Evaluation of Skipping in College Students with and without Autism Spectrum Disorder.

Children with Autism Spectrum Disorder (ASD) demonstrate motor skill deficits in comparison to their neurotypically developing peers. However, it is unknown whether these motor skill deficits persist into adulthood. We evaluated skipping kinematics and motor performance in college students with and without ASD. We collected kinematic data from 20 college students, 10 with ASD and 10 without ASD, using a 12-camera three-dimensional motion capture system while participants completed three skipping trials. We scored skipping performance using Everyone Can! and the Halverson Developmental Sequences for Skipping, and we processed data using Cortex, Visual 3D, and MATLAB. We extracted data for center of mass excursion, peak velocity of joint extension, and peak joint angles of the hip, knee, and ankle of the dominant leg. Independent t-tests and Mann-Whitney U tests were used to examine differences between groups with an alpha level of p ≤ 0.05. We found no statistically significant differences for peak sagittal plane joint angles, velocities, or vertical center of mass excursion. However, the ASD group demonstrated greater medio-lateral center of mass displacement (ASD M = .08, SD = .1 m; Control M = .03, S = .03 m; p = .026) and greater frontal plane knee excursion (ASD M = 11.49, SD = 6.23°; Control M = 5.29, SD = 2.44°; p = .01) than participants without ASD. Similarly, the ASD group performed less proficiently in skipping than the group without ASD, as assessed by the developmental scoring methods (Everyone Can! composite score medians [interquartile range]: ASD M = 10.5, SD = 8; Control M = 15.0, SD = 0, p = .008). Despite many similarities in skipping kinematics between groups, participants with ASD were less proficient in skip performance than participants without ASD. Interventions for individuals with ASD addressing skipping proficiency or the performance of other locomotor skills, such as running and jumping, may promote participation in activities that involve complex motor skills and help individuals with ASD lead more physically active lives.

Evaluation of Overhand Throwing Among College Students With and Without Autism Spectrum Disorder.

Children with autism spectrum disorder (ASD) typically demonstrate deficits in gross motor skills such as the overhand throw. It has not been determined whether such deficits persist into adulthood. Therefore, the purpose of this study was to examine the kinematics and developmental level of overhand throws among young adults with and without ASD. Three-dimensional motion-capture data were collected during overhand throwing trials performed by 20 college students (10 students with ASD). Individuals with ASD demonstrated similar throw duration, stride length, and step width but a longer acceleration phase and slower ball velocity than individuals without ASD. Young adults with ASD also performed the overhand throw with less developmental proficiency than those without ASD. Specifically, individuals with ASD exhibited developmental deficits in the backswing and composite throwing score. Motor skill interventions for individuals with ASD should address throwing skills, with a particular focus on the preparatory phase of the overhand throw.

Automated identification of postural control for children with autism spectrum disorder using a machine learning approach.

It is unclear whether postural sway characteristics could be used as diagnostic biomarkers for autism spectrum disorder (ASD). The purpose of this study was to develop and validate an automated identification of postural control patterns in children with ASD using a machine learning approach. 50 children aged 5-12 years old were recruited and assigned into two groups: ASD (n = 25) and typically developing groups (n = 25). Participants were instructed to stand barefoot on two feet and maintain a stationary stance for 20 s during two conditions: (1) eyes open and (2) eyes closed. The center of pressure (COP) data were collected using a force plate. COP variables were computed, including linear displacement, total distance, sway area, and complexity. Six supervised machine learning classifiers were trained to classify the ASD postural control based on these COP variables. All machine learning classifiers successfully identified ASD postural control patterns based on the COP features with high accuracy rates (>0.800). The naïve Bayes method was the optimal means to identify ASD postural control with the highest accuracy rate (0.900), specificity (1.000), precision (1.000), F1 score (0.898) and satisfactory sensitivity (0.826). By increasing the sample size and analyzing more data/features of postural control, a better classification performance would be expected. The use of computer-aided machine learning to assess COP data is efficient, accurate, with minimum human intervention and thus, could benefit the diagnosis of ASD.

Complexity of Center of Pressure in Postural Control for Children With Autism Spectrum Disorders Was Partially Compromised.

The purpose of this study was to compare the complexity of postural control between children with autism spectrum disorder (ASD) and typical developing children during altered visual and somatosensory conditions using the multiscale entropy. Eleven children with ASD and 11 typical developing children were tested during quiet standing under 4 conditions: (1) eyes open and standing on a stable surface, (2) eyes open and standing on a compliant surface, (3) eyes closed and standing on a stable surface, and (4) eyes closed and standing on a compliant surface. The center of pressure data were collected, and multiscale entropy and sway area of center of pressure were calculated. The ASD group exhibited lower complexity in mediolateral sway compared with typical developing children with a large effect size (partial η2 = .21). However, based on the different postural control modes, the anteroposterior sway complexity did not demonstrate a similar decrease for children with ASD. The altered visual or somatosensory conditions alone did not significantly affect the postural sway complexity. The authors concluded that the complexity of postural control for children with ASD was partially compromised. Reduced mediolateral sway complexity could potentially increase the risks of fall.

A Peer Mentored Physical Activity Intervention: An Emerging Practice for Autistic College Students.

