According to the neurological and physiological infrastructure, the factors that explain how sensory-motor training leads to improved autism can be divided into two categories: psychological and biological factors. Succeeding in motor exercises can increase a person's sense of self-worth and improve performance. The biofactor is related to the monoamine hypothesis and states that with increased motor activity, the neurotransmitters norepinephrine, serotonin and dopamine in the brain increase, leading to increased attention and thus better performance. Another explanation is that in people with autism, the lack of central nervous system function usually leads to sensory recording problems. This refers to the problems that a person faces in recording environmental information. This sensory disturbance is caused by improper processing of sensory information in the temporal region of the brain and communication areas and includes three patterns of hyperactivity, hypoxia and delayed reaction. These different reactions themselves cause incorrect response to stimuli and imbalance. Becomes. It is worth noting that the principles of sensory-motor integration exercises are designed to have a significant impact on the factors affecting balance, in a way that contributes to the participation of the sensory system and the atrium.

Each of the parent-centered or parent-centered intervention methods has unique characteristics that both training methods have positive effects on motor performance. It seems that the coach-centered approach with a more specialized training method and the use of child interaction with peers. , In some cases have advantages, and in contrast to the parent-centered approach with positive effects through the manipulation of psychological characteristics such as a sense of belonging and solidarity, motivation and higher confidence is useful