Objective To establish a motor skill evaluation system for 3~6 years old ASD children by Delphi method; Using the thinking of motor cognitive neuroscience, this paper explores the educational strategy of comprehensive evaluation and intervention on the level of body and brain development of 3~6 years old ASD children.

Methods Delphi method and analytic hierarchy process were used to establish a motor skill evaluation system for 3~6 years old ASD children; Eight children with mild ASD (M∶F=6∶2) aged 3-6 years old were studied on their motor skills, physical fitness and EEG.

Results (1) The motor skill evaluation system for 3~6 years old ASD children includes 4 first level indicators, 15 second level indicators and 39 third level indicators. (2) The motor skills of ASD children are divided into body control skills (BCS)>body movement skills (BMS)>object control skills (OCS)>hand fine skills (HFS). OCS and HFS are greatly affected by ASD disease characteristics and cognitive development. The unqualified rate of ASD children was 87.5%. (3) The brain regions and wave bands with higher power in ASD children were prefrontal and occipital delta waves, theta waves in parietal, prefrontal and occipital lobes, alpha waves in parietal lobes, beta waves and gamma waves in left and right temporal lobes, respectively. The whole brain relative power topographic map shows that the energy of delta and theta waves in the whole brain of ASD children is relatively high, while the energy of alpha and gamma waves is relatively low.

Conclusion ⑴ According to the milestones of children's growth and development, the order of action development, the core symptoms of ASD children and the development of life skills, the Delphi method was used to build an ASD action skills evaluation system for children aged 3-6 years, including 4 primary indicators, 15 secondary indicators, and 39 tertiary indicators. Based on the ASD children's motor skill education and intervention, this study establishes evaluation indicators, which is a combination of evaluation→intervention→education→feedback→improvement for the ASD children's development laws and core symptoms. The evaluation system has passed the reliability and validity test and is scientific and practical, which is convenient for front-line ASD integration educators to carry out evaluation and education activities. ⑵ ASD children have significant motor skills, physical level, abnormal and low EEG activity. The average score of motor skills was BCS>BMS>OCS>HFS, and OCS and HFS were greatly affected by cognitive development. The abnormal activation of multiple wavebands in various brain regions, high energy of delta and theta waves, and low energy of alpha waves lead to children's inability to focus and abnormal sensory processing. The low passing rate of physical score affects the health related school readiness level of ASD children and their ability to participate in school education in the future. It is urgent for ASD children to carry out comprehensive intervention and education on body and brain development with motor skills as the starting point, so as to promote the integration of ASD children into school education, rehabilitation and development.