Tai Chi movements to target executive functions.
Participants will receive a 12 months standard Traditional Tai Chi training (3 sessions/week, 45 mins/session). This group performs the same physical movements as the experimental group but without any gamification, scoring systems, or interactive game scenarios.
Change in working memory measured by the 1-back task
Working memory is assessed with a computerized 1-back task. Outcomes are mean accuracy and mean reaction time, together with d' as an index of perceptual sensitivity; the 1-back d' is the principal working-memory index. Higher accuracy and higher d' indicate better working-memory performance.
Time frame: Baseline, week 8, week 16, and week 24 (8 weeks after the end of the 16-week intervention)
Change in inhibitory control measured by the Flanker task
Inhibitory control is assessed with a child-adapted computerized Flanker task. Outcomes are mean accuracy and mean reaction time in each condition and the Flanker conflict effect (the incongruent-minus-congruent difference in reaction time or error rate). Higher accuracy and a smaller conflict effect indicate better inhibitory control.
Time frame: Baseline, week 8, week 16, and week 24 (8 weeks after the end of the 16-week intervention)
Change in cognitive flexibility measured by the Dimensional Change Card Sort (DCCS) task
Cognitive flexibility is assessed with a computerized Dimensional Change Card Sort (DCCS) task in which children first sort cards by color and then by shape after the rule changes. Outcomes are mean accuracy and mean reaction time and the switch cost (the change in performance after the rule switch). Higher accuracy and a smaller switch cost indicate better cognitive flexibility.
Time frame: Baseline, week 8, week 16, and week 24 (8 weeks after the end of the 16-week intervention)
Change in restricted and repetitive behaviors measured by the Repetitive Behavior Scale-Revised (RBS-R)
Description: Restricted and repetitive behaviors are assessed with the caregiver-rated Repetitive Behavior Scale-Revised (RBS-R), covering stereotyped, self-injurious, compulsive, ritualistic, and sameness behavior and restricted interests. Each item is scored 0-3, and subscale scores and a total score are derived; the RBS-R total score is the main outcome. Higher scores indicate more prominent restricted and repetitive behaviors.
Time frame: Time Frame: Baseline, week 8, week 16, and week 24 (8 weeks after the end of the 16-week intervention)
Change in aberrant behaviors measured by the Aberrant Behavior Checklist (ABC)
Autism-related problem behaviors are assessed with the caregiver-rated Aberrant Behavior Checklist (ABC), comprising five subscales: irritability, social withdrawal, stereotyped behavior, hyperactivity and noncompliance, and inappropriate speech. Each item is scored 0-3, and subscale scores and a total score are derived; the ABC total score is the main outcome. Higher scores indicate more severe problem behaviors.
Time frame: Baseline, week 8, week 16, and week 24 (8 weeks after the end of the 16-week intervention)
Change in emotion regulation difficulties measured by the Difficulties in Emotion Regulation Scale (DERS)
Description: Difficulties in emotion recognition, acceptance, and regulation are assessed with the caregiver-rated Difficulties in Emotion Regulation Scale (DERS), with subscales for nonacceptance, goal-directed behavior, impulse control, emotional awareness, access to regulation strategies, and emotional clarity. Subscale scores and a total score are derived; the DERS total score is the main outcome. Higher total scores indicate greater difficulties in emotion regulation.
Time frame: Baseline, week 8, week 16, and week 24 (8 weeks after the end of the 16-week intervention)
Change in overall strengths and difficulties measured by the Strengths and Difficulties Questionnaire (SDQ)
Psychological and behavioral problems are assessed with the caregiver-rated Strengths and Difficulties Questionnaire (SDQ), comprising emotional symptoms, conduct problems, hyperactivity, peer problems, and prosocial behavior subscales. The total difficulties score (sum of the emotional symptoms, conduct problems, hyperactivity, and peer problems subscales) is the main outcome. Higher total difficulties scores indicate greater difficulties, whereas higher prosocial behavior scores indicate more positive social behavior.
Time frame: Baseline, week 8, week 16, and week 24 (8 weeks after the end of the 16-week intervention)
Plan to share: No — Individual participant data (IPD) will not be shared because this trial involves a small sample of children with autism spectrum disorder, who are considered a vulnerable population. Given the risk of re identification in this specific clinical and educational setting, and according to the requirements of the ethics committee and the consent obtained from legal guardians, only de identified aggregate results will be reported and shared.
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This study is completed, as verified in Mar 2026. You cannot join it, but the record below documents what was studied.
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Jinan University Guangzhou