Test of Gross Motor Development-3 (TGMD-3) with the Use of Visual Supports for Children with Autism Spectrum Disorder: Validity and Reliability (original) (raw)
Related papers
Journal of Child and Adolescent Behaviour, 2014
Objective: To examine the gross motor skill performance using the Test of Gross Motor Development-2 (TGMD-2) on children with autism spectrum disorder (ASD) and their age matched peers (5-10 years). Methods: A total of 21 children with ASD (M=7.57 years) and 21 age matched typically developing children (M=7.38 years) participated in this study. TGMD-2 is a standardized test to assess 12 gross motor skills for children. All study participants completed the TGMD-2 assessments. A MANOVA was conducted on TGMD-2 scores to compare motor performance of children with ASD and typically developing children. Results: For the locomotor subtest, 67% children with ASD received poor standard scores and 40% of scores were very poor. About 60% children with ASD had poor standard scores and 33% of scores were very poor on object control skills as described in the TGMD-2 manual. For overall gross motor quotient scores, 81% children with ASD were below 79 and classified as poor and about 76% children scored below 70 and received very poor rating. A MANOVA analysis revealed significant performance difference between children with ASD and typically developing children (p<.01). The effect sizes (ES) describing motor delays of the study participants between the two groups were large (>.80). Conclusion and implication: For educators, therapists, and practitioners, it is important to note that children across the autism spectrum showed significant delays in gross motor skill performance when compared to their age matched peers. Locomotion and object control skills are fundamental motor skills in which children interact with their environment and other children. Developing a therapeutic intervention includes those gross motor skills may positively impact children with ASD's movement competence.
Australian Psychologist, 2016
Objectives: There is no medical test for autism spectrum disorder (ASD), a heterogeneous condition currently defined in the Diagnostic and Statistical Manual of Mental Disorders Fifth Edition (DSM-5) by dysfunction in social, communication, and behavioural dimensions. There is agreement in the literature that the motor profile of ASD may hold the key to improving clinical and diagnostic definition, with DSM-5 now referring to motor deficits, including "odd gait" (p. 55), as part of the ASD clinical description. This review describes the history of motor impairment in ASD, types of motor problems, and age-related motor findings and highlights evidence gaps and future research. Method: A narrative review is provided of the research literature describing motor impairment in ASD and its ability to differentiate between ASD versus non-ASD cohorts. Results: Findings show differences in motor development in children with ASD from infancy onwards, including difficulties across motor coordination, arm movements, gait, and postural stability. Motor disturbance may appear in young children with ASD prior to social and language difficulties becoming clinically apparent. However, challenges remain in defining and measuring the early motor profile that is specific to ASD. Despite well-established motor impairments in ASD, there is a lack of evidence regarding which motor-based interventions will be effective in this group. Conclusions: Motor impairment holds promise as an early diagnostic sign, a behavioural marker, and a means by which to improve identification and possibly phenotypic delineation in ASD. Further research is required to determine whether motor abnormalities can sensitively differentiate ASD from other developmental conditions and to establish evidenced-based interventions to reduce the associated impairment.
Physical Therapy, 2011
Autism spectrum disorders (ASDs) are the most common pediatric diagnoses in the United States. In this perspective article, we propose that a diverse set of motor impairments are present in children and adults with ASDs. Specifically, we will discuss evidence related to gross motor, fine motor, postural control, and imitation/ praxis impairments. Moreover, we propose that early motor delays within the first 2 years of life may contribute to the social impairments of children with ASDs; therefore, it is important to address motor impairments through timely assessments and effective interventions. Lastly, we acknowledge the limitations of the evidence currently available and suggest clinical implications for motor assessment and interventions in children with ASDs. In terms of assessment, we believe that comprehensive motor evaluations are warranted for children with ASDs and infants at risk for ASDs. In terms of interventions, there is an urgent need to develop novel embodied interventions grounded in movement and motor learning principles for children with autism.
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.
Motor skills in children aged 7–10 years, diagnosed with autism spectrum disorder
This study used the Movement Assessment Battery for Children (M-ABC2) to assess motor skills in children aged 7-10 years with autism (n = 18) in comparison to two groups of age-matched typically developing children; a receptive vocabulary matched group (n = 19) and a nonverbal IQ matched group (n = 22). The results supported previous work, as indicated by a significant general motor impairment in the group with autism. However, sub-analysis of the M-ABC2 revealed that there were only 2 out of 8 subcomponent skills which showed universal significant specific deficits for the autism group; i.e. catching a ball and static balance. These results suggest that motor skill deficits associated with autism may not be pervasive but more apparent in activities demanding complex, interceptive actions or core balance ability.
Motor Impairments in Autism Spectrum Disorder: Implications for Intervention and Research
North American Academic Research, 2024
Motor impairments, such as unusual posture, are a critical aspect of autism spectrum disorder (ASD) that affects individuals of all ages and influences how the disorder manifests. This review examines the prevalence and consequences of motor impairments in ASD, exploring their relationship with key characteristics, potential neurobiological factors, and implications for intervention and future research. By reviewing recent studies, literature reviews, and theoretical perspectives, this review reveals the complex interplay between motor abilities, sensory processing, social cognition, and overall development in individuals with ASD. The findings show that motor impairments are not just co-occurring features but are integral to the condition, affecting the severity of social communication difficulties, restricted and repetitive behaviors, and adaptive functioning. This review highlights the need for a shift in ASD research and intervention, moving away from isolated approaches and embracing a more comprehensive perspective that considers the significant impact of motor impairments on individuals with ASD.
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.
Journal of Autism and Developmental Disorders, 2007
This study assessed motor delay in young children 21–41 months of age with autism spectrum disorder (ASD), and compared motor scores in children with ASD to those of children without ASD. Fifty-six children (42 boys, 14 girls) were in three groups: children with ASD, children with developmental delay (DD), and children with developmental concerns without motor delay. Descriptive analysis showed all children with ASD had delays in gross motor skills, fine motor skills, or both. Children with ASD and children with DD showed significant impairments in motor development compared to children who had developmental concerns without motor delay. Motor scores of young children with ASD did not differ significantly on motor skill measures when compared to young children with DD.
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...