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

Abstract

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 [Formula: see text] 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.