The Relationship of Motor Skills and Social Communicative Skills in School-Aged Children With Autism Spectrum Disorder (original) (raw)
Related papers
The Motor and Social Communicative Skills in Young Children with Autism Spectrum Disorders
2015
Interventions for young children with Autism Spectrum Disorder (ASD) focus on core impairments in social communication skills, yet studies have shown a relationship between social and motor skill deficits in children with ASD. The purpose of this study is to further examine individual levels of gross and fine motor skills in relation to social communication skills of young children with ASD. Using the Peabody Developmental Motor Scales-Second Edition (PDMS-2) and specific sections of modules 1 and 2 of the Autism Diagnostic Observation Schedule (ADOS), the relationship between motor skills and social communicative skills are explored. Pearson Correlation coefficients are used to describe the relationship between motor skills and social communicative skills for children with ASD and typically developing children. Results indicate strong negative correlations between fine, gross, and total motor skill scores and ADOS calibrated severity scores. Children with ASD are found to display strong motor skills in relation to strong social communicative skills. In an effort to improve the motor and social communicative skills of young children with ASD, further exploration is warranted.
Journal of Autism and Developmental Disorders, 2016
routine standard of care protocol. After adjusting for age, non-verbal IQ, Attention Deficit Hyperactivity Disorder (ADHD) medication use, and muscle tone, separate multiple linear regression analyses revealed significant positive associations of fine motor skills (FM) with both expressive language (EL) and receptive language (RL) skills in an impaired FM subgroup; in contrast, the impaired gross motor (GM) subgroup showed no association with EL but a significant negative association with RL. Similar analyses between motor skills and interpersonal relationships across the sample found both GM skills and FM skills to be associated with social interactions. These results suggest potential differences in the contributions of fine versus gross motor skills to autistic profiles and may provide another lens with which to view communication differences across the autism spectrum for use in treatment interventions.
2017
Objective: Development of early social skills in children is a complex process. To understand this process, it is important to assess how strengths or weaknesses in other developmental domains may be affected by these skills. The present study aimed at investigating the association of motor skills and imitation ability with early social communication skills in children with autism spectrum disorder (ASD). Method: In this study, 20 children with ASD aged 3 to 5 years (M = 4.05, SD = 0.55) participated. All children were diagnosed as ASD based on the DSM-V criteria by an independent child psychiatrist. Additionally, Autism Diagnostic interview-Revised was used for subsequent diagnostic confirmation. Children were tested with Test of Gross Motor Development (TGMD-2), the Motor Imitation Scale (MIS), and the Early Social Communication Scales (ESCS). All examinations were videotaped for subsequent scoring. The relationship between these skills was estimated by Pearson correlation coeffic...
The relationship of social function with motor and speech functions in children with autism
Chang Gung medical journal, 2004
Autism is a pervasive developmental disorder, characterized by pervasive impairment in several areas of development, including social interactions and communication skills. The purpose of this study was to investigate the development profiles and determine the relationship of social function with motor and speech functions in children with autism. We collected the medical records of 32 children with autism. We used the Chinese Children Developmental Inventory (CCDI) to assess eight functional domains including: gross motor (GM), fine motor (FM), expressive language (EL), concept comprehension (CC), social comprehension (SC), self help (SH), personal social (PS), and general development (GD). The children were classified into group A if the PS development quotient (DQ) was equal to or higher than 50%, or they were classified into group B if the PSDQ was lower than 50%. We compared the DQ between the two groups. A value of p < 0.05 was considered statistically significant. The deve...
Motor Skills and Calibrated Autism Severity in Young Children With Autism Spectrum Disorder
Adapted Physical Activity Quarterly, 2014
In addition to the core characteristics of autism spectrum disorder (ASD), motor skill deficits are present, persistent, and pervasive across age. Although motor skill deficits have been indicated in young children with autism, they have not been included in the primary discussion of early intervention content. One hundred fifty-nine young children with a confirmed diagnosis of ASD (n = 110), PDD-NOS (n = 26), and non-ASD (n = 23) between the ages of 14–33 months participated in this study.1 The univariate general linear model tested the relationship of fine and gross motor skills and social communicative skills (using calibrated autism severity scores). Fine motor and gross motor skills significantly predicted calibrated autism severity (p < .05). Children with weaker motor skills have greater social communicative skill deficits. Future directions and the role of motor skills in early intervention are discussed.
