Relationships among assessment time, time on task, and motor skill performance in children with autism spectrum disorder.

Twenty-two children (age range of 3.5-10.92 years old) with autism spectrum disorder (ASD) were assessed using the Test of Gross Motor Development (Second Edition; TGMD-2) using three different protocols. The total duration of assessment time and the percentage of time engaged in on-task behavior during the assessments were measured and analyzed using within-subjects repeated measure ANOVA designs to compare performance across the three protocols. Significant differences emerged across the duration of assessment time by assessment protocol, while no significant differences emerged for time on-task during the assessments by protocol used. In addition, correlations were calculated between the TGMD-2 scores and the duration of assessment time and the percentage of time on-task. An inverse relationship was found between TGMD-2 scores and total duration of assessment time by protocol used, (r = .726, .575, .686), while a positive relationship was found between the TGMD-2 scores and time on-task (r = -.570, -.535, -.798). These results suggest a direct relationship between skill proficiency and contextually appropriate behaviors.

The effect of visual supports on performance of the TGMD-2 for children with autism spectrum disorder.

The purpose of this study was to examine the effects of visual supports on the performance of the Test of Gross Motor Development (TGMD-2) for children with autism spectrum disorder (ASD). Participants (N = 22) performed the TGMD-2 under three different protocols (traditional protocol, picture task card protocol, and picture activity schedule protocol). Gross motor quotient scores on the TGMD-2 were measured and statistically analyzed using a within-subjects repeated-measures ANOVA. Results indicated statistically significant differences between protocols, while post hoc tests indicated that the picture task card condition produced significantly higher gross motor quotient scores than the traditional protocol and the picture activity schedule. The results suggest that more accurate gross motor quotient scores on the TGMD-2 by children with ASD can be elicited using the picture task card protocol.

Footwear and locomotor skill performance in preschoolers.

The effect of footwear on locomotor skill performance was examined. 12 children (4 boys, 8 girls; M age = 56.3 mo., SD = 3.3) served as participants. Participants were randomly assigned to perform the locomotor subscale of Ulrich's Test of Gross Motor Development in two shoe conditions (Condition 1: Stride Rite athletic shoes, and Condition 2: flip flop sandals). Children scored significantly higher when wearing athletic shoes than flip-flop sandals. This finding is relevant for motor performance and safety in physical education and movement programs.

The effect of a picture activity schedule on performance of the MABC-2 for children with autism spectrum disorder.

PURPOSE: The purpose of this study was to examine the impact of an assessment protocol utilizing a picture activity schedule on the performance of the Movement Assessment Battery for Children-Second Edition (MABC-2) by children with autism spectrum disorder (ASD). METHOD: Twenty-five children (ages 3-16 years; 20 boys, 5 girls) performed the MABC-2 under two different protocols (i.e., traditional protocol and picture activity schedule protocol). In the traditional protocol condition, each child received detailed verbal descriptions and demonstrations prior to the motor skill performance. During the picture activity schedule protocol, a picture of each task was presented to the children and the verbal instructions were minimized to emphasize visual supports. MABC-2 percentile scores were analyzed using a within-subjects repeated-measures analysis of variance. RESULTS: All children were delayed or at risk for delay in both fine and gross motor skill performance during the administration of the traditional protocol. However, when the picture activity schedule protocol was utilized, children showed a significantly higher MABC-2 percentile score (12.4) compared with that of the traditional protocol (1.1), F(1, 24)= 24.143, p < .001. CONCLUSIONS: The findings indicated that the picture activity schedule protocol may elicit better motor skill performance on the MABC-2 by children with ASD. We suggest researchers and practitioners incorporate a picture activity schedule into the MABC-2 assessment protocol when examining the fine and gross motor performance of children with ASD.