Motor skill abilities in toddlers with autistic disorder, pervasive developmental disorder-not otherwise specified, and atypical development

Matson, Johnny L.; Mahan, Sara; Fodstad, Jill C.; Hess, Julie A.; Neal, Daniene

doi:10.1016/j.rasd.2009.10.018

Cited by 44 publications

(30 citation statements)

References 35 publications

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“…The prevalence and pervasiveness of motor skill deficits in young children with ASD has been clearly indicated across tasks (Chawarska, et al, 2007; Matson, et al, 2010; Ozonoff, et al, 2008; Teittelbaum, et al, 1998; Vernazza-Martin, et al, 2005). Even at a young age, the motor skill deficits of children with ASD widen as the children become older (age range 14–36 months) (Lloyd, et al, 2013).…”

Section: Discussionmentioning

confidence: 99%

“…Descriptive studies have clearly demonstrated that motor skill deficits exist in children with ASD at a young age and have even gone so far as to suggest early motor skill deficits as a preliminary diagnostic marker and a cardinal characteristic of the disability (Flanagan et al, 2012; Fournier, Hass, et al, 2010; Matson, Mahan, Fodstad, Hess, & Neal, 2010; Teittelbaum et al, 1998). These deficits in young children with autism range in nature and across tasks (Berkeley, Zittel, Pitney, & Nichols, 2001; Rinehart et al, 2006; Staples & Reid, 2009; Sutera et al, 2007; Teittelbaum et al, 1998; Vernazza-Martin et al, 2005).…”

mentioning

confidence: 99%

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The relationship of motor skills and adaptive behavior skills in young children with autism spectrum disorders

MacDonald

Lord

Ulrich

2013

Research in Autism Spectrum Disorders

162

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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. Main Outcome Measures The primary outcome measures in this study were calibrated autism severity scores. Results Fine motor skills and gross motor skills significantly predicted calibrated autism severity (p < 0.01). Children with weaker motor skills displayed higher levels of calibrated autism severity. Conclusions The fine and gross motor skills are significantly related to autism symptomology. There is more to focus on and new avenues to explore in the realm of discovering how to implement early intervention and rehabilitation for young children with autism and motor skills need to be a part of the discussion.

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Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

The relationship of motor skills and adaptive behavior skills in young children with autism spectrum disorders

MacDonald

Lord

Ulrich

2013

Research in Autism Spectrum Disorders

162

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“…Autism spectrum disorder (ASD) is a neurodevelopmental disorder characterized by impairments in social interaction and communication, as well as repetitive behaviors and/or restricted interests (American Psychiatric Association, ). While impairments in fine and gross motor skills are not considered core symptoms of ASD, they are frequently observed as associated features (Matson, Mahan, Fodstad, Hess, & Neal, ; Provost, Lopez, & Heimerl, ; see Esposito & Paşca, ). Some studies suggest that, compared to typically developing infants, infants who later develop ASD experience delays or abnormalities in motor development in the first year of life (Flanagan, Landa, Bhat, & Bauman, ; Gernsbacher, Sauer, Geye, Schweigert, & Hill Goldsmith, ; Ozonoff et al., ).…”

Section: Motor Skills and Social Communication In Autism Spectrum Dismentioning

confidence: 99%

Walking Ability is Associated with Social Communication Skills in Infants at High Risk for Autism Spectrum Disorder

Bradshaw

Klaiman

Gillespie³

et al. 2018

Infancy

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Achievement of early motor milestones in infancy affords new opportunities for social interaction and communication. Research has shown that both motor and social deficits are observed in infants who later develop autism spectrum disorder (ASD). The current study examined associations between motor and social-communication skills in 12-month-old infant siblings of children with ASD who are at heightened risk for developmental delays (N=86) and low-risk, typically developing infants (N=113). Infants were classified into one of three groups based on their walking ability: walkers (walks independently), standers (stands independently), or pre-walkers (does not yet stand or walk independently). Social-communication and cognitive skills were assessed with two standardized assessments (Communication and Symbolic Behaviors Scales [CSBS] and Mullen Scales of Early Learning) and compared across the three walking groups. Results demonstrated that high-risk walkers showed superior social-communication skills, but commensurate cognitive skills, compared to high-risk pre-walkers. In contrast, social-communication and cognitive skills were largely comparable for low-risk infants, regardless of walking status. Findings suggest that for high-risk infants, who are already vulnerable to developmental delays and ASD, independent walking may facilitate the emergence of social-communication abilities. Pivotal motor milestones may serve as useful indicators of social-communication delays and targets for intervention.

