Motor and Communication Skills

Manuacript Abstract 

We aimed to examine the interrelations between motor and communication skills, as well as associations between motor skill subdomains and different communicative functions in minimally speaking children on the autism spectrum, whereas accounting for the child's age, country of residence, educational setting, and communication modalities (covariates). Data from 67 minimally speaking children on the autism spectrum (ages 4–9) from India and the U.S. were analyzed. Motor and communication skills were assessed using the Vineland Adaptive Behavior Scales–Third Edition and the Communication Matrix. Linear regression was used to examine associations between communication and motor skills, and partial correlations were conducted to explore relations between motor skill subdomains and communicative functions. Motor skills were significantly associated with communication skills, independent of covariates. Significant relations were also observed between both motor skill subdomains and refusal functions, as well as between gross motor skills and the obtain function. No significant associations were found between social or information functions and any motor skill subdomain, independent of covariates. The findings underscore the complex and interrelated nature of motor and communication skills. Consideration of both motor and communication skills in intervention approaches may provide insights into ways to support communication development in minimally speaking children on the autism spectrum.

Summary

• This study looked at how motor skills (like moving and coordination) and communication skills are related in children on the autism spectrum who speak very little (less than 30 functional words).

• The children were 4–9 years old and were from India and the U.S.

• The results showed that motor skills were linked to communication skills, no matter the child's age, where they live, their school setting, or how they communicate.

• Some motor skills were also linked to specific communication functions, like saying “no” or asking for things.

• These findings suggest that supporting both motor and communication skills might help children who speak very little.

• More research is needed to understand how motor and communication skills are related in different cultures.