Relationship Between Gross Motor Skill And Social Behavior In Children With Autism

Abstract

Significant deficits in social behaviors have been reported among children with autism spectrum disorders (ASD), and there is growing recognition that individuals with ASD experience motor difficulties (Berkely et al., 2001; Miyahara et al., 1997). Children with ASD experience early challenges in motor skills, which further correlate with social engagement skill deficits (Trevarthen & Daniel, 2005). However, ASD children with motor deficits were not more likely to receive service than those without the motor deficits, and research investigating the relationship between gross motor skill and social behavior of children with ASD has been limited. PURPOSE: To measure the relationship between gross motor skill and social behavior in children with ASD. METHODS: Sixteen (Asperger, n = 8; high-functioning autism, n = 8) boys with ASD aged 6-10 (7.23±1.05 yrs) participated. The Test of Gross Motor Development (TGMD-2; Ulrich, 1985) was used to assess six locomotor skills (run, gallop, hop, leap, horizontal jump, and slide) and six object control skills (striking a stationary ball, stationary dribble, catch, kick, overhand throw, and underhand roll). The School Social Behavior Scales (SSBS-2; Merrell, 2002) was rated by the child's school classroom teacher to assess social competence (peer relations, self-management/compliance, academic behavior) and antisocial behavior (hostile/irritable, antisocial/aggressive, defiant/disruptive). Data are reported as standard score and T-score. Pearson product-moment correlation coefficients were calculated to evaluate the relationship between gross motor skill and social behavior. Significance was set at p < 0.05. RESULTS: Findings indicate that (a) object control skills were positively correlated with peer relations (r16 = 0.65, p < 0.01), self-management (r16 = 0.58, p < 0.05), and social competence (r16 = 0.66, p < 0.01), (b) gross motor quotient was positively correlated with peer relations (r16 = 0.64, p < 0.01), self-management (r16 = 0.58, p < 0.05), and social competence (r16 = 0.61, p < 0.05), and (c) locomotor skills were not correlated with any social behavior variable. CONCLUSION: The better motor skill the child with ASD performed, the more likely the child was to be socially competent. Supported by grant NSC 96-2413-H-017-005, Taiwan.