Language regression is associated with faster early motor development in children with autism spectrum disorder

Objective: This study was conducted to determine the gross and fine motor profiles of children with autism spectrum disorder compared to typically developing children. Additionally, we also assessed if the motor delay was more pronounced with increasing age.Method: This was a retrospective study involving children aged 12–60 months of age comparing motor development in children with autism spectrum disorder with typically developing children. Their developmental profile was assessed using Schedule of Growing Skills II. Descriptive statistics was used to analyse the developmental profile between the groups.Results: ASD children had significant gross motor (6.7%) and fine motor delay (38.5%) compared to typically developing children, who did not show any delay. The motor delay in ASD children was more prominent in older children.Conclusion: It is important to assess motor development in ASD children as there is significant motor delay in these children compared to typically developing children, and the delay becomes more prominent with age. Early detection of motor delay could allow provision of early intervention services to optimize developmental outcomes.

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Motor skills of children with autism spectrum disorder

Brazilian Journal of Kinanthropometry and Human Performance ◽

10.1590/1980-0037.2019v21e60515 ◽

2019 ◽

Vol 21 ◽

Author(s):

Gabriele Radünz Kruger ◽

Jennifer Rodrigues Silveira ◽

Alexandre Carriconde Marques

Keyword(s):

Autism Spectrum Disorder ◽

Motor Skills ◽

Motor Development ◽

Children With Autism ◽

Autism Spectrum ◽

Spectrum Disorder ◽

Wilcoxon Test ◽

Personal Hygiene ◽

Gross Motor Development ◽

Life Habits

Abstract 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.

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The Effect of Visual Supports on Performance of the TGMD-2 for Children With Autism Spectrum Disorder

Adapted Physical Activity Quarterly ◽

10.1123/apaq.28.4.342 ◽

2011 ◽

Vol 28 (4) ◽

pp. 342-353 ◽

Cited By ~ 24

Author(s):

Casey M. Breslin ◽

Mary E. Rudisill

Keyword(s):

Autism Spectrum Disorder ◽

Motor Development ◽

Repeated Measures ◽

Children With Autism ◽

Autism Spectrum ◽

Spectrum Disorder ◽

Visual Supports ◽

Gross Motor ◽

Activity Schedule ◽

Within Subjects

The purpose of this study was to examine the effects of visual supports on the performance of the Test of Gross Motor Development (TGMD-2) for children with autism spectrum disorder (ASD). Participants (N = 22) performed the TGMD-2 under three different protocols (traditional protocol, picture task card protocol, and picture activity schedule protocol). Gross motor quotient scores on the TGMD-2 were measured and statistically analyzed using a within-subjects repeated-measures ANOVA. Results indicated statistically significant differences between protocols, while post hoc tests indicated that the picture task card condition produced significantly higher gross motor quotient scores than the traditional protocol and the picture activity schedule. The results suggest that more accurate gross motor quotient scores on the TGMD-2 by children with ASD can be elicited using the picture task card protocol.

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Multidisciplinary diagnosis for children with autism – Functional assessment of development

Special School ◽

10.5604/01.3001.0009.9144 ◽

2017 ◽

Vol LXXVIII (2) ◽

pp. 104-115

Author(s):

Magdalena Wójcik

Keyword(s):

Autism Spectrum Disorder ◽

Functional Assessment ◽

Motor Development ◽

Diagnostic Procedure ◽

Children With Autism ◽

Autism Spectrum ◽

Spectrum Disorder ◽

Assessment Tools ◽

Therapeutic Interventions ◽

Diagnostic Process

At the beginning of the article, the author presents basic information on the diagnostic procedure for autism spectrum disorder - main diagnostic criteria currently in force (DSM-5, ICD-10), taking into account the changes occurring in this area, as compared to the DSM-IV criteria, which were applicable until recently. In the second part, she emphasizes how important early diagnostic observation of autistic symptoms is. She analyzes in detail the patterns of normal child development from infancy to early childhood, taking into consideration characteristics that are important from the point of view of the diagnosis of autism: behaviors, emotions, relationships, physical development and communication; she also points to red flags for autism and distinctive early symptoms of autism spectrum disorder at each milestone in the development of infants and toddlers. The author also points out the importance of observing motor development in the child's first year of life in the ASD diagnostic procedure and emphasizes the need to analyze sensory processing difficulties and disorders, which is essential to develop appropriate therapeutic interventions; at the same time, she lists available assessment tools that are, in a way, an introduction to an extended diagnostic process. The third part of the article presents a detailed structure of diagnostic and therapeutic measures, which need to be developed individually for each child by a team of specialists. It also analyzes the special educator's assessment skills and points out threats coming from an inappropriate, unquestioning use of tools to provide functional assessment for children with autism; it also points to such tools that can complement the diagnostic process.

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Instruction Using Augmentative and Alternative Communication Supports: Description of Current Practices by Speech-Language Pathologists Who Work With Children With Autism Spectrum Disorder

American Journal of Speech-Language Pathology ◽

10.1044/2019_ajslp-19-00045 ◽

2020 ◽

Vol 29 (2) ◽

pp. 586-596 ◽

Cited By ~ 1

Author(s):

Kaitlyn A. Clarke ◽

Diane L. Williams

Keyword(s):

Autism Spectrum Disorder ◽

Augmentative And Alternative Communication ◽

Communication Systems ◽

Diagnostic Category ◽

Children With Autism ◽

Autism Spectrum ◽

Spectrum Disorder ◽

Alternative Communication ◽

Speech Language Pathologists ◽

Processing Differences

Purpose The aim of this research study was to examine common practices of speech-language pathologists (SLPs) who work with children with autism spectrum disorder (ASD) with respect to whether or not SLPs consider processing differences in ASD or the effects of input during their instruction. Method Following a qualitative research method, how SLPs instruct and present augmentative and alternative communication systems to individuals with ASD, their rationale for method selection, and their perception of the efficacy of selected interventions were probed. Semistructured interviews were conducted as part of an in-depth case report with content analysis. Results Based on completed interviews, 4 primary themes were identified: (a) instructional method , (b) input provided , (c) decision-making process , and (d) perceived efficacy of treatment . Additionally, one secondary theme, training and education received , was identified . Conclusions Clinicians reported making decisions based on the needs of the child; however, they also reported making decisions based on the diagnostic category that characterized the child (i.e., ASD). The use of modeling when teaching augmentative and alternative communication to individuals with ASD emerged as a theme, but variations in the method of modeling were noted. SLPs did not report regularly considering processing differences in ASD, nor did they consider the effects of input during instruction.

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