Motor Skill Delays in Children with Autism Linked to Greater Social and Communication Challenges

New research indicates that children with autism who have delayed motor skills — especially object-control skills like catching and throwing — often face more pronounced social and communication difficulties.

The study, published in the July issue of Adapted Physical Activity Quarterly, contributes to a growing body of evidence showing a meaningful connection between autism spectrum disorder and motor skill deficits. These findings emphasize that motor development can play an important role in a child’s social participation and everyday independence.

Lead author Megan MacDonald, an assistant professor in the College of Public Health and Human Sciences at Oregon State University and an expert on movement skills for children with autism spectrum disorder, led the investigation. The research examined a group of 35 school-aged children, ages 6 to 15, who had been diagnosed with autism spectrum disorder. All participants were described as high-functioning and were enrolled in mainstream classrooms.

The researchers assessed two broad categories of motor skills: object-control skills and locomotor skills. Object-control skills include precise actions that involve handling objects, such as catching, throwing, and kicking. Locomotor skills refer to movement patterns like running, walking, jumping and changing direction. The study found that children who demonstrated weaker object-control skills were more likely to show more severe social and communication challenges than peers who scored higher on those motor tasks.

This is an illustration of a child playing with building blocks. — Researchers examined two types of motor skills, object-controlled and ‘locomotion’ skills. Those who struggled more with object-controlled motor skills were more likely to have more severe social and communication skills than those who tested higher on the motor skills test. The illustrative image shows a child embarking on a motor skills task with building blocks.

“So much of the focus on autism has been on developing social skills, and that is very crucial,” MacDonald said. “Yet we also know there is a link between motor skills and autism, and how deficits in these physical skills play into this larger picture is not clearly understood.”

The research highlights a practical, often-overlooked aspect of child development: motor skill competence can directly affect a child’s ability and willingness to join in everyday social activities. Children may appear withdrawn or less social on the playground not solely because of social challenges, but also because they feel unsure about their physical abilities to take part in games and group activities.

MacDonald points to simple milestones — for example, learning to ride a bicycle — as examples of physical skills that can translate into independence, autonomy and social opportunity. “Being able to ride a bike means more independence and autonomy. They can ride to the corner store or ride to a friend’s house. Those kind of small victories are huge,” she said.

Beyond independence, basic motor skills such as running, jumping, throwing and catching support health, mental well-being and social interaction. Participation in shared physical activities with peers provides chances to form friendships and practice communication skills in more natural settings, not just structured therapy sessions.

There is encouraging news for parents and educators: motor skills can be improved with appropriate, targeted instruction. “We have programs and interventions that we know work, and have measurable impact on motor skill development,” MacDonald noted. Early identification and targeted support are critical to giving children the tools they need to participate confidently in play and social activities.

The study’s coauthors include Catherine Lord of Weill Cornell Medical College and Dale Ulrich of the University of Michigan. The research underscores the importance of integrating motor skill assessment and training into broader support plans for children on the autism spectrum, particularly those in mainstream educational settings.

Practical implications for families and schools include screening for motor delays, incorporating motor skill development into individualized educational or therapeutic plans, and encouraging inclusive playground and physical education practices that help children with delayed motor skills engage safely with peers.

Notes

Contact: Angela Yeager – Oregon State University
Source: Oregon State University press release
Original Research: Abstract for “The Relationship of Motor Skills and Social Communicative Skills in School-Aged Children With Autism Spectrum Disorder” by Megan MacDonald, Catherine Lord and Dale A. Ulrich in Adapted Physical Activity Quarterly. Published online July 2013.