Exploring the Interaction of Motor and Social Skills With Autism Severity Using the SFARI Dataset

2017 ◽  
Vol 124 (2) ◽  
pp. 413-424 ◽  
Author(s):  
Andrew M. Colombo-Dougovito ◽  
Ronald E. Reeve
Keyword(s):  
Social Skills ◽  
Motor Skills ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Motor Deficits ◽  
Autism Severity ◽  
Gross Motor ◽  
Nonsignificant Difference ◽  
Social Communicative ◽  
Age Range

Social communicative deficits and stereotyped or repetitive interests or behaviors are the defining features of autism spectrum disorder (ASD). A growing body of research suggests that gross motor deficits are also present in most children with ASD. This study sought to understand how pediatric ASD severity is related to motor skills and social skills. A multivariate analysis of variance analysis of 483 children with autism ( N = 444) and ASD ( N = 39) revealed a nonsignificant difference between groups. Results suggest little difference between severity groups on gross motor and social skills within the limited age range of the participants (about 5.6 years of age).

Motor Skills and Calibrated Autism Severity in Young Children With Autism Spectrum Disorder

2014 ◽  
Vol 31 (2) ◽  
pp. 95-105 ◽  
Author(s):  
Megan MacDonald ◽  
Catherine Lord ◽  
Dale A. Ulrich
Keyword(s):  
Autism Spectrum Disorder ◽  
Young Children ◽  
Motor Skills ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Autism Severity ◽  
Gross Motor Skills ◽  
Skill Deficits ◽  
Young Children With Autism ◽  
Social Communicative

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.

scholarly journals The relationship between the motor skills level and the severity of autism disorder in children with autism

2021 ◽  
Vol 25 (1) ◽  
pp. 58-65
Author(s):  
Ali Akbar Barrodi sedehi ◽  
Abdollah Ghasemi ◽  
Ali Kashi ◽  
Elham Azimzadeh
Keyword(s):  
Motor Skills ◽  
Rating Scale ◽  
Pearson Correlation ◽  
Children With Autism ◽  
Autism Severity ◽  
Motor Proficiency ◽  
Gross Motor ◽  
Gross Motor Skills ◽  
The Relationship ◽  
Autism Disorder

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 skills, and autism severity (P<0.05). Conclusion. The results of the current study indicated the pivotal role of motor skills growth in determining the level of autism disorder. It also emphasized on embedding motor interventions in rehabilitation programs of such people.

scholarly journals Influence of a Specific Aquatic Program on Social and Gross Motor Skills in Adolescents with Autism Spectrum Disorders: Three Case Reports

2019 ◽  
Vol 4 (2) ◽  
pp. 27 ◽  
Author(s):  
Giuseppe Battaglia ◽  
Gianna Agrò ◽  
Pietro Cataldo ◽  
Antonio Palma ◽  
Marianna Alesi
Keyword(s):  
Autism Spectrum Disorders ◽  
Social Skills ◽  
Motor Skills ◽  
Autism Spectrum ◽  
Chronological Age ◽  
Gross Motor ◽  
Gross Motor Skills ◽  
Mental Age ◽  
Adolescents With Autism ◽  
Spectrum Disorders

Swimming pool activities revealed to be efficacious to train psychomotor skills and increase adaptive behaviors in children with Autism Spectrum Disorders (ASD). Therefore, the purpose of this study was to investigate the efficacy of a specific multi-systemic aquatic therapy (CI-MAT) on gross motor and social skills in three adolescents with Autism Spectrum Disorders (ASD). Methods: three adolescents with ASD of which two boys (M1 with a chronological age of 10.3 years and a mental age of 4.7 years; M2 with a chronological age of 14.6 and a mental age inferior to 4 years) and one girl (chronological age of 14.0 and a mental age inferior to 4 years). The study was divided into three phases: baseline, 12-week CI-MAT program and Post-Test. Participants were administered a battery of tests incorporating anthropometric measurements, gross motor development test and a social skills questionnaire before and after a 12-week MAT-CI program. Results: Subjects improved locomotors and object control skills following the CI-MAT program in a different way. Concerning social behaviors, the higher proportion of gains was observed in the sensitivity of other’s presence and eye contact, for the contact domain, and in the comply turn for the relationship domain. Conclusions: The results of this study showed that the CI-MAT program was effective for the development of gross-motor skills and social behaviors in subjects with ASD. Moreover there is an urge to carry out a whole psychological assessment targeting both motor and adaptive development suitable to provide educational and vocational plans of exercises for people with ASD.

