ObjectiveTo evaluate the levels of physical exercise, mental health and social response in children with autism spectrum disorder (ASD), and explore the mediating effect of social response on physical exercise and mental health. MethodsFrom September, 2019 to April, 2024, 211 children with ASD from three special education schools in Haidian District and Shijingshan District of Beijing were selected. They were assessed with general data questionnaire, Physical Activity Rating Scale (PARS-3), Chinese version of Psycho-Educational Profile (C-PEP) and Social Response Scale-Short Form (SRS-SF). The correlation among physical exercise, mental health and social response was analyzed. The mediating effect of social response on physical exercise and mental health was explored. ResultsThe average physical exercise level was (58.72±3.34), the average mental health level was (14.85±1.67), and the average social response level was (24.98±3.79). Physical exercise was positively correlated with mental health (r = 0.546, P < 0.05) and negatively correlated with social response (r = -0.298, P < 0.05). Mental health was negatively correlated with social response (r = -0.397, P < 0.05). Average monthly family income, parental relationship, repeated transcranial magnetic stimulation therapy, physical exercise, social response were the influencing factors of mental health (P < 0.05). Social response was intermediary between physical exercise and mental health, accounting for 14.56%. ConclusionThe mental health level of children with ASD is poor, and there are many influencing factors. Physical exercise can directly affect the mental health of children with ASD, and can also play an indirect role through social response.

Objective: To explore impacts of sports games designed based on the information-motivation-behavioral skills model (IMB) on prosocial behavior in children with intellectual and developmental disabilities (IDD) attending regular classes, so as to provide a theoretical basis for promoting the development of prosocial behavior in school age IDD children. Methods: From February to March 2023, 40 children with intellectual disabilities aged 8-9 who were enrolled in ordinary schools in Beijing were recruited by using WeChat parents to send messages. They were randomly divided into an experimental group (19 before intervention, 17 after intervention) and a control group (19 before intervention, 19 after intervention) by lottery method. During the study period, children in both groups received the same frequency and quality of regular physical activities. The experimental group, in addition, underwent a 13 week sports game intervention based on the IMB model, 4 times a week, each session lasting 50 minutes. The sports game intervention scheme based on IMB model was divided into two modules,including basic training and development training:low difficulty sports game intervention based on emotion recognition, and medium low difficulty and medium difficulty sports game intervention based on social training such as "prosocial". The Griffith Empathy Measure (GEM) and the Prosocial Behavior Scale for Adolescents (PBSA) were used to assess empathy ability and prosocial behavior levels of children in both groups before and after the intervention. Results: After intervention, the cognitive empathy dimension, emotional empathy dimension and total score of GEM in the experimental group (39.15±2.85, 38.54±1.94, 77.69±3.95) were higher than control group (32.18±4.18, 32.28± 4.28, 64.56±6.48) and before intervention (33.92±4.94, 31.30±4.61, 65.23±8.47), and the differences were statistically significant ( F =12.06, 6.99, 14.90; 8.95, 7.36, 13.22, P <0.05). After intervention, compliance with public welfare factors, trait factors and total score (31.33±1.97, 16.67±1.03, 71.83±2.93) were higher than control group (22.65±1.58, 12.59±0.71, 59.47± 2.18 ) and before intervention (22.00±1.27, 12.17±0.75, 58.00±1.67), and the differences were statistically significant ( F = 17.00 , 36.54, 12.71; 29.87, 13.09, 13.12, P <0.05). Conclusion Sports game intervention based on IMB model can effectively promote the development of prosocial behavior of children with IDD attending regular classes.