游戏化太极拳干预以改善自闭症谱系障碍儿童的执行功能

无干预：对照组

参与者将按照学校课程安排继续常规康复课程和标准体育课。 在12个月的研究期间不会提供额外的太极拳训练。 研究结束后可能会向他们提供太极拳训练（等候名单设计）。

实验性的：游戏化太极组

参与者将接受为期12个月的趣味化太极干预（每周3次，每次45分钟）。 该干预将MDA（机制、动态、美学）框架和运动游戏元素融入传统太极动作中，以针对执行功能。

行为的：游戏化太极拳项目

参与者将接受为期12个月的趣味化太极干预（每周3次，每次45分钟）。 该干预将MDA（机制、动态、美学）框架和运动游戏元素融入传统太极动作中，以针对执行功能进行训练。

有源比较器：Traditional Tai Chi Group

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.

行为的：传统太极拳组

参与者将接受为期12个月的标准传统太极拳训练（每周3次，每次45分钟）。 该组执行与实验组相同的身体动作，但没有任何游戏化元素、评分系统或互动游戏场景。

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.

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.

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.

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.

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.

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.

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.