Sensori-Motor and Daily Living Skills of Preschool Children with Autism Spectrum Disorders

Autor/inn/en	Jasmin, Emmanuelle; Couture, Melanie; McKinley, Patricia; Reid, Greg; Fombonne, Eric; Gisel, Erika
Titel	Sensori-Motor and Daily Living Skills of Preschool Children with Autism Spectrum Disorders
Quelle	In: Journal of Autism and Developmental Disorders, 39 (2009) 2, S.231-241 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3257
DOI	10.1007/s10803-008-0617-z
Schlagwörter	Autism; Preschool Children; Daily Living Skills; Motor Development; Pervasive Developmental Disorders; Diagnostic Tests; Testing; Sensory Integration; Stimuli; Psychomotor Skills; Correlation; Intervention; Skill Development + Suchen Sie Ihr Suchwort? Autismus; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Alltagsfertigkeit; Motorische Entwicklung; Diagnostic test; Diagnostischer Test; Testdurchführung; Testen; Sensorische Integration; Anreizsystem; Psychomotorische Aktivität; Korrelation; Kompetenzentwicklung; Qualifikationsentwicklung
Abstract	Sensori-motor development and performance of daily living skills (DLS) remain little explored in children with autism spectrum disorders (ASD). The objective of this study was to determine the impact of sensori-motor skills on the performance of DLS in preschool children with ASD. Thirty-five children, 3-4 years of age, were recruited and assessed with a battery of diagnostic and clinical tests. Children showed atypical sensory responses, very poor motor and DLS. Sensory avoiding, an excessive reaction to sensory stimuli, and fine motor skills were highly correlated with DLS, even when cognitive performance was taken into account. Sensori-motor deficits have an impact on the autonomy of children with ASD and interventions should aim at improving and supporting the development of sensori-motor skills. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10