Related Experiment Video

Updated: Jun 21, 2026

Testing Sensory and Multisensory Function in Children with Autism Spectrum Disorder
09:13

Testing Sensory and Multisensory Function in Children with Autism Spectrum Disorder

Published on: April 22, 2015

Fundamental movement skills in children diagnosed with autism spectrum disorders and attention deficit hyperactivity

Chien-Yu Pan1, Chia-Liang Tsai, Chia-Hua Chu

  • 1Department of Physical Education, National Kaohsiung Normal University, No.116, He-Ping First Road, Kaohsiung, 802, Taiwan. chpan@nknucc.nknu.edu.tw

Journal of Autism and Developmental Disorders
|July 10, 2009
PubMed

Insights

Children with autism spectrum disorder (ASD) and attention deficit hyperactivity disorder (ADHD) exhibit significant delays in gross motor skills compared to neurotypical peers. The ASD group showed more pronounced difficulties in locomotor and object control than the ADHD group.

Area of Science:

  • Developmental psychology
  • Pediatric neurology
  • Motor development

Background:

  • Children with autism spectrum disorder (ASD) and attention deficit hyperactivity disorder (ADHD) often present with motor skill challenges.
  • Understanding these differences is crucial for early intervention and support.

Purpose of the Study:

  • To compare the gross motor development of children with ASD, ADHD, and typically developing controls.
  • To identify specific areas of motor deficit in children with ASD and ADHD.

Main Methods:

  • A cohort of 91 children aged 6-10 years with average IQ was assessed.
  • Participants included groups with ASD (n=28), ADHD (n=29), and typically developing controls (n=34).
  • Gross motor skills were evaluated using standardized assessments, focusing on overall development, locomotor skills, and object control.

Main Results:

  • Both ASD and ADHD groups demonstrated significantly lower scores in overall gross motor development, locomotor, and object control subtests compared to controls.
  • Children with ASD performed significantly worse than children with ADHD on both locomotor and object control subtests.
  • A minority (16%) of children with ASD and ADHD exhibited clinically significant levels of motor impairment.

Conclusions:

  • Children with ASD and ADHD experience notable deficits in gross motor skills compared to their neurotypical peers.
  • The findings suggest that motor skill difficulties may be more pronounced in children with ASD than in those with ADHD.
  • Further research into the underlying factors contributing to these motor challenges is warranted.

More Related Videos

Comparing Eye-tracking Data of Children with High-functioning ASD, Comorbid ADHD, and of a Control Watching Social Videos05:32

Comparing Eye-tracking Data of Children with High-functioning ASD, Comorbid ADHD, and of a Control Watching Social Videos

Published on: December 7, 2018

Eye Tracking Young Children with Autism09:03

Eye Tracking Young Children with Autism

Published on: March 27, 2012

Related Concept Videos

Autism Spectrum Disorder01:19

Autism Spectrum Disorder

Autism spectrum disorder (ASD) is a neurodevelopmental condition marked by persistent deficits in social communication and interaction alongside restrictive and repetitive behaviors or interests. ASD is sometimes accompanied by intellectual impairment.
These core symptoms manifest differently among individuals, ranging from mild to severe. The disorder's complexity extends beyond its clinical presentation, encompassing a diverse range of biological, cognitive, and sociocultural influences.
Attention-Deficit/Hyperactivity Disorder01:30

Attention-Deficit/Hyperactivity Disorder

Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterized by persistent inattention, hyperactivity, and impulsivity. It affects approximately 5-8% of children globally, with around 60-70% of cases persisting into adulthood. ADHD has significant implications for educational attainment, social interactions, and occupational success.
Diagnostic Criteria and Symptoms
To diagnose ADHD, symptoms must manifest before age 12 and be evident across multiple settings.
Modeling in Therapy01:26

Modeling in Therapy

Modeling, a key technique in therapy, uses observational learning to help clients acquire and practice new skills by watching therapists demonstrate desired behaviors. This approach, rooted in Albert Bandura's concept of vicarious learning, plays a significant role in therapeutic interventions for various psychological conditions, including social anxiety, ADHD, and depression.
Participant Modeling
Participant modeling involves therapists demonstrating calm and effective behaviors in situations...
Operant Conditioning Intervention01:24

Operant Conditioning Intervention

Operant conditioning serves as a foundational principle in therapeutic interventions aimed at modifying maladaptive behaviors. Central to this approach is the notion that behaviors, both adaptive and maladaptive, are learned through reinforcement. By analyzing the environmental factors that reinforce problematic behaviors, clinicians can design interventions to weaken these reinforcements and replace maladaptive behaviors with healthier alternatives.
In operant conditioning, behaviors that are...
Learning Disabilities01:25

Learning Disabilities

Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
Dyslexia
Dyslexia is a...