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“…Recent studies have focused on the motor abilities of toddlers at risk for ASD (Liu, 2012;Lloyd et al, 2013;Matson, Mahan, Fodstad, Hess, & Neal, 2010;Ozonoff et al, 2008). Early identification and intervention are popular, although not revolutionary, topics (Ulrich, 2010) and have been identified as beneficial to the overall development of children with ASD (Bradshaw, Steiner, Gengoux, & Koegel, 2014;Eldevik et al, 2009;Estes, 2015).…”

Section: Dsmmentioning

confidence: 99%

“…While many children, on average, are diagnosed with ASD around 3.1 years of age, for many others this may not happen until they start school a few years later (Mandell, Novak, & Zubritsky, 2005), making early intervention difficult. Understanding of the motor characteristics of infants and toddlers has been limited, but recent studies (Liu, 2012;Lloyd et al, 2013;Matson et al, 2010) have demonstrated that motor skills of children with ASD are severely delayed.…”

Section: Infants and Toddlers (Birth To 3 Years)mentioning

confidence: 99%

A Mixed-Methods Analysis of the Effects of a Fundamental Motor Skills Intervention for Children with Autism Spectrum Disorder

Colombo-Dougovito

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Autism spectrum disorder (ASD) is a complex neurodevelopmental disorder characterized by deficits in social communication and pervasive repetitive behaviors (American Psychiatric Association [APA], 2013). Further, ASD is one of the fastest rising childhood developmental disorders, affecting 1 in 68 children (Christensen et al., 2016). In addition to the hallmark charactizations of this condition is a growing body of research (Lloyd, MacDonald, & Lord, 2013;Liu, Hamilton, Davis, ElGarhy, 2014;Staples & Reid, 2010) that suggests that individuals with ASD also demonstrate delays in the development of gross motor skills. Despite mounting evidence of delay, few interventions have targeted gross motor skills as an outcome (Staples, MacDonald, Zimmer, 2012). Three recent studies (Bremer, Crozier, & Lloyd, 2016; Ketcheson, Hauck, & Ulrich, 2016), amoung others, demonstrate the increasing awareness to this issue; however, continued theory-based research is needed to builded an effective motor intervention for children with ASD.The purpose of this parallel, convergent mixed methods design study was to test the validity and effectiveness of a fundamental motor skill (FMS) intervention for children with ASD that uses dynamic systems theory (DST; Newell, 1986). The intervention was based on intentional manipulations of task constraints, hereafter referred to as task modifications, to build FMS. This study incorporated both quantitative and qualitative data to understand not only how the task modifications work to influence the motor performance of children with and without ASD, but how potential changes in motor performance, or the perception of, was understood by parents. Furthermore, this study sought to understand how the intervention effected the daily lives of the individual iv and their family.Results revealed that a motor intervention based on dynamic systems theory may: (a) significantly improve gross motor performance of children; (b) provide an effective means to build motor skills in children with ASD; and (c) allow for a high level of engagement and successful practice. Furthermore, parent interviews suggest that there are number of barriers to physical activity, as well as many benefits. Futher, results suggest that the home environment may play a role in the gain made during a school based intervention; acting as an environmental constraint. Lastly, when looking at changes in motor performance compared to themes discussed by parents, data suggest that motor skills may play a role as a mediating factor in a child's physical activity level.Additionally, the results suggest that direct changes from increases in motor performance may have delayed indirect changes in other developmental skill and in the child's life.While data suggest significant improvements, a small sample size and the heterogeneity of ASD limit the overall generalizability of the intervention. Further research is necessary to fully understand the potential of an intervention based on task modifications. Moreover, while significant finding...

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Motor skill abilities in toddlers with autistic disorder, pervasive developmental disorder-not otherwise specified, and atypical development

Cited by 44 publications

References 35 publications

The relationship of motor skills and adaptive behavior skills in young children with autism spectrum disorders

The relationship of motor skills and adaptive behavior skills in young children with autism spectrum disorders

Walking Ability is Associated with Social Communication Skills in Infants at High Risk for Autism Spectrum Disorder

A Mixed-Methods Analysis of the Effects of a Fundamental Motor Skills Intervention for Children with Autism Spectrum Disorder

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