Purpose: Motor skill deficits in Autism Spectrum Disorder (ASD) can profoundly influence social maturation and adaptive behavior. Therefore, this study aimed to investigate a cognitive-motor training program, based on the Gentile model, for improving leisure and play, academic skills, and daily living in children with ASD.

Methods: This quasi-experimental study used a pretest-posttest control design. Twenty children (6-10 years) with high-functioning autism were randomly assigned to experimental (n=10) and control (n=10) groups. The experimental group underwent six weeks of cognitive-motor training (three 60-min sessions/week) per Gentile's taxonomy. The CHSQ was completed by parents pre- and post-intervention. MANCOVA analyzed the data (α = 0.05).

Results: After controlling for baseline pretest scores, MANCOVA revealed a highly significant multivariate effect (Wilks' Lambda = 0.317, p = 0.001). Univariate follow-up analyses indicated significant improvements in leisure and play (P = 0.001) and daily living activities (P = 0.009) in the experimental group, whereas school and educational skills did not demonstrate any significant change (P = 0.80).

Conclusion: In summary, the six-week cognitive-motor intervention grounded in the Gentile model effectively enhanced both leisure engagement and daily living functional abilities in children with ASD, although it failed to exert a significant impact on school-related academic competencies. These findings corroborate the practical utility of structured cognitive-motor interventions for targeted functional areas. Nevertheless, the lack of transfer to the academic domain highlights that future research ought to incorporate direct assessments of social, behavioral, and emotional variables to fully elucidate the underlying therapeutic mechanisms.