Participants will maintain their routine rehabilitation courses and standard physical education classes as per the school curriculum. No additional Tai Chi training will be provided during the 12 months study period. They may be offered Tai Chi training after the study conclusion (Waitlist design).

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.

Participants will receive a 12 months Gamified Tai Chi intervention (3 sessions/week, 45 mins/session). The intervention integrates the MDA (Mechanics, Dynamics, Aesthetics) framework and exergaming elements into traditional Tai Chi movements to target executive functions.

Participants will receive a 12 months Gamified Tai Chi intervention (3 sessions/week, 45 mins/session). The intervention integrates the MDA (Mechanics, Dynamics, Aesthetics) framework and exergaming elements into traditional Tai Chi movements to target executive functions.

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.

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.

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.

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.