Standing balance on unsteady surfaces in children on the autism spectrum: The effects of IQ

Travers, Brittany G.; Mason, Andrea; Gruben, Kreg G.; Dean, Douglas C.; McLaughlin, Kristine

doi:10.1016/j.rasd.2018.03.008

Cited by 24 publications

(12 citation statements)

References 42 publications

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“…Another possible explanation for this finding is that elevations in COP variability are more severe for individuals with ASD and comorbid intellectual disability (ID), as we only studied participants with average or above average IQs. Previous studies have shown that individuals with ASD and lower cognitive abilities show reduced postural stability relative to those with higher IQs [3,45]. While we did not see a relationship between IQ and COP variability, this may reflect the restricted IQ range of our sample (> 70).…”

Section: Feedback Guided Reactive Adjustments Of Postural Stabilitycontrasting

confidence: 75%

Postural control processes during standing and step initiation in autism spectrum disorder

Bojanek

Wang

White

et al. 2020

J Neurodevelop Disord

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Background: Individuals with autism spectrum disorder (ASD) show a reduced ability to maintain postural stability, though motor control mechanisms contributing to these issues and the extent to which they are associated with other gross motor activities (e.g., stepping) are not yet known. Methods: Seventeen individuals with ASD and 20 typically developing (TD) controls (ages 6-19 years) completed three tests of postural control during standing. During the neutral stance, individuals stood with their feet shoulder width apart. During the Romberg one stance, they stood with feet close together. During the circular sway, participants stood with feet shoulder width apart and swayed in a circular motion. The standard deviation (SD) of their center of pressure (COP) in the mediolateral (ML) and anteroposterior (AP) directions and the COP trajectory length were examined for each stance. We also assessed mutual information (MI), or the shared dependencies between COP in the ML and AP directions. Participants also completed a stepping task in which they stepped forward from one force platform to an adjacent platform. The amplitude and duration of anticipatory postural adjustments (APAs) were examined, as were the maximum lateral sway, duration, and velocity of COP adjustments following the initial step. We examined stepping variables using separate one-way ANCOVAs with height as a covariate. The relationships between postural control and stepping measures and ASD symptom severity were assessed using Spearman correlations with scores on the Autism Diagnostic Observation Schedule-Second Edition (ADOS-2) and the Autism Diagnostic Interview-Revised (ADI-R). Results: Individuals with ASD showed increased COP trajectory length across stance conditions (p = 0.05) and reduced MI during circular sway relative to TD controls (p = 0.02). During stepping, groups did not differ on APA amplitude (p = 0.97) or duration (p = 0.41), but during their initial step, individuals with ASD showed reduced ML sway (p = 0.06), reduced body transfer duration (p < 0.01), and increased body transfer velocity (p = 0.02) compared to controls. Greater neutral stance COP ML variability (r = 0.55, p = 0.02) and decreased lateral sway (r = − 0.55, p = 0.02) when stepping were associated with more severe restricted and repetitive behaviors in participants with ASD. Conclusions: We found that individuals with ASD showed reduced MI during circular sway suggesting a reduced ability to effectively coordinate joint movements during dynamic postural adjustments. Additionally, individuals with ASD showed reduced lateral sway when stepping indicating that motor rigidity may interfere with balance and gait. Postural control and stepping deficits were related to repetitive behaviors in individuals with ASD indicating that motor rigidity and key clinical issues in ASD may represent overlapping pathological processes.

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Section: Feedback Guided Reactive Adjustments Of Postural Stabilitycontrasting

confidence: 75%

Postural control processes during standing and step initiation in autism spectrum disorder

Bojanek

Wang

White

et al. 2020

J Neurodevelop Disord

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“…Although the prevalence of balance problems in ASD is well acknowledged, explanations regarding the causes of the postural stability deficits diverge. For example, some authors outline the role of anxiety on postural instability [ 65 ] while others attribute the problem to poor cognition [ 66 ]. Nevertheless, most of the debate lies in whether postural deficits are related to sensorimotor or integrational problems.…”

Section: Discussionmentioning

confidence: 99%

Physiological Profile Assessment of Posture in Children and Adolescents with Autism Spectrum Disorder and Typically Developing Peers

et al. 2020

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A sound postural system requires sensorimotor integration. Evidence suggests that individuals with Autism Spectrum Disorder (ASD) present sensorimotor integration impairments. The Physiological Profile Assessment (PPA) can be used to evaluate postural capacity assessing five physiological subsets (i.e., vision, reaction time, peripheral sensation, lower limb strength, balance); however, no studies applied the PPA in young individuals. Therefore, this study aimed to investigate the PPA in children and adolescents with ASD compared with age-matched typically developing (TD) individuals and examine the relationship between the PPA subset within the ASD and TD participants according to different age groups. Percentiles from the PPA were obtained from the TD children and adolescents (n = 135) for each test. Performances of the individuals with ASD (n = 18) were examined relative to the TD percentiles. ASD participants’ scores were above the 90th percentile (i.e., poor performance) in most sensory, motor and balance parameters. Performance in most of the PPA tests significantly improved with older age in the TD group but not in the ASD group. The study findings support the use of the PPA in TD children and adolescents while further research should investigate postural capacity in a larger ASD sample to enhance the understanding of sensorimotor systems contributing to compromised postural control.

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“…A gymnastics is a form of systematic physical movement that can be done on the floor or on a mat in the form of a mat [4]. Children with autism will have difficulty with postural stability, especially when balance tasks present greater sensorimotor challenges on unstable surfaces [5][6] [7]. However, the pattern of motion exercises on an unstable surface using foam can improve postural control in autistic children [8].…”

Section: Introductionmentioning

confidence: 99%

Development of Teacher E-Module for Dynamic Balance Movement for Grade 3 Elementary School with Autism

Kurniawan¹,

Mu'arifin²,

Kurniawan³

et al. 2022

Advances in Health Sciences Research

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This study aimed to develop a dynamic balance motion learning module for grade 3 teachers of Special Education School with autism. The method in this research was research and development. The data analysis technique used a quantitative descriptive approach in the form of percentages. The development model used the ADDIE model (analysis, design, development, implementation, and evaluation). The research subjects were SLB Autism UM and SLB C Autism Tuban City. The results of small group trials and large group trials showed the feasibility and effectiveness of the module increased from 81% to 94% with very valid information. Based on these data, it can be concluded that the dynamic balance motion teacher module for grade 3 students of Special Education School with autism is very valid for use in learning.

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Standing balance on unsteady surfaces in children on the autism spectrum: The effects of IQ

Cited by 24 publications

References 42 publications

Postural control processes during standing and step initiation in autism spectrum disorder

Postural control processes during standing and step initiation in autism spectrum disorder

Physiological Profile Assessment of Posture in Children and Adolescents with Autism Spectrum Disorder and Typically Developing Peers

Development of Teacher E-Module for Dynamic Balance Movement for Grade 3 Elementary School with Autism

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