Abstract: Objective To investigate the effect of small muscle learning on children with autism spectrum disorders (ASD). Methods From August, 2014 to June, 2015, 40 children of three to six years old with ASD were randomly divided into experimental group (n=20) and control group (n=20). Both groups accepted structured teaching, while the experimental group accepted small muscle learning in addition. They were assessed with Autism Treatment Evaluation Checklist (ATEC) and Psychoeducational Profile Third Edition (PEP-3) before and 3 months after treatment. Results The scores of ATEC decreased after treatment (t>2.025, P<0.05), except that of Sociability; while the scores of PEP-3 increased (t>2.026, P<0.05), except that of Characteristic Motor Behaviors and Expressive Language. There were differences in improvement of Speech/Language/Communication and total score of ATEC, and Cognitive (Verbal/Preverbal), Receptive Language, Fine Motor, Gross Motor and Visual-Motor Imitation of PEP-3 between the experimental group and the control group after treatment (t>2.258, P< 0.05). Conclusion Small muscle learning may promote the recovery of cognition, language and motor in children with ASD.

Key words: autism spectrum disorders, small muscle learning, structured teaching, children, rehabilitation