Autistic features in relation to motor function and quality of life in children with autism spectrum disorder (original) (raw)
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Motor skills of children with autistic spectrum disorder
SHS Web of Conferences, 2016
The contribution contains results of a research of motor skills of children with autistic spectrum disorder. The group of children represents besides major triad of symptoms, also described difficulties in the field of motor skills. Our aim to find out what motor skills of these children are in comparison with intact population and what differences are found in individual motor items, i.e. in fine motor skills, gross motor skills and in balance. The data was gained with the use of standardized Movement Assessment Battery test for Children 2 (MABC-2). Objective testing of this group of children is relatively difficult. There were successfully tested 36 children with ASD during this phase of research. The research demonstrated evident motor disorder at 86% of children in the observed sample. Statistically significant were worse results in the field of fine motor skills compared to the results in gross motor skills and balance.
Pedagogy of Physical Culture and Sports
Background and Study Aim. This study aimed to determine the relationship between the level of fine and gross motor skills and motor proficiency with the severity of autism disorder in children with autism. Material and Methods. 68 children with autism, ranged from 3-16 years old, were selected. Motor Assessment Battery for Children-2 (MABC-2) was used to assess fine and gross motor skills and motor proficiency. Gilliam Autism Rating Scale-2 (GARS-2) test was also used for assessing the severity of autism disorder in the participants. Results. The obtained results from the Pearson correlation test showed that there was a significant and negative relationship between sub-scales of GARS-2 and MABC-2 tests (P<0.05). It means that decreasing the level of motor skills increases the autism severity. The results of the regression test also showed that only the total score of motor proficiency among microscales of the MABC-2 test could predict the stereotypes, social skills, communication...
Motor skills of children with autism spectrum disorder
Revista Brasileira de Cineantropometria & Desempenho Humano, 2019
The objective of this study is to describe variables of life habits associated with motor skills of children with autism spectrum disorder aged 8-10 years living in the city of Pelotas / RS. A questionnaire about lifestyle was applied and the Test of Gross Motor Development-2 (TGMD-2) was applied to assess motor skills. Independent T-test, ANOVA and Wilcoxon test were used to compare means. The study consisted of 49 individuals (42 males). The results indicate that the higher the level of ASD, the better the motor skills. Children making use of medications have greater deficits in motor skills. Higher scores on motor skills are associated with greater participation in physical education classes. Motor skills are strongly associated with independence in activities of the daily living, food, personal hygiene, dressing and bathing. The importance of the creation of PA programs aiming at improving the motor skills of this population was highlighted.
Physical Therapy
Background. Young children with autism spectrum disorder (ASD) often have gross motor delays that may accentuate problem daytime behavior and health-related quality of life (QoL). Objective. The objective of this study was to describe the degree of gross motor delays in young children with ASD and associations of gross motor delays with problem daytime behavior and QoL. The primary hypothesis was that Gross motor delays significantly modifies the associations between internalizing or externalizing problem daytime behavior and QoL. Design. This study used a cross-sectional, retrospective analysis. Methods. Data from 3253 children who were 2 to 6 years old and who had ASD were obtained from the Autism Speaks Autism Treatment Network and analyzed using unadjusted and adjusted linear regression. Measures included the Vineland Adaptive Behavior Scales, 2nd edition, gross motor v-scale score (VABS-GM) (for Gross motor delays), the Child Behavior Checklist (CBCL) (for Problem daytime behavior), and the Pediatric Quality of Life Inventory (PedsQL) (for QoL). Results. The mean VABS-GM was 12.12 (SD = 2.2), representing performance at or below the 16th percentile. After adjustment for covariates, the internalizing CBCL t score decreased with increasing VABS-GM (β = −0.64 SE = 0.12). Total and subscale PedsQL scores increased with increasing VABS-GM (for total score: β = 1.79 SE = 0.17; for subscale score: β = 0.9-2.66 SE = 0.17-0.25). CBCL internalizing and externalizing t scores decreased with increasing PedsQL total score (β = −0.39 SE = 0.01; β = −0.36 SE = 0.01). The associations between CBCL internalizing or externalizing t scores and PedsQL were significantly modified by VABSGM (β = −0.026 SE = 0.005]; β = −0.019 SE = 0.007). Limitations. The study lacked ethnic and socioeconomic diversity. Measures were collected via parent report without accompanying clinical assessment.
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.
