Exploring the sensory basis of developmental dyspraxia in children with Autism Spectrum Disorder (ASD)

Abstract

Autism Spectrum Disorder (ASD) is clinically defined by impairments in communication, reciprocal social interactions, and repetitive behaviours and/or restricted interests. These symptoms are present early in development, often co-occur with other symptoms and can significantly impact the child’s ability to successfully engage in meaningful occupations that contribute to the child’s overall growth and development. It has been documented that between 80 and 94% of children with ASD have some kind of sensory abnormality and while there is little consensus regarding the pattern of these sensory deficits, it is theorized that children with ASD fail to properly develop the ability to integrate, or bind together, multisensory inputs. As reported in the literature and through case reports, some children with ASD have difficulty learning age appropriate complex motor skills suggesting that they may also have some form of developmental dyspraxia. This study sought to explore the relationship between multisensory integration and the development of praxis in children with ASD compared to typically developing children. Through the use of a newly developed behavioural paradigm and several standardized measures of sensory and motor function, results suggest that some children with ASD have difficulty transforming sensory data into motor action, leading to delays in the attainment of complex motor skills.