Pediatrics & Neonatology, 2016
Background: While social impairment is considered to be the core deficit in children with autism spectrum disorder (ASD), a large proportion of these children have poor gross motor ability, and gross motor deficits may influence socialization skills in children with ASD. The objectives of this study were to compare gross motor skills in children with ASD to typically developing children, to describe gross motor problems in children with ASD, and to investigate associations between gross motor and socialization skills in children with ASD. Methods: This was a cross-sectional study including 40 ASD children aged from 18 months to 6 years and 40 age-matched typically developing controls. Gross motor and socialization skills were scored using the Vineland Adaptive Behavior Scales, 2 nd edition (Vineland-II). Results: Below average gross motor function was found in eight of 40 (20%) ASD children. The mean gross motor v-scale score in the ASD group was 15.1 [standard deviation (SD) 3.12], significantly lower than in the control group [18.7, SD 2.09, p Z 0.0001; 95% confidence intervals (CI) from À4.725 to À2.525]. The differences were most prominent in ball throwing and catching, using stairs, jumping, and bicycling. The ASD children with gross motor impairments had a mean socialization domain score of 66.6 (SD 6.50) compared to 85.7 (SD 10.90) in those without gross motor impairments (p Z 0.0001, 95% CI from À25.327 to À12.736).
Motor deficits in children with autism spectrum disorder: a cross-syndrome study
Autism research : official journal of the International Society for Autism Research, 2014
Recent research suggests that children with autism spectrum disorder (ASD) experience some level of motor difficulty, and that this may be associated with social communication skills. However, other studies show that children with language impairments, but without the social communication problems, are at risk of motor difficulties as well. The aim of the present study was to determine if children with ASD have syndrome-specific motor deficits in comparison to children with specific language impairment (SLI). We used an independent groups design with three groups of children (8-10 years old) matched on age and nonverbal IQ: an ASD group, an SLI group, and a typically developing (TD) group. All of the children completed an individually administered, standardized motor assessment battery. We found that the TD group demonstrated significantly better motor skills than either the ASD or SLI groups. Detailed analyses of the motor subtests revealed that the ASD and SLI groups had very simi...
Occupational Therapy International, 2010
The purpose of this study was to assess the effect of a motor-based, social skills intervention for two adolescents with high-functioning autism (HFA) using single-subject design. A description of the intervention is provided as a fi rst step in the manualization process. The intervention was provided as a 7-week after-school program, once weekly to the paired participants. Intervention consisted of role-play methods in which motor behaviours were linked with their cognitive and emotional meanings. Baseline, intervention and 3-month probe data collection periods were carried out and then compared using visual inspection of graphed data, paired t-tests and a threestandard-deviation-band approach. Both participants displayed a statistically signifi cant increase in targeted social skills behaviours from baseline to intervention and maintained this level at a 3-month post-intervention probe. These single-subject design cases illustrate that motor-based, social skills interventions may be effective for adolescents with HFA and warrant further testing.
Research in Autism Spectrum Disorders, 2013
Objective-To determine the relationship of motor skills and the core behaviors of young children with autism, social affective skills and repetitive behaviors, as indicated through the calibrated autism severity scores. Design-The univariate GLM tested the relationship of gross and fine motor skills measured by the gross motor scale and the fine motor scale of the MSEL with autism symptomology as measured by calibrated autism severity scores. Setting-Majority of the data collected took place in an autism clinic. Participants-A cohort of 159 young children with ASD (n=110), PDD-NOS (n=26) and non-ASD (developmental delay, n=23) between the ages of 12-33 months were recruited from early intervention studies and clinical referrals. Children with non-ASD (developmental delay) were included in this study to provide a range of scores indicted through calibrated autism severity. Interventions-Not applicable.