Autism-Open Access, 2017
Autism spectrum disorders (ASDs) are a class of neurodevelopmental disorders defined by qualitative impairments in social functioning and communication, often accompanied by repetitive and stereotyped patterns of behaviour's and interests, with their typical onset during the first three years of life. Recent researches demonstrate that early diagnosis and intervention sensibly improve outcomes. Until now, a limit of the most common therapies has been to get poor results in approaching the relational and emotional difficulties that, finding their origin in the early interactions that the child has with the outside world, must take account of the body as first experiential and communicative channel for the newborn. Although the current assessment protocols provide for development scales and observation of motor skills, do not yet exist studies aimed at identifying characteristic psychomotor profiles and too little attention is paid to bodily dimension in therapeutic terms. The purpose of present paper is to examine the psychomotor profiles of 61 children diagnosed with ASD, analyse their specifies and correlations with symptoms and cognitive development. Results show that children with more severe impairment have greater troubles in modulating their body, in attention, in spatial organization, in symbolic play, in motor behaviour's, starting from imitation, and in communication, even from the most archaic mode, namely the tonic dialogue. Findings, supported by what has already been published on the effectiveness of early developmental-relationship-bodily based approach with ASD children, support the idea that psychomotor area should represent an essential element in childhood rehabilitative therapies, especially in autism, where it is necessary to start from body and experience intended as a solid foundation on which build cognitive and social skills
Motor Intervention and Assessment Instruments in Autism Spectrum Disorders
Creative Education, 2019
The practice of physical activity in people with disabilities provides important health benefits (Wind, Schwend, & Larson, 2004; Chanias, Reid, & Hoover, 1998), particularly in individuals with autism spectrum disorder (ASD). Several motor interventions have been suggested as beneficial for this population. Considering this variety, it is important to synthesize the different existing programs, the population in which they are applied. This research aims to review the motor interventions used in children with ASD, as well as the evaluation methods used, so that it becomes clear what the options are for motor work with this population. All the studies presented showed improvements in participants. A literature search was conducted in Web of Science, SCOPUS and Google Scholar 2013, to include research studies that evaluate motor intervention in children with ASD. Fifteen studies meet inclusion criteria. Results show that motor intervention programs that have been carried out are quite diverse, from dance, trampoline training, balance training or fundamental motor skills, for example, to evaluate motor skills which used different test batteries, one of the most common is the motor proficiency test of Bruininks-Oseretsky. On the other hand, other methods were used to evaluate the social interaction like Gilliam Autism Rating Scale or Autism Rating Scale. We conclude that to improve the motor fitness of children with ASD different strategies can be followed. As the revised programs use different evaluation tools, it is difficult to compare the results obtained with each other. A motor intervention that comprises different types of exercises and materials, using ludic exercises may be a potentially more effective strategy.
Motor Characteristics of Young Children Referred for Possible Autism Spectrum Disorder
Pediatric Physical Therapy, 2012
Purpose: To examine motor characteristics of children referred for evaluation for autism spectrum disorder (ASD) using the Bayley Scales of Infant and Toddler Development, Third Edition (BSID-III). Methods: BSID-III scores were collected through retrospective chart review for 30 children (mean age = 31.57 ± 6 months) admitted to an outpatient autism evaluation clinic. Results: Children referred to an ASD clinic demonstrated a mean delay of 6 months for gross motor skills and 8 months for fine motor skills. There were no differences in total score or item analysis in group comparisons of motor characteristics in young children who did or did not receive a diagnosis of ASD. Conclusions: These results suggest that a delay in fine and gross motor skills at an early age is a characteristic of infants referred to an ASD clinic. Furthermore, the BSID-III may not be sensitive enough to distinguish between referred children with and without ASD.
2018
Background: Abnormal sensory integration is an important feature of Autism. Due to sensory motor difficulties most of the children with Autism cannot perform their functions independently. Objective: The objective of this study was to determine the impact of sensory-motor issues on the performance of activities of daily living skills in Autism spectrum disorder. Methodology: This study was conducted in The ChildrenÂ’s Hospital Lahore and Rising Sun Institute. Data was collected using purposive non random sampling technique in three months duration from 15th October 2014 to 15th January 2015. Observational and Cross sectional study design was used. 35 patients of both genders were included. Sample selection criteria included the patients affected with Autism of age range 3-15 years. Standardized Barthel index scale and Sensory profile questionnaire based on Ayers sensory integration theory were used to determine the sensory motor issues impact on performance of Activities of daily li...
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...