Chapter 12: Motor Considerations for Individuals with Autism Spectrum Disorder
Summary:
Running, throwing a ball, and writing are examples of issues faced by up to 83% of children with
ASD. While not included in the diagnostic criteria, this chapter points out the importance of including
motor skills in the curriculum for students with ASD at all grade levels. Broadly, there are two types of
motor skills: gross motor and fine motor. Gross motor movements are described as “large movements”
such as running and jumping. Fine motors are “small movements” such as those used for writing and
talking. In terms of development, gross motor skills develop first, followed by fine motor skills. Motor
deficits are said to have a negative effect on a child’s outcomes and quality of life, and therefore should
be a focus of instruction, as well as research.
Despite a general paucity of research related to motor skills instruction, there is a body of
research indicating the motor differences among individuals with ASD. Such differences include: low
scores on motor assessment battery, poor motor coordination, issues with manual dexterity, and problems
with movement execution and planning. Additionally, a 2001 study suggested that between 50 and 73%
of children with ASD had overall motor development deficits.
Objectives:
1. Describe the difference between gross and fine motor skills.
3. List and describe some of the common motor difficulties for individuals with autism.
5. Describe the research on motor issues for people with autism.
Focus Questions:
1. What are the differences between gross and fine motor skills?
2. Why is it important to examine motor functioning for individuals with autism?
3. What are some of the common motor difficulties of individuals with autism?
4. What assessments can be used to assess motor difficulties for individuals with autism?
5. What does the research say about the motor issues for people with autism?
Key Terms:
Eye-gaze coordination
Distal control
Proximal stability
Social exchanges
Instructional Strategies/Activities:
Strategy
Rationale
Description/Steps
Modifications/
Alternative Options
Motor Interview
Activity
Real world exploration
of concepts may
improve student
understanding of
content
1. Have students interview
a teacher or parents of a
student with ASD
2. Have students develop
(as a class) questions
they can ask families or
teachers about motor
abilities of the students,
taking into
consideration both gross
and fine motor as well
as current and past
motor development
3. Next, have the students
work in teams to
identify motor deficits
as shared by the families
or teachers
4. Have groups discuss
potential strategies for
improving these motor
deficits and share with
classmates
Bring in a parent or
teacher of a child
with ASD and a
parent of a typically
developing child and
conduct the interview
as an entire class
(bringing in the
parents separately to
avoid discomfort).
Have students
compare and contrast
the parents answers
to the interview
questions.
Motor Observation
Compare and
Contrast
Live observation of
concepts from text
may improve
understanding and
synthesis of content
1. Have students locate
online videos of same
aged students with ASD
and those without ASD
engaging in similar
tasks (such as playing
basketball or riding a
3. Have students discuss
ways to enhance the
Allow students to
work individually
Select videos for the
students; assign
students or groups to
specific videos or
improve his or her
motor skills
4. Have students share
ideas with classmates
Suggested Readings/Resources:
Green, D., Charman, T., Pickles, A., Chandler, S., Loucas,T., Simonoff, E., et al. (2009). Impairment in
movement skills of children with autistic spectrum disorders. Developmental Medicine and Child
Neurology, 51, 311-316.
Berkeley, S.L., Zittel, L.L., Pitney, L.V., & Nichols, S.E. (2001). Locomotor and object control skills of
children diagnosed with autism. Adapted Physical Activity Quarterly, 18(4), 404-416.
Mari, M. Castiello, U., Marks, D., Marraffa, C., & Prior, M. (2003). The reach-to-grasp movement in
children with autism spectrum disorder. Philosophical Transactions of the Royal Society of London:
Series B. Biological Sciences, 358, 393-403.
Chapter 12: Motor Consideration for Individuals with Autism Spectrum Disorder
Guided Notes
Outline
• Fundamental Motor Skills
• Two General Categories of Movement
• Rationale for Focus on Motor Skills Instruction for Students with ASD
• Research on Motor Deficits of Children with ASD
• Definitions and Examples of Motor Issues in Individuals with ASD
• The Role of Motor Impairments in Early Autism Detection
• Intervention Strategies
Fundamental Motor Skills
Locomotion
Stability
Manual Manipulation of Objects
Two General Categories of Movement
Gross Motor
Fine Motor
• Large movements
• _______________ movements
• Use of _______________ muscle groups in
arms, legs, and torso
• Require precise control
• For example: Used in running, kicking, and
_______________
• Use of small muscles of fingers, toes, lips,
and tongue
• For example: Used in _______________ and
writing
Rationale for Focus on Motor Skills Instruction for Students with ASD
• Improve self-confidence
• Improve motor ability
• Improve coordination
• Improved opportunities to interact increases opportunities to learn social and language skills
Research on Motor Deficits of Children with ASD
• Green et al. (2009): Children with ASD scored below 15th percentile on Movement Assessment
Battery for Children Test
• Miyahara et al. (1997): Found poor motor coordination in children with ASD
• Vilensky, Damasio, and Maurer (1981): Differences in stride length and increased stance times
compared to typically developing peers
• Manjiviona and Prior (1995): Issues with manual dexterity, ball skills, and balance were found in
children with ASD
Definitions and Examples of Motor Issues in Individuals with ASD
TITLE
DEFINITIONS/EXAMPLES
Praxis
• The capacity to execute _______________ motor skills.
• For example, a child with a new toy.
• Praxis is composed of three parts: (a) ideation, (b) motor planning, and
(c) execution.
Ideation
• The capacity to _______________ a specific goal for an
_______________. That is, understanding there are multiple ways to
interact with a single object or one’s own body and deciding on which
goal to plan for.
• For example, a child may decide between throwing a toy ball, kicking it,
or rolling it, among other possible interactions.
Motor Planning
• The ability to _______________ the movements of one’s own body to
complete the desires goal.
• For example, if the child decided he wishes to kick the ball, he would
form a plan on how he would get to the ball and how he intended to kick
it.
Motor Sequencing
• Related to motor planning, motor sequencing is _______________ the
_______________ so that they may be completed consecutively and with
the intention of being fluid. That is, the child must know the order in
which complete movements and when to make them. Kicking too early
will result in missing the ball.
The Role of Motor Impairments in Early Autism Detection
• Noted by parents in first months of life
− Fewer arm movements
− Head _______________
Intervention Strategies
• _______________ therapy may be appropriate