The Relationship of Motor Skills and Social Communicative Skills in School-Aged Children With Autism Spectrum Disorder

2013 ◽  
Vol 30 (3) ◽  
pp. 271-282 ◽  
Author(s):  
Megan MacDonald ◽  
Catherine Lord ◽  
Dale A. Ulrich
Keyword(s):  
Autism Spectrum Disorder ◽  
Motor Skills ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Communicative Skills ◽  
School Aged Children ◽  
Skill Deficits ◽  
Social Communicative ◽  
Relationship Of ◽  
The Relationship

Motor skill deficits are present and persist in school-aged children with autism spectrum disorder (ASD; Staples & Reid, 2010). Yet the focus of intervention is on core impairments, which are part of the diagnostic criteria for ASD, deficits in social communication skills. The purpose of this study is to determine whether the functional motor skills, of 6- to 15-year-old children with high-functioning ASD, predict success in standardized social communicative skills. It is hypothesized that children with better motor skills will have better social communicative skills. A total of 35 children with ASD between the ages of 6–15 years participated in this study. The univariate GLM (general linear model) tested the relationship of motor skills on social communicative skills holding constant age, IQ, ethnicity, gender, and clinical ASD diagnosis. Object-control motor skills significantly predicted calibrated ASD severity (p < .05). Children with weaker motor skills have greater social communicative skill deficits. How this relationship exists behaviorally, needs to be explored further.

scholarly journals Transition Plan for ASD children from preschool to kindergarten.

2020 ◽  
Author(s):  
Anil Kumar Bheemaiah
Keyword(s):  
Preschool Children ◽  
Motor Skills ◽  
Cognitive Skills ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Cautionary Note ◽  
Transition Strategy ◽  
Transition Plan ◽  
Social Communicative ◽  
Quantitative Assessments

A systematic survey of quantitative assessments of preschool children with autism spectrum is presented as representing their identity as an independent culture with a right to live in the mainstream world, accepted as they are. This calls for an assessment of social, communicative and locomotion motor skills and the minimal comprehension and cognitive skills needed to habitat this world with the minimal accommodations.Stakeholders in a transition and the mainstream IEP are identified with a cautionary note on the inadequacies of a curricular approach in IEP, in lieu of alternative schooling.Holistic approaches from the Himalayan viewpoint, and other viewpoints of informal Catholic, Islamic, Judaist, Buddhist, Vedic and other major theologies are presented for alternative schooling as a transition strategy.

scholarly journals Prevalence of motor disorders and repetitive movements among children with Autism spectrum disorders and Tics disorders

2018 ◽  
Vol 3 (3) ◽  
pp. e0303133
Author(s):  
Kostiantyn Dubovyk
Keyword(s):  
Autism Spectrum Disorders ◽  
Motor Skills ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Motor Disorders ◽  
Gross Motor ◽  
Gross Motor Skills ◽  
Children With Asd ◽  
Repetitive Movements ◽  
Spectrum Disorders

Background. Children with autism spectrum disorders (ASD) have difficulties in the development of simulating, gross and fine motor skills, hand-eye coordination and language skills. Tics and repetitive movements often associated with ASD, intellectual deficiency. Aim. To identify a relationship between tic disorders and specific developmental disorders: motor skills, speech, cognitive functions in children with ASD. Methods. There were randomized 79 children aged 4-6 years with ASD, 38 children among them with comorbid tics disorders (TD). For the diagnosis of ASD were used diagnostic criteria of ICD-10, Autism Diagnostic Interview-Revised (ADI-R), Autism Diagnostic Observation Schedule (ADOS). The development of motor skills, speech, and cognitive function was assessed using Psycho-educational Profile (PEP-R). For the diagnosis of comorbid mental disorders ware conducted using The Development and Well-Being Assessment (DAWBA). As motor disorders considered tics, abnormal movements associated with ADHD, anxiety and obsessive-compulsive disorders. Tics were assessed by Yale Global Tic Severity Scale (YGTSS). Results. In children with ASD and comorbid TD was noted retardation of formation of gross motor skills in comparison with the control group by PEP-R. It was also noted delay in the formation of skills in receptive speech and gross motor skills in accordance with the results of evaluation by using Vineland-II.

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