Despite evidence suggesting one of the earliest indicators of an eventual autism spectrum disorder diagnoses is an early motor delay, there remain very few interventions targeting motor behavior as the primary outcome for young children with autism spectrum disorder. The aim of this pilot study was to measure the efficacy of an intensive motor skill intervention on motor skills (Test of Gross Motor Development-2), physical activity (accelerometers), and socialization (Playground Observation of Peer Engagement) in young children with autism spectrum disorder. A total of 20 children with autism spectrum disorder aged 4-6 years participated. The experimental group ( n = 11) participated in an 8-week intervention consisting of motor skill instruction for 4 h/day, 5 days/week. The control group ( n = 9) did not receive the intervention. A repeated-measures analysis of covariance revealed statistically significant differences between groups in all three motor outcomes, locomotor ( F(1, 14) = 10.07, p < 0.001, partial η = 0.42), object control ( F(1, 14) = 12.90, p < 0.001, partial η = 0.48), and gross quotient ( F(1, 14) = 15.61, p < 0.01, partial η = 0.53). Findings shed light on the importance of including motor programming as part of the early intervention services delivered to young children with autism spectrum disorder.

Children with Down syndrome (DS) and autism spectrum disorders (ASD) frequently have difficulty riding a two-wheel bicycle. The purpose of this study was to investigate an intervention using an adapted bicycle and individualized instruction to teach 71 youth to ride a standard two-wheel bicycle. Youth with DS (n = 30) and ASD (n = 41) between the ages of nine and 18 years took part in this study. After five days of training, 73.3% of children with DS and 85.4% with ASD successfully demonstrated the ability to ride the bicycle more than 100 feet. Leg strength differentiated riders from nonriders in both groups. For the youth with DS, those who learned to ride were significantly older and heavier than those who did not learn to ride. Participants with ASD who learned to ride were significantly taller and stronger than those with ASD who did not learn to ride a two-wheel bicycle. Implications are discussed.

Autism spectrum disorder is the fastest growing developmental disability in the United States. As such, there is an unprecedented need for research examining factors contributing to the health disparities in this population. This research suggests a relationship between the levels of physical activity and health outcomes. In fact, excessive sedentary behavior during early childhood is associated with a number of negative health outcomes. A total of 53 children participated in this study, including typically developing children (mean age = 42.5 ± 10.78 months, n = 19) and children with autism spectrum disorder (mean age = 47.42 ± 12.81 months, n = 34). The t-test results reveal that children with autism spectrum disorder spent significantly less time per day in sedentary behavior when compared to the typically developing group ( t(52) = 4.57, p < 0.001). Furthermore, the results from the general linear model reveal that there is no relationship between motor skills and the levels of physical activity. The ongoing need for objective measurement of physical activity in young children with autism spectrum disorder is of critical importance as it may shed light on an often overlooked need for early community-based interventions to increase physical activity early on in development.

Through a scoping review, the current state of physical activity research in people with intellectual disability was examined. A search of publications between 2000 and 2014 retrieved 362 articles that met inclusion criteria. Eligible studies were coded according to the Behavioral Epidemiological Framework. Of the articles identified, 48% examined associations between physical activity and health outcomes, 9% developed or tested methodology to measure physical activity, 34% examined factors that influence physical activity, 8% evaluated interventions to change physical activity, and 1% examined the dissemination of physical activity/health promotion programming. The categories with lower proportions of studies represent the need for greater population-specific research in physical activity measurement, interventional designs, and translational programs.