Many autistic individuals are less fit and have more health problems than their nonautistic peers. These findings suggest a need to develop effective physical activity interventions. Motor skill deficits, lack of motivation, and limited opportunities for physical activity may restrict exercise participation. Peer mentors can help autistic college students increase their physical activity level and fitness. We developed a 10-week peer mentored physical activity program that affords autistic college students the opportunity to act in a self-determined manner in which students are encouraged to engage in preferred activities and self-directed instruction (autonomy), gain skills through access to expert instruction (competence), and engage socially with peers (relatedness). The ability to act with self-determination may increase students' motivation to participate in physical activity. From our pilot study, we learned that autistic college students could improve their cardiorespiratory fitness, flexibility, and upper body muscular endurance as a result of participating in Into Fitness Together. We also learned of three shared themes: students felt that they gained motor competence, improved their health, and felt a sense of belonging. The autistic students spent time with both autistic and nonautistic peers, which fostered this belongingness. Access to movement experts and peer mentors in an individualized program that affords choice in physical activity is a step in the right direction to eliminate the health disparities of autistic young adults. LAY SUMMARY: Why was this program developed?We developed a physical activity program because we saw the need for autistic individuals to benefit from regular physical activity. Motor skill challenges may keep autistic adults from engaging in regular physical activity and from reaping the benefits of improved fitness. Since participating in regular physical activity is important for the health of all individuals, it is important to design programs that address barriers so all people can benefit.What new program was developed?We developed a 10-week physical activity program called Into Fitness Together (IFiT) for autistic college students. The program is unique because it is individualized, tailored to autistic adults, fun, and has a built-in one-to-one peer support system.What did the researchers do?We wanted to learn whether the program had the potential to increase health-related fitness and how autistic college students experienced IFiT. Sixteen autistic college students participated in IFiT. They were paired one-on-one with another college student (known as a peer mentor) who was an expert in exercise science. The pairs worked out together 2.5 hours a week for 10 consecutive weeks. We examined change in participants' fitness levels at the start and end of IFiT. We also interviewed the autistic peers to understand their IFiT experience.What was the result of participating in the program?With regular participation in physical activity, the autistic peers improved their cardiorespiratory fitness levels, muscular endurance, and flexibility by the end of IFiT. There were three main themes that emerged from the interviews. At the end of the program, participants reported (1) greater competence in motor skills and a greater understanding of exercise, (2) improved overall health, and (3) a sense of belonging. Participants said they learned new ways to exercise, how to exercise correctly, and stated that they felt healthy and fit. They also expressed a sense of belonging. Participants stated that they valued their time with their peer mentor not only because the peer mentor shared their expertise in physical activity and exercise, but also because the peers talked about school, hobbies, and life in general. Having ongoing opportunities for regular social interaction was a positive experience for IFiT participants.What are the next steps for program development?This emerging practice article describes a small pilot study performed at one university, thus results cannot be generalized. Also, we did not have data from a comparison group of autistic students who did not participate in the program. Future studies should use a control and comparison group and gather data at multiple institutions.How will these findings help autistic adults now or in the future?There is limited information on interventions focused on physical activity for autistic college students; therefore, our work provides insight into a promising program. Regular physical activity can lead to positive health outcomes, skill acquisation, and participating in IFiT can potentially set the stage for lifelong physical activity.

Effects of Taekwondo intervention on balance in children with autism spectrum disorder.

The purpose of this study was to investigate the effects of an 8-week Taekwondo (TKD) intervention on balance in children with autism spec-trum disorder (ASD). A total of 14 children with ASD participated in this study. Eight children (eight males; mean age, 10.25±2.38 yr) completed TKD intervention (50 min/2 times/8 week), and six children received no intervention serving as controls (five males, one female; mean age, 10.00±2.83 yr). A computed posturography system with a long forceplate (NeuroCom Balance Master) was used to evaluate static (double and single leg stance with various test conditions) and functional balance (step-quick-turn). Balance was measured before and after the intervention. A mixed-model analysis of variance showed a significant group by time interaction in single leg stance balance. After the intervention, the TKD group displayed a greater improvement in single leg stance balance with eyes closed condition than the control group (P=0.046). Within-group analysis showed that the TKD group significantly improved single leg stance balance with eyes open condition (P=0.014). In addition, TKD group displayed trends of improvements in double leg stance balance with unstable surface under eyes closed condition (ES=0.83) and step-quick-turn (Cohen d [ES]=0.70). The control group did not show any significant changes in balance outcomes. In conclusion, TKD training can help children with ASD improve their balance. Children with ASD also showed a high rate of adherence (92%) to the TKD training. Our findings suggest that TKD can be a fun, feasible, and effective therapeutic option for balance improvement of children with ASD.

Cycling for students with ASD: self-regulation promotes sustained physical activity.

Individuals with autism often lack motivation to engage in sustained physical activity. Three adolescents with severe autism participated in a 16-week program and each regularly completed 30 min of cycling at the end of program. This study investigated the effect of a self-regulation instructional strategy on sustained cycling, which included self-monitoring, goal setting, and self-reinforcement. Of particular interest was the development of self-efficacy during the physical activity as a mediator of goal setting. A multiple baseline changing criterion design established the effectiveness of the intervention. The results suggest that self-regulation interventions can promote sustained participation in physical activity for adolescents with